cdsCode lea priorityNumber summary summary1 summary2 summary3 countyPerformance additionalInfo meetingDate year 01100170000000 Alameda County Office of Education 6 The Alameda County Office of Education Schools administers an annual Local Control and Accountability Plan survey which provides educational partners, inclusive of staff, students, parents, bargaining union members, SELPA plan admin, and the community at large as it is publicly available on our website. In an effort to consolidate the number of surveys throughout the year, the LCAP survey includes questions that allow for input on school safety, connectedness, and the overall school climate for students, staff, and other community partners. Based on the Spring 2024 LCAP Survey, 50% of respondents ((16) strongly agreed that they feel staff while on our school campuses, while 31.3% agreed to this statement. The data shows that 6 respondents, or 18.8% were neutral in this stance. There was some agreement, based on additional comments that ACOE should consider providing security at Community schools and felt there was a need to have better safety strategies. The Spring 2024 LCAP survey garnered 32 responses the following is a summary of the responses: Students 18.8% (6) Parent/guardians 3.1% (1) Certificated staff 56.3% (18) classified staff 12.5% (4) partnering organization (tutors, probation, other service providers) 3.1% (1) decline to state 6.2% (2) The Alameda County Office of Education LEA LCAP survey does not disaggregate by student group, as our enrollment numbers are small and the data represents our nearly 98% unduplicated students in our Court and Community Schools. The local data and the identification of key learnings affecting any existing plans, policies, or procedures can be found in our LCAP specific to the current goals. Met ACOE will consider site needs in determining how the school safety manager can ensure there are ongoing discussions with staff regarding safety concerns inclusive of training and opportunities for better safety strategies. 2024-06-11 2024 01100170112607 Envision Academy for Arts & Technology 6 At Envision Academy we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In 23-24, most students felt Envision Academy was safe. Similarly the vast majority of respondents reported positively about their sense of school belonging. We have identified that our African American students do no report the same level of sense of belonging as non-African American students. As a result, we are doing focus groups with our African American students and are going to do more to ensure they have positive points of contact with an adult at the school. Met 2024-06-13 2024 01100170123968 Community School for Creative Education 6 We used the CORE Student Survey on Climate & Culture on Panorama as a comprehensive tool designed to capture students' perceptions and experiences related to their school environment. It includes 17 questions that assess key areas such as encouragement and support from adults, teacher engagement and fairness, student participation in classroom activities, feelings of belonging and happiness, awareness of school rules, and perceptions of safety. The survey is structured to provide detailed insights into the overall climate and culture of the school, allowing educators to identify strengths and areas needing improvement. The Elementary Student Survey had 51 responses, with 81% of students saying they had knowledge of and believed in the fairness of discipline, rules, and norms, marking a 13-point growth since the last survey. Additionally, 76% believed we have a climate of support for their academic learning, showing a 4-point increase. 73% reported feeling a sense of belonging (school connectedness) with a 2-point growth, and 62% felt safe, with a 4-point increase. In the Secondary Student Survey, 53 students responded. 75% indicated they had knowledge of and believed in the fairness of discipline, rules, and norms, with a 10-point increase from the 2022-2023 school year. 74% believed there is a climate of support for academic learning, though this was a 1-point decrease. 49% reported a sense of belonging (school connectedness) with a 6-point increase, while 44% stated they felt safe, reflecting a 7-point drop. 1. Improvement in Perceptions of Fairness and Rules: Elementary Level: A significant 13-point growth in students' belief in the fairness of discipline, rules, and norms indicates that efforts to clarify and enforce school rules have been effective. This suggests that students feel more understood and fairly treated. Secondary Level: Similarly, a 10-point increase at the secondary level shows that older students are also recognizing improvements in fairness and clarity around school rules. This consistent growth across both levels highlights a successful schoolwide initiative in establishing clear and fair disciplinary practices. 2. Enhanced Academic Support: Elementary Level: With a 4-point increase, 76% of elementary students believe the school has a supportive climate for academic learning. This indicates that interventions and support systems, such as additional reading and math specialists, are positively impacting students' perceptions of academic support. Secondary Level: Although there was a slight 1-point decrease in the perception of academic support at the secondary level, 74% of students still feel supported. This suggests that while the overall support is strong, there may be areas needing attention to ensure consistent and effective academic assistance for all students. 3. Sense of Belonging and School Connectedness: Elementary Level: A 2-point growth in the sense of belonging, with 73% of students feeling connected to the school, reflects ongoing efforts to create an inclusive and welcoming environment. This is crucial for fostering a positive school climate where students feel valued and part of the community. Secondary Level: At the secondary level, a 6-point increase, resulting in 49% of students feeling a sense of belonging, indicates progress but also highlights that nearly half of the students still feel disconnected. This points to a need for continued efforts to strengthen relationships and community-building activities. 4. Safety Concerns: Elementary Level: A 4-point increase in the feeling of safety, with 62% of elementary students feeling safe, is a positive trend. However, it also shows that a significant portion of students still have safety concerns, indicating room for improvement in ensuring a secure school environment. Secondary Level: The 7-point drop in the perception of safety among secondary students is concerning, with only 44% feeling safe. This decline suggests a need for urgent interventions to address safety issues, possibly related to bullying or other negative behaviors, to create a safer school environment. For EL Population: In terms of safety perceptions, EL students reported a decrease of 3 points compared to the school cohort. This suggests that EL students may have specific safety concerns that need to be addressed through targeted interventions and support mechanisms. Considering the insights from the CORE Student Survey on Climate & Culture and the disaggregated data for English Learners (EL) and students eligible for Free and Reduced Price Lunch (FRPL), several holistic changes and interventions can be implemented moving forward to improve the overall school environment for all students: 1. Strengthening School Safety Protocols: Enhance school-wide safety measures by implementing comprehensive safety protocols, including increased visibility of staff in common areas, regular safety drills, and clear communication of safety procedures to all students. Provide training for staff on recognizing and addressing bullying, harassment, and other safety concerns, ensuring a proactive approach to maintaining a safe and inclusive school environment. 2. Promoting Academic Support and Engagement: Offer additional academic support services such as tutoring, mentoring, and homework assistance programs to all students, irrespective of their demographic backgrounds. Implement strategies to increase student engagement in learning, including project-based learning initiatives, interactive classroom activities, and personalized learning opportunities tailored to individual student needs. 3. Fostering a Sense of Belonging and Community: Develop initiatives to promote inclusivity and foster a sense of belonging among all students, regardless of their socio-economic status or English proficiency level. Organize school-wide events and activities that celebrate diversity, promote cultural awareness, and encourage positive peer interactions, fostering a supportive and inclusive school community. 4. Enhancing Social-Emotional Learning (SEL) Programs: Integrate SEL curriculum into daily classroom activities to promote emotional well-being, self-awareness, and positive relationship skills among all students. Provide access to counseling services, peer support groups, and mental health resources to support students' social- emotional development and address any barriers to learning. 5. Strengthening Family and Community Partnerships: Foster meaningful partnerships with families and community organizations to support students' academic and socio- emotional needs both inside and outside of school. Offer workshops, seminars, and resources for parents to enhance their involvement in their children's education and promote collaboration between home and school environments. 6. Continuous Monitoring and Evaluation: Regularly assess the effectiveness of interventions and initiatives through ongoing data collection, feedback mechanisms, and evaluation processes. Use data-driven insights to make informed decisions, identify areas for improvement, and adjust strategies as needed to ensure equitable opportunities and outcomes for all students. Met 2024-06-12 2024 01100170124172 Yu Ming Charter 6 Yu Ming administered the Panorama CORE survey to 608 students in grades 3-8. The CORE survey measures the climate of support for academic learning, sense of belonging, safety, and school connectedness, as well as habits for learning such as self-efficacy and self-management. Approximately 90% of students with disabilities, low income, and English learners participated in this survey. "Summary of Results: Elementary School o 76% Climate of Support for Academic Learning o 70% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. o 79% Knowledge & Fairness of Discipline, Rules and Norms o 60% Safety o 57% Self-Efficacy: How much students believe they can succeed in achieving academic success. o 68% Self-Management: How well student manage their emotions, thoughts, and behaviors in different situations. o 74% Sense of Belonging (school connectedness) o 64% Social Awareness: how well students consider the perspectives of others and empathize with them. Summary of Results: Middle School o 67% Climate of Support for Academic Learning o 65% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance in school. o 68% Knowledge & Fairness of Discipline, Rules and Norms o 62% Safety o 59% Self-Efficacy: How much students believe they can succeed in achieving academic success. o 70% Self-Management: How well student manage their emotions, thoughts, and behaviors in different situations. o 57% Sense of Belonging (school connectedness) o 59% Social Awareness: how well students consider the perspectives of others and empathize with them. " Yu Ming has identified Middle School SEL as an area of focus. The school plans to create a new role to address this need. The school will also purchase an additional curriculum and provide ongoing professional development for teachers on the topics of SEL and DEI. Met 2024-06-20 2024 01100170125567 Urban Montessori Charter 6 UMCS uses Panorama to administer the CORE Climate and Culture survey to students multiple times per year in order to seek input from students. Our student survey results showed that students would like for their teacher to know even more about them, their interests, and their home life but do feel like their interests are reflected in their work at school. Students also shared that they would like clarity in regard to discipline, rules, and norms. Students also feel like their teacher knows how they learn best and can identify their general strengths, areas for growth, and learning style. The survey also showed that students recognize the attempts toward personalization shown by faculty and staff. Students acknowledge having great flexibility in the outputs used to show their learning and that once they master a skill, they can report to their teachers and move on to the next task. The disaggregated data shows that students in the 5th and 6th grades in particular struggled both in feelings of academic success and feelings of safety at school. In our general observations, we continue to see that older students experienced the most struggle in our return to in-person learning. While we originally anticipated that these struggles would be concentrated in younger students, we pivoted our support to our older students, supporting teachers with procedures, systems, and structures for older students. Our middle school students in particular experienced a much more stable year as evidenced by survey data and observational data. Based on the survey data and our observations of classrooms, we offered different supports to classrooms with older students to support both staff and students. In middle school, we continued using Amplify to support Math, Science, and ELA instruction and created a more structured schedule for students that reduced the number of students in any given space and created clearer structures, procedures, and work expectations throughout the day. In all elementary classrooms we clarified and standardized systems of follow up and clarity around work expectations. Met 2024-06-20 2024 01100170130625 Alternatives in Action 6 The school administers a Student Equity Survey in May and an LCAP Parent Survey in May. According to our student survey results, 94.2% of students feel safe on campus, while 78% of parents feel their student is safe on campus. 93% of students have one adult that they can talk to when they have a problem. 80% of parents feel that their student is supported at the school. Lastly, 91.9% of students feel they have leadership opportunities at the school. Areas of strength based on survey feedback include student engagement activities such as the retreat, field trips, college trips and community events. There was positive feedback regarding AIA’s staff and teachers. Wanting more extracurricular activities was an overall area of need by students. Students would like more sports, lunch time events and leadership opportunities Students also want more field trip opportunities (connectedness). Anecdotally, students want specific college field trip visits, more art-based field trips and college/career exploration field trips. We will continue to prioritize school climate by building a positive school culture by strengthening relationships with students through retreats, community-wide events, PBIS and Restorative Justice. In addition, our teachers are trained regarding strength-based language and youth development so that they communicate positively with youth. We use a coaching strategy so that students feel heard and supported. We ensure that all students can identify caring adults on campus who support them. The Restorative Justice Coordinator, staff and practices have impacted the school positively in regard to safety. This year, suspensions and expulsions occurred, however, the effects of these consequences supported the overall safety at the school and minimized/eliminated continued occurrences of common incidents. When students are suspended, there is a reintegration process when they return that includes counseling and services. Met 2024-06-26 2024 01100170131581 Oakland Unity Middle 6 "The overall climate of the school is safe, strong, engaged, and joyful. Each semester, Oakland Unity Middle School administers a school survey to parents, families, and students that includes questions regarding school climate and safety. Our community agrees that our school is a safe and joyful place of learning. These results are shared with the Unity Schools Board every Fall and Spring. Students and families respond to survey questions on a 1-5 scale, from strongly disagree to strongly agree. The parent and family survey includes open-ended questions, such as “What resources can the school provide to better support parents?”, “What is something that you would like to see changed at the school to increase parental involvement?”, and “Do you have any suggestions to help improve our wellness program at school?” The general student survey asks students to “Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity Middle School is a school that…” Survey participation rates are very high, with a participation rate of 94% on the student survey and over 85% on the parent and family survey for the 2023-24 school year. Students consistently rate the school highly (i.e., respond 4 or 5) for physical and emotional safety, a respectful school environment, and a strong school culture. The specific items that measure student perceptions of school safety and connectedness consistently indicate that over 90% of students agree or strongly agree (i.e.,respond 4 and 5) that they ""feel physically safe on the Unity Campus”, ""feel emotionally safe and supported on the Unity Campus”, and feel ""Unity students treat the school staff with respect."" In addition, over 99% of students agree or strongly agree with the statement “Overall, Unity is a good school.” The parent and family survey mirrors the student responses, with 90% of parents and families agreeing or strongly agreeing that “Campus security is sufficient to create a safe teaching and learning environment in the school” and “The school administrative and support staff do a good job of running the school.” Furthermore, 99% of families “believe that the current wellness program contributes to a positive school environment.”" "OUMS lives its mission as a ""small, safe, and supportive"" middle school. Three strengths stand out about our program and contribute to our positive school climate: a low teacher turnover rate, a robust advisory program, and a well-resourced Wellness program. As a whole, our teacher turnover rate is low which means our teachers are experienced and deeply trusted in our community. Our robust Advisory program ensures that every student is seen, every family is known, and every community member has a school-to-home liaison. Students stay with their advisor and in their advisory from 6th-8th grade. This is the first place they go in the morning and the last place they go in the afternoon. During advisory, students engage in a thoughtful Social-Emotional Learning curriculum inspired by Developmental Designs (by the Origins program). OUMS has a full-time School Social Worker who provides and designs our Wellness Program at school. Our program includes a team of therapists who meets with students individually, in groups, and in family settings. All of these aspects contribute to our joyful learning community. At Oakland Unity Middle School, being small, safe, and supportive means holding all stakeholders to high expectations to create an environment in which students develop the academic skills and habits to succeed in the future in a nurturing school environment. Our wellness team works with students and their families to offer on-site group and individual counseling, help families access local resources, and ensure all students and families get the support they need to thrive." "Each year when school leaders analyze student and family survey responses, they look for trends in the open response questions to understand positive growth and potential areas for improvement. The following responses from the 2023-24 student and family surveys provide insight into the role Oakland Unity Middle School plays in students’ lives: - ""Unity Middle School is a school that respects you and your opinions. They are a safe school and have very good education and opportunities."" - ""Unity middle school is a school that has teachers that support you and help you be the best of yourself."" - ""Unity Middle School is a school that puts their students and their students necessities first."" - ""Unity is a diverse school and treats every student with respect."" - ""has a small campus so all of the teachers and students can have a good relationship"" - ""Unity is an amazing school, you will find your people easily and can connect with others."" - ""Unity Middle School is a safe and supportive place where everyone is welcome."" - ""Unity Middle School is a school that supports everyone, a school where you are always included, and a fun school overall."" - ""Unity middle is a small safe school that have a lot of activities and is a really joyful place."" While parents and families responded that they are satisfied with their involvement with the school, we do think we can leverage parent strengths more. In the past year, we partnered with Families in Action (FIA) to develop both our staff and our parents around engaging in data. We will continue that work in the coming school year and hope to build staff and parent leadership capacity." Met 2024-06-12 2024 01100170136101 Connecting Waters Charter - East Bay 6 CWEB asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help. After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size. At this time, no major policy changes have been made as a result of the data analysis. Met 2024-06-11 2024 01100170136226 Opportunity Academy 6 Opportunity Academy administer their local climate survey on March 1, 2024 in both English and Spanish. The school received 51 responses on the English Language Climate Survey and zero on the Spanish Language version. Of the 51 respondents 78% of them were students, 6% parents, and 16% staff (Teachers-ACTA and Classified-CSEA). Respondents were asked the following questions and the school received the following answers: 1. When measured on the school's effectiveness in gathering input from community/students/parents: 96% agreed/strongly agreed 2. Maintained Facilities: 96% agreed/strongly agreed that the facilities were well maintained. 3. Motivating Students: 96% agreed/strongly agreed that the school is effective in motivating students. 4. Supportive learning environment: 100% of those surveyed agreed/strongly agreed that the school is a supportive learning environment. 5.Caring adults: 100% agreed/strongly agreed that the school has caring adults. 6. Teachers communicating with educational partners: 96% agreed/strongly agreed that the school communicates well. 7. Education partners feeling welcome: 98% surveyed agreed/strongly agreed that they feel welcome. 8. Staff take education partners' concerns seriously: 100% of the school's education partners feel heard. Overall, the school continues to create a welcoming and inclusive environment which leads to learning and success for each student. Moreover, staff feel safe at their site location in the county allowing multiple access points for education partners. Because the school is active in the community in which it serves, has great community partnerships, and takes actions when actions are needed to address immediate needs, at this time there is not need to change any existing plans, policies, or procedures. Met 2024-06-11 2024 01100170137448 Aurum Preparatory Academy 6 Unfortunately, we did not administer any surveys for FY 2023-24 but we plan on doing so for FY 2024-25. Unfortunately, we did not administer any surveys for FY 2023-24 but we plan on doing so for FY 2024-25. Unfortunately, we did not administer any surveys for FY 2023-24 but we plan on doing so for FY 2024-25. Met 2024-06-22 2024 01100170138867 Hayward Collegiate Charter 6 Hayward Collegiate administers the Panorama SEL survey to determine student’s perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. When the data for supportive relationships was disaggregated by gender, grade level, and EL status, there was little difference in the percentages. When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult, and those who reported that they felt safe at school. ecause school safety is a primary concern of the leadership, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who reported two or more races had significantly lower perceptions of having a connection to an adult when compared to other racial groups. To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and intervene quickly and as appropriate. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support, or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school. Met 2024-06-26 2024 01100176001788 Cox Academy 6 To better understand the needs of students, parents, and staff, Cox administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Cox has been using it for multiple years. On a 5-point scale, Cox families rated 4.58 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Cox families rated 4.59 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Cox will continue efforts to engage parents in students learning, such as developing skills to support literacy. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 01100176002000 Lazear Charter Academy 6 To better understand the needs of students, parents, and staff, Lazear administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Lazear has been using it for multiple years. On a 5-point scale, Lazear families rated 4.50 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Lazear families rated 4.54 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Lazear will continue efforts to engage parents in students learning, such as developing skills to support literacy. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 01611190000000 Alameda Unified 6 Taking the average aggregate data from our Wellness Surveys: Answering “Yes, most of the time” and “Yes, all of the time” when asked “Do you feel safe at school?” (Elementary) or “Yes, most of the time” and “Yes, all of the time” when asked “I feel supported and socially connected at school” (Secondary). Key learnings from the Wellness Survey data indicate that the Culture and Climate is positive for students and that there is a feeling of safety and acceptance at all our school sites, TK-12. Average Elementary (Grades 3-5) Wellness Survey completion rate is 63% of the district population Elementary students reporting that they did NOT feel safe at school on at least one of the surveys: Asian/Asian American - 4% Black/African American - 8% Hispanic or Latinx - 5% White - 5% Mixed (two or more) ethnicities - 3% Average Secondary (Grades 6-12) Wellness Survey completion rate is 53% of the district population Secondary students reporting that they did NOT feel supported and socially connected at school on at least one of the surveys (by race/ethnicity): Asian/Asian American - 6% Black/African American - 11% Hispanic or Latinx - 8% White - 6.5% Mixed (two or more) ethnicities - 7.5% 23-24 CHKS Survey data completion rate for Grade 5 is 87%. 23-24 CHKS survey data completion rates for secondary is: Grade 7 - 86% Grade 9 - 69% Grades 11: 31% Secondary students (taking the average of the 7th and 9th grades students for a more accurate response rate) answering the CHKS survey reporting that they did NOT feel safe at school: (by race/ethnicity): Asian/Asian American - 29.5% Black/African American - 38% Hispanic or Latinx - 36% White - 26% Mixed (two or more) ethnicities - 28.5% Elementary students (5th grade) answering the CHKS survey reporting that they did NOT feel safe at school: (by race/ethnicity): Asian/Asian American - 14% Black/African American - 33% Hispanic or Latinx - 7% White - 9% Mixed (two or more) ethnicities - 10% Survey results show the disparity in feelings of support and safety for our African American youth across all grade levels (elementary and secondary). This disparity of our Black/African American youth feeling safe or supported at our schools is an area of growth for AUSD. Possible internal causes could be: lack of clarity for school staff on what culturally inclusive classrooms look like, the need for additional training on culturally and linguistically responsive pedagogy, and a need to hire more BIPOC staff so that students see themselves reflected on our campuses. Challenges in this area also include the social and political climate outside of our school walls that have significant impact on our Black/African American youth. We know that there has been a dramatic increase of Black/African American youth experiencing mental health crises and suicidal ideation. They experience systemic racism, are grossly misrepresented in media coverage, and have to code switch between friend groups, work, family, etc. School should be the one place that they can be their authentic self, be loved and supported, and have an overall feeling of safety. In response to this data, AUSD continues to establish and align supports for students. This includes reinforcing the need for culturally inclusive school communities, which can be created by full implementation of Tier 1 Restorative Practices TK-12, baseline small group social-emotional offerings using research-based curriculum with ongoing progress monitoring by COST teams, the continuing collection and reflection of Wellness survey data, and clear partnership with our families. The future data generated by our Culture & Climate (PBIS) and COST teams will allow us to monitor the progress of these efforts, specifically as it relates to students currently demonstrating a disparity in the data. Furthermore, through the Tiered Fidelity Inventory, we will be able to, in part, assess the consistency of these practices across all sites. That process allows us the opportunity to make revisions based on on-going student progress and expressed need. The district is also working to recruit more staff of color. A Management for Equity task force has been created which aims to increase the awareness of and strategies for more equitable recruitment and hiring practices. One example of how this work is coming to fruition is through a community-based Job Fair, meant to attract local and diverse community members to our school district’s current job openings. Met 2024-06-25 2024 01611190119222 Nea Community Learning Center 6 132 of our learners in grades 3-12 took our culture/climate survey in the spring of 2024. The school focused on connectedness and safety during the 2023/2024 school year. 95.7% of our 3rd-5th graders and 91.8% of our 6th-12th graders have at least two adults on campus who they trust and feel connected to. Notably, 97.2 % of learners in grades 6-12 state that their race, religion, gender identity and culture are accepted at Nea. 78.7% of learners in grades 3rd-5th and 77.9% of 6th-12th feel mostly or totally safe on campus which is up 17% from the 2022/2023 school year. Facilitators use Class Dojo, email, weekly messages, texting and Jupiter to keep parents up to date of their learners behavior and classroom happenings. 6-12 parents/guardians can also access all data related to learners’ scores on assignments, benchmarks, quizzes and tests, via Powerschool and Jupiter. Parents receive local and state assessment data as soon as it's available. It is apparent from the data that learners feel an increased sense of belonging and connection within our school community from last year to this school year. Staff worked dilligently to prioritize connectedness across the entire school community. They were not limited to the learners they worked with directly. Nea will contiue to focus on family engagement. We had a very limited number of responses on our family survey. This commitment is also reflected in the PTSA's commitmemt to diversifying parent, family and community participation. To measure the effectiveness of Nea efforts to seek input from parents/guardians in school and district decision making and promote parental participation in programs, Nea sends out a comprehensive survey twice per school year which we are still attempting to increase responses. Nea will continue to implement what was done during the 2023/2024 school year in terms of connection and community. There will be star card, incentive drawings as well as monthly assemblies and events. We will also continue to focus in on professional development and coaching for staff in the areas of rigor and sense of belonging. Met 2024-06-13 2024 01611190122085 The Academy of Alameda 6 During the 2023-24 school year, The Academy of Alameda utilized two surveys to receive feedback from students and families in order to improve its program for the 24-25 school year. The family survey was to assess family/ school relationships, while the student survey in grades 3-8 focused on school climate and social emotional supports. We used Panorama surveys as they are well respected and listed as a quality survey by the CDE.Survey results indicate 78% of students responded favorably to questions about school safety, 74% responded favorably to school climate, and 79% responded favorably about having a sense of belonging at the school. For families, 92% responded favorably to questions about school safety, 94% responded favorably about school climate and 83% responded favorably to questions on school fit. Survey results indicate that the school continues to provide a safe and supportive environment. The school was also rated highly in academic rigor, sense of belonging, and teacher-student relationships. The school will continue to increase engagement amongst students. There was a slight decrease with families in regards to school. The school will continue to evaluate feedback from families in ways to engage students with school connectedness. Strategic next steps for the school will be developing a school-home connection that facilitates students sharing their learning at home. Additionally, the school will continue to explore ways that parents can increase participation with the school that does not require time on campus. Met 2024-06-13 2024 01611190130609 Alameda Community Learning Center 6 310 of our learners in grades 6-12 took our culture/climate survey in the spring of 2024. The school focused on clarity of academic expectation and support and safety during the 2023/2024 school year. 64% of our learners feel that the academic expectations are set at a high standard and 60.8% of learners feel that they have access to effective academic supports. 70.8% of our learners reported that they feel mostly or totally safe at school and have at least two adults on campus who they trust and feel connected to. Facilitators use Jupiter Ed, email, weekly messages and texting and to keep parents up to date of their learners behavior and classroom happenings. Parents/guardians can also access all data related to learners’ scores on assignments, benchmarks, quizzes and tests, via Powerschool and Jupiter. Parents receive local and state assessment data as soon as it's available. It is apparent from the data that learners feel an increased sense of safety which is up from last year, but we still have some work to do in this area. Staff worked diligently to prioritize safety across the entire school community. They were not limited to the learners they worked with directly. We will continue to focus on safety throughout the school with a focus specifically on relationship. We would like to broaden our survey to receive responses from a family survey. This commitment is also reflected in the Board, CCEF's and PAC's commitment to diversifying parent, family and community participation. To measure the effectiveness of ACLC efforts to seek input from parents/guardians in school and district decision making and promote parental participation in programs, ACLC will send out a comprehensive survey twice per school year which we are still attempting to increase responses. Met 2024-06-13 2024 01611270000000 Albany City Unified 6 The California Healthy Kids Survey was last administered in late Winter of the 2023-2024 school year to students in grades 5, 7, 9, and 11. Survey items about student perception of connectedness and safety at school include asking students if they feel close to people at/from the school, are happy to be at the school, feel part of the school, feel that teachers treat students fairly, and if students feel safe at school. The following are results from administration of the survey. Percentage point increases and decreases are based on a comparison to the 2022 school year, the last time the survey was administered. School Connectedness - yes most or all of the time Elementary - All students: 74%, increased 6 points Asian: 79% Black/African American: Too few students to report Hispanic/Latino: 78% White: 75% 2 or More Races: 80% Middle school - All students: 64%, decreased 2 points Asian: 64% Black/African American: 60% Hispanic/Latino: 63% White: 64% 2 or More Races: 69% Students with disabilities: 46% High school - All students: 61%, increased 5 points Asian: 63% Black/African American: 41% Hispanic/Latino: 49% White: 66% 2 or More Races: 65% English Learner: 63% Students with disabilities: 54% School Perceived as very safe or safe Elementary Schools - All students: 78%, increased 5 points Asian: 90% Black/African American: Too few students to report Hispanic/Latino: 88% White: 90% 2 or More Races: 90% Middle School - All students: 69%, increased 5 points Asian: 71% Black/African American: 73% Hispanic/Latino: 72% White: 65% 2 or More Races: 72% Students with disabilities: 57% High School - All students: 77%, increased 14 points Asian: 74% Black/African American: 57% Hispanic/Latino: 74% White: 83% 2 or More Races: 83% English Learner: 67% Students with disabilities: 63% Overall, students in Albany Unified School District (AUSD) showed a high rate of feeling connected and safe at school. Since returning from the pandemic, we are pleased to see most percentages increasing, trending in a positive way. Most notably, the percentage of students feeling safe at school increased 5 points for elementary and middle schools, and a remarkable 14 points for high school. At the middle school level, some of our target subgroups including Black/African America and Hispanic/Latino percentages were above the average for all students at their grade span in feeling safe. Students at the elementary level showed high rates of feeling connected to school. The student subgroup Hispanic/Latino showed a rate of feeling connected to school 4 percentage points higher than the elementary average. Student responses to feeling connected to school decreased as they moved from elementary to middle to high school, in line with state percentages. However, some of our subgroups in high school showed even less connected to school including Hispanic/Latino students 12 points lower than the average, and students with disabilities 7 points lower than the high school average. In middle school, students with disabilities had a percentage of feeling connected 18 points below the middle school average. For safety, some student groups showed a markedly lower percentage of students responding positively including Black/African American students were 20 points below the average percentage, English learners 10 points below, and students with disabilities 14 points lower than the high school average. In middle school, students with disabilities who felt safe was 12 points below the middle school average. In order to increase a sense of belonging, safety and connectedness for our Black and Latinx students, we have established the Latinx and Black Alliance Clubs at Albany Middle School. And to support our high school students to feel the sense of connectedness to the school community and uplift the college going culture, we have established the Young Men and Women of Color Programs for our Hispanic/Latinx and Black/African American students at Albany High School. The establishment of these affinity spaces provide a safe environment for our most underserved students to connect with each other and connect with caring staff that support their social emotional needs to better engage in school. Also, we have established a special resource program for students in special education that are chronically absent due to school refusal behavior, which signifies a disconnection from the school community. IEP teams will meet to discuss and develop accommodations and supplemental supports along a progressive model for reentry to mitigate distress associated with academic and/or interpersonal stressors. Students may also receive the related service of counseling to focus on developing coping skills for meeting this goal. Met 2024-06-18 2024 01611430000000 Berkeley Unified 6 California Healthy Kids Survey The California Healthy Kids Survey (CHKS) grew out of the California Department of Education’s (CDE) commitment to helping schools create more positive, safe, supportive, and engaging environments and to promoting the successful cognitive, social, emotional, and physical development of all students. The CHKS provides information to guide school improvement and Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. In 2024, the Berkeley Unified School District took the CHKS Core Module, as well as the supplementary Social Emotional Health Module. The surveys were completed by students in grades 5, 7, 9, 11, and students at BTA. Participation rates for each group were: 66% for 5th grade, 92% for 7th grade, 90% for 9th grade, 68% for 11th grade, and 67% for BTA. The overall participation rate for the district was 79%. In all, 2, 298 BUSD students participated in the CHKS. We are focusing on a set of questions from the CHKS survey including School Engagements and Supports, School Safety and Cyberbulling, an Social Emotional Health. School Safety: Experience any harassment or bullying 7th grade 42% 9th grade 29% 11th grade 23% non-traditional school 15% School Connectedness Measure 5th grade 81% 7th grade 64% 9th grade 63% 11th grade 60% Caring Adult Measure 5th grade 76% 7th grade 65% 9th grade 67% 11th grade 70% LCAP and Strategic Plan Survey indicate bullying at school is an area in need of attention. 39.42% of the 1,260 respondents disagreed or strongly disagreed with the statement “Bullying is not an issue at school.” 39.4% of students disagreed with the statement. Key Climate Indicators from the CHKS include Supports and Engagement, Low Violence, and Other School Climate Indicators. Elementary school exceeded state averages in all Supports and Engagement categories (6) and increased from 2022 to 2024 in 4 of 6 Supports and Engagement categories (School connectedness, Caring Relationships, High Expectations, and Perceived School Safety). Anti-bullying Climate decreased by 4% and fell below the state average in 2024, and Parent Involvement in Schooling decreased by 2% and also fell below the state average in 2024. Middle schools increased in all Supports and Engagement categories (7) from 2022 to 2024. as well as all Other School Climate categories (3). Categories Academic Motivation, and Two or Fewer Absences/Month, are below the state average. Low Violence indicators decreased in 3 or 4 categories, with 1 remaining the same. High School improved in all Supports and Engagement Indicator categories (7), improved in 3 of 4 Low Violence Indicator categories, and all Other School Climate Indicator categories (3). Categories Academic Motivation, and Two or Fewer Absences/Month, are below the state average, as well as the Promotion of Parental Involvement category. Welcoming Schools program to be implemented at all middle schools. Chronic Absenteeism programs will be implemented at all BUSD schools. Wellness Center to open at BTA, with planning for Wellness Centers at the middle schools. Partnerships with community agencies for mental health counselors to increase access. Met 2024-06-12 2024 01611500000000 Castro Valley Unified 6 The CVUSD conducts an annual climate survey each spring. Additionally, the CVUSD conducted a survey to garner input from families. Based on the results of these data, the need to continue to strengthen our social emotional support for students at all grade levels and provide focused support for students with pronounced needs continues. In response to these needs, the CVUSD has continued its support for elementary counselors and expanded the staffing for elementary counseling at Title 1 schools. Further, at the middle school level, CVUSD is strengthening its wellness services for students by expanding the wellness centers at each site. At our alternative school, CVUSD will expand counseling support, as well as after school support by utilizing new Equity Multiplier funds. In response to these programs, CVUSD schools have seen increased access by students to counseling services alongside decreased suspensions and disciplinary infractions. CVUSD is continuing to build on this success by providing certificated and classified staff members with training on restorative practices, compassionate dialogue, recognizing/interrupting implicit bias and interrupting hate language, including anti-Black hate language. Met 2024-06-26 2024 01611680000000 Emery Unified 6 EUSD employs the California Healthy Kids Survey to collect data regarding school climate. The last administration was conducted in the Spring of 2024. This survey covers many important topics, such as school connectedness, trusting relationships with adults, academic motivation, and school safety. Among some of the key indicators, 49% of students in the district reported school connectedness, 60% felt academically motivated, 72% of students said that adults in school have high expectations for them, and 57% of scholars felt safe at school. The district’s schools need to focus on increasing the feelings of school connectedness for our students. We also need to investigate why only 57% of children in the district feel safe in school. We will provide more professional development for teachers in classroom management and in delivering social-emotional learning so that students feel physically, mentally, and emotionally safe. According to the survey, our adults have high expectations but only 60% of students feel academically motivated. The district schools must focus on increasing student engagement and on providing a more rigorous and engaging instruction to improve student motivation. EUSD will continue focusing on improving the school climate in the district. We will implement SEL programs at each site (last year, only 2 out of 3 schools implemented an SEL curriculum.) The district will work even closer with all the educational partners, especially our parents, to double our efforts to improve mental health of our students. In addition, all of our teachers and staff will be trained in restorative justice practices. This will facilitate greater school connectedness. Finally, our instructional leadership teams will focus on increasing instructional rigor and relevance of learning for our scholars to increase their academic motivation and facilitate greater engagement. Met 2024-06-26 2024 01611760000000 Fremont Unified 6 As part of the district’s continuing effort to foster a positive school climate, during the 2023-24 school year FUSD administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Student responses to the CHKS provides the district with valuable information as to the perception of key indicators to a positive school climate. Response summaries are incorporated into individual school site’s School Plan for Student Achievement (SPSA) and into Local Indicator responses on the California School Dashboard. Compared to the 2022-23 CHKS administration, the overall number of survey participants in 2023-24 increased by approximately 20%. The total number of surveyed students by grade level was as follows: Grade 5: 1,695 students surveyed, Grade 7: 2,283 students surveyed, Grade 9: 2,035 students surveyed, Grade 11: 1,931 students surveyed. The CHKS main reports for both elementary and secondary grade levels provide key findings (e.g., safety, school connectedness, bullying and harassment, developmental supports). Information presented here represents overall student perception data. CHKS responses are also disaggregated by race/ethnicity and program student group within the main reports. The comprehensive 2023-24 CHKS main reports, including survey response disaggregated by student group, may be accessed at https://fremontunified.org/about/instructional-services/assessment-accountability/chks/. A public CHSK dashboard with comparison data and trends over multiple years of survey administration can be found at https://calschls.org/reports-data/public-dashboards/. Data are publicly released each December following the academic year that the surveys were administered. Key Indicator Analysis: •School Connectedness (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 75%, Middle School 60%, High School 53%. •Caring Adult Relationships (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 70%, Middle School 59%, High School 50%. •Perceived School Safety (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 84%, Middle School 63%, High School 64%. •Meaningful Participation (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Elementary School 38%, Middle School 28%, High School 24%. •No Substance Use at School (Percent reporting “Yes, most of the time” or “Yes, all of the Time”): Middle School 99%, High School 98%. Students at Elementary Schools within the district continue to report high levels of School Connectedness and Perceived School Safety; both of which Key Indicators had positive response rates above the state biennial average. An area of relative weakness is the percentage of students reporting Meaningful Participation at school indicating the need to address areas of student involvement in decision making, problem solving strategies, and self-advocacy. At the Middle School and High School levels, School Connectedness and Perceived School Safety is also reported at relatively high levels but with percentages that are generally lower than rates reported by elementary students. Students at the secondary grade levels have very promising responses as they relate to Tobacco-Use Prevention Education (TUPE), as less than one percent of all responses indicate active substance use while at school. Like elementary students, middle and high school students reported relatively low levels of meaningful participation indicating areas of improvement within this Key Indicator are consistent across all surveyed grade levels. The comprehensive 2023-24 CHKS main reports available at https://fremontunified.org/about/instructional-services/assessment-accountability/chks/, provide insight as to how student perceptions different between various self-reported students groups. Across all grade levels, student who identify as Black or African American report lower levels of School Connectedness than the district average. This lower level of connection also was reported by high school students who identify as Hispanic or Latinx. Students who identify as an English Learners generally report a sense of connection to schools and the belief that adults at school care about them at levels equal to or higher that the districtwide average. This is also the case for students who identify as receiving Special Education Services, with the exception of students in early high school who reported a drop in these Key Indicators as they transitioned to high school. "The California Healthy Kids Survey (CHKS) results act as important metrics that help provide both formative data to the district in the ongoing development of a Multi-Tiered System of Supports (MTSS) as well as are used to measure the overall effectiveness of various strategies and actions the district implements to support the academic, behavioral, and emotional development of students. CHKS data is incorporated into the districts Local Control Accountability Plan (LCAP) in two areas: • Goal 2: Expand an effective Multi-Tiered System of Supports (MTSS) to eliminate barriers to improve academic, behavioral, and emotional wellness outcomes for students. • Goal 4: Enhance student, family and staff connectedness by fostering and supporting an inclusive school culture. Results from the annual administration of this school climate survey help define areas of focus for professional development on anti-bias and culturally responsive teaching. It also is a metric that is braided into the work of multiple school support personnel (e.g., school counselors, behaviorist for both General and Special Education program, teachers on special assignment, Marriage and Family Therapists, and Child Welfare Attendance staff). Annually, principals are provided with CHKS survey results so that a review and analysis of data can take place with staff as well as with school community partner groups, such as the School Site Council (SSC) for the development of the site’s School Plan for Student Achievement (SPSA). The CHKS will again be administered in the 2024-25 school year to the same assigned grade levels (5, 7, 9, and 11)." Met 2024-06-26 2024 01611760130534 Circle of Independent Learning 6 Based on the local climate survey data, students and parents have provided high ratings regarding school climate and satisfaction. Students rated their understanding of responsibilities, feeling safe, being respected, and receiving support highly, with scores ranging from 4.8 to 4.9 out of 5. Similarly, parents expressed satisfaction in similar areas, with ratings also ranging from 4.8 to 4.9. However, there is a noted decline in the perception of the beneficial impact of onsite classes on the overall understanding of the curriculum and education, with a rating of 4.4 for students and 4.2 for parents. This decline may be attributed to the continued rise in students experiencing high rates of anxiety and depression. To address these challenges, COIL is committed to exploring strategies to enhance in-person and remote learning experiences, aiming to make students and families feel more comfortable returning to in-person instruction while implementing less distracting remote methods. By prioritizing these efforts and continuing to engage with stakeholders, COIL aims to create a supportive and inclusive learning environment that meets the needs of all students and families. Through the analysis of data from the local climate survey, several key learnings have emerged regarding the perceptions of both students and parents within the school community. Overall, students and parents express high levels of satisfaction in various aspects of school climate and satisfaction, including understanding responsibilities, feeling safe, being respected, and receiving support, with ratings ranging from 4.8 to 4.9 out of 5. This indicates a strong foundation in fostering a positive and inclusive learning environment at COIL. However, a notable area for improvement is the perceived impact of onsite classes on overall understanding of the curriculum and education, with ratings slightly declining to 4.4 for students and 4.2 for parents. This decline may be attributed to ongoing concerns related to COVID-19 impacts, as only 60% of respondents participated in onsite classes, reflecting continued apprehension and a significant new student population. To address this, COIL is focused on exploring strategies to enhance both in-person and remote learning experiences, aiming to make students and families feel more comfortable returning to in-person instruction while implementing less distracting remote methods. The addition of new curriculum has also helped to address this concern so that more options are available for students. By prioritizing these efforts and continuing to engage with stakeholders, COIL aims to build upon existing strengths while addressing identified needs to create a supportive and inclusive learning environment for all students and families. In response to the identified areas of need and key learnings from the analysis of local data, COIL has determined that implementing new curriculum and establishing a new student learning center with a credentialed teacher are necessary steps to enhance the overall educational experience for students. Firstly, COIL recognizes the importance of updating and diversifying the curriculum to better meet the needs and interests of students. By introducing new curriculum materials and instructional approaches, COIL aims to provide students with engaging and relevant learning experiences that promote deeper understanding and mastery of key concepts. This includes incorporating diverse perspectives, real-world applications, and interdisciplinary connections to make learning more meaningful and impactful for students across all grade levels and subject areas. Secondly, the establishment of a new student learning center staffed by a credentialed teacher represents a significant investment in providing additional academic support and enrichment opportunities for students. This dedicated space will serve as a hub for personalized learning, offering resources, tutoring, and guidance to help students excel academically. With a credentialed teacher at the helm, the student learning center will provide expert instruction and mentorship, tailored to meet the individual needs and learning styles of each student. Additionally, the center will serve as a safe and supportive environment where students can receive assistance with homework, participate in enrichment activities, and access technology and other resources to support their academic success. By implementing these new initiatives, COIL aims to address the identified areas of need and build upon existing strengths to create a more inclusive, supportive, and academically rigorous learning environment for all students. These changes reflect COIL's commitment to continuous improvement and its dedication to providing high-quality education that prepares students for success in college, career, and beyond. Met 2024-06-14 2024 01611920000000 Hayward Unified 6 In accordance with the standard expected for State Priority Six, HUSD administered the California Healthy Kids Survey (CHKS) during the 2023-24 school year to students in grades 5, 7, 9, and 11. The purpose of this survey is to capture a valid measure of student perceptions of school safety and school connectedness and summarize the results of those queries onto the California School Dashboard. As directed, this summary will indicate the differences among student groups in the results and report the overall score for all students and student groups. During the 2023-24 school year administration of the CHKS, the total number of surveyed students by grade level continued to remain at the same levels as pre pandemic administrative years. The number of students actually able to participate in the survey fluctuated by grade level. Over a three year time span all but one grade level has decreased in the number of participants. However in certain grade levels this may be consistent with a drop in the overall number of students. An example of this is at the 7th grade. In the 21-22 school year 1,391 or 95% of all 7th graders participated in the survey. Then in 2022-23 the total number of students was 1,137 or 86%. This is a drop in both the total number of and overall percentage of 7th graders. However this year the total number of 7th graders taking the survey dropped to 1,077 students. The total number of students surveyed were as follows: Total Number of Students Surveyed 2022-23 2023-24 5th grade: 674 5th grade: 673 7th grade: 1,137 7th grade: 1,077 9th grade: 654 9th grade: 641 11th grade: 731 11th grade: 371 Data From 2023-24 Feeling Safe 5th Grade: 71% 7th Grade: 55% 9th Grade: 45% 11th Grade: 42% Feeling Connectedness 5th Grade: 67% 7th Grade: 55% 9th Grade: 45% 11th Grade: 44% 5th and 7th grade note high levels of students feeling safe and connected. While the percentages of students feeling safe and connected fluctuate from year to year in the various grade levels there does appear to be an overall drop in student feeling connected and or safe at school. The administration window of the survey was moved from the spring to the fall in 2022-23 allowing for earlier results and the inclusion of the data in the 2023-24 and 2024-25 SPSA. This data shows a consistent decrease in both feeling safe and connected from 5th grade to 7th grade. This decrease in both areas continues to 9th grade where it levels off. The discrepancy seen during the pandemic years of kids feeling safe but not connected is no longer an issue after our 2nd year of returning to school. The percentages of students feeling safe at school is within a few percentage points of the number of students feeling connected at school in all grade levels. The impact of distance learning has yet to be fully studied at HUSD schools. A comparison of the results of this survey by grade level from pre to post pandemic will be important to determine the impact on student feelings of connectedness and safety at school. There has been a significant increase in social-emotional resources since the pandemic. However, the impact of these resources appears to make little change in the total number of students feeling connected and or safe at school. It is very concerning with the primary funding source of social emotional supports ending this school year how these budget cuts will impact the way students feel about school. Results will be shared with school leadership teams as they develop their School Plan for Student Achievement (SPSA) climate and engagement goals. The CHKS was administered in 2023-24 and will be administered in the 2024-25 school year. A pre post pandemic comparison of the results will be made. Results from the CHKS will be a guiding metric for our goal of Relationship-Centered Schools, resource allocation and updated goals noted in the revisions to the HUSD Strategic Plan. Met 2024-06-26 2024 01611920108670 Leadership Public Schools - Hayward 6 Based on Fall 2023 data, 69% of students responded positively across questions related to safety, value, and sense of belonging on the annual Panorama Student Survey. *survey not given in 2022-23 Based on Fall 2023 data, 53% of students feel connected to at least one teacher, as reported in the annual Panorama Student Survey. The anonymous nature of the survey does not allow for disaggregation by student groups. From analysis of such survey a majority of students experienced positive connections with teachers and administrators on our campus, while a large percentage of students felt safe, valued and connected to their school as a whole, including relationships with classmates and school staff. The school is aiming to improve elective offerings for students that meet the students interest and need through a survey provided every December. Survey results identified that students were most interested in STEM electives such as AP Bio, Physiology and Anatomy and Digital Media Arts pathway. By offering these courses we hope that students perception of the school will continue to improve. Met 2024-06-20 2024 01611920127696 Knowledge Enlightens You (KEY) Academy 6 86.5% of our students have expressed that they enjoy attending our school. Many students have highlighted that they particularly appreciate the fun events, celebrations, and traditions woven into our school calendar. These activities create a joyful and lively atmosphere, making school days more enjoyable. Additionally, students feel that our school environment fosters a sense of being valued and accepted. This inclusive and supportive atmosphere helps them feel secure and respected, contributing significantly to their overall positive experience at school. Students have expressed appreciation for the small size of our school, which fosters a close-knit and supportive community. They value the easy communication with their teachers, finding it reassuring and encouraging to have approachable and accessible educators. This personalized interaction allows for more tailored and attentive support, helping students feel confident in their learning. The smaller school environment also enables students to form stronger connections with their peers, creating an atmosphere where everyone knows and looks out for one another, like family. This sense of familiarity and connection enhances their overall school experience, making them feel comfortable and engaged. Some students have highlighted that they have experienced bullying at times, which is a serious concern that needs urgent attention. To address this issue, we are committed to implementing comprehensive anti-bullying strategies and providing more resources to support students who feel bullied. This will include increasing the availability of counseling services and peer support groups where students can seek help and share their experiences in a safe environment. We will also introduce more robust bullying prevention programs, including workshops and assemblies to educate students about the impact of bullying and the importance of empathy and respect. Our staff will undergo additional training to recognize and respond effectively to bullying incidents, ensuring that any reports of bullying are taken seriously and addressed promptly. Furthermore, we will establish clear channels for students to report bullying anonymously, giving them the confidence to speak up without fear of retaliation. By fostering a culture of openness and support, we aim to create a school environment where every student feels safe, valued, and respected. Together, we can work towards eliminating bullying and ensuring that our school is a welcoming and inclusive place for all students. Met 2024-06-06 2024 01611920127944 Hayward Twin Oaks Montessori 6 The recent local climate survey data has provided a detailed snapshot of the perceptions and experiences of both students and families regarding school conditions and climate. This information is crucial in understanding the current environment and identifying areas for growth. Student Survey Insights Among the student body, an impressive 78% participated in the Local Control and Accountability Plan (LCAP) survey, demonstrating a high level of engagement and willingness to share their views. The results revealed that 94.14% of students feel a strong sense of belonging at their school. This is a remarkable indicator of an inclusive and supportive community where students feel connected and valued. However, that data also highlighted a significant concern: only 50% of students reported feeling safe at school. This indicates that half of the students harbor concerns about their safety, which is a critical issue that needs to be addressed to ensure that every student can thrive in a secure environment. Additionally, 86% of our secondary student body participated in our Self Report Student Mental Health Survey which boasted 93.17% of those students felt supported and connected to school staff and counselors. Of those who completed the survey, 58.62% of students reported having current social-emotional concerns and challenges that they would seek support for from the Mental Health Department. This indicates not only the continued need for mental health counselors and support staff but also an increase in visibility of the department for all students. While these indicators show a need, it should also be celebrated that HTOMS’ student population has a wonderful ability to recognize their social-emotional concerns and advocate for their needs. Family Survey Insights On the family side, 32.11% of respondents participated in the LCAP survey. While this is lower than student participation, it still provides valuable insights into family perspectives. The survey results showed that 79.1% of families feel that the school environment is safe for their children, reflecting a generally positive view of safety, although it does not fully align with the students' lower sense of safety. Additionally, the survey revealed that 92.4% of families feel positively engaged with the community. This high level of community engagement suggests strong relationships and partnerships between the school and the families, which are essential for creating a supportive educational environment. Moreover, 71.5% of families reported a sense of belonging, which, while positive, is lower than the students' reported sense of belonging, indicating an area where further efforts could be made to enhance family involvement and connection to the school. Key Discrepancies and Areas for Improvement The disparity between students' and families' perceptions of safety is a notable finding. With only half of the students feeling safe compared to the majority of families, it is clear that further investigation is needed to understand and address the specific safety concerns of the students. This could involve conducting focus groups or additional surveys to gather more detailed information on the issues students face. The high sense of belonging among students is a strength to be celebrated and maintained. Continuing programs that foster inclusivity and connection is essential, as is exploring ways to replicate this sense of belonging among families. Strengthening family-school connections through community-building events and enhanced communication strategies could help bridge the gap in perceptions of belonging. Moving Forward Enhancing Student Safety: • Engage students in discussions to pinpoint specific safety concerns via small focus groups, group counseling, social emotional learning lessons in the classroom, and utilizing advisory periods to enhance discussion surrounding the topic of safety. • Implement targeted safety measures and programs based on student feedback. Increasing Family Engagement: • Develop strategies to involve more families in school activities to increase school-wide family engagement • Improving communication between school and families to support collaborative decision-making • Improve communication to ensure families feel connected and informed about school initiatives. Maintaining a Sense of Belonging: • Continue fostering an inclusive environment for students. • Continue to provide robust mental health services for all students in addition to social-emotional learning lessons within the classroom • Create more opportunities for families to feel a sense of belonging through events and support networks. Addressing Student Social-Emotional Concerns: • Continue to provide robust mental health services for all students in addition to social-emotional learning lessons within the classroom. • Increase Mental Health Department visibility by pushing into classrooms to introduce counselors, and market mental health services and implementing school-wide social-emotional activities during lunch and recess times. By focusing on these key areas, the school can work towards creating a safer, more inclusive, and engaging environment for both students and families. This will not only improve overall satisfaction but also support better educational outcomes, ensuring that the school remains a place where everyone feels valued and secure. Met 2024-06-27 2024 01611920137646 Impact Academy of Arts & Technology 6 At Impact Academy we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In 23-24, most students felt Impact Academy was safe. The vast majority of respondents reported positively about their sense of school belonging. We have identified that our African American students do no report that same level of sense of belonging as non-African American students. As a result, we are doing focus groups with our African American students and are going to do more to ensure they have positive points of contact with an adult at the school. Met 2024-06-13 2024 01612000000000 Livermore Valley Joint Unified 6 Twice per year LVJUSD administers the Panorama survey to students. Panorama is designated by the state as a valid climate survey that meets the requirements to evaluate school safety and connectedness. In addition, every two years LVJUSD administers the California Healthy Kids Survey in grades 5, 7, 9, and 11 and results are shared with the board. Within Panorama, students report relatively high levels of Self-Management, Growth Mindset, and Emotion Regulation. Elementary students also report relatively favorable ratings for teacher-student relationships and sense of belonging, though our results are not so favorable at the secondary level, though there was general improvement within the past year. Within the CHKS, students report generally high feelings of high expectations, caring adult relationships, school connectedness and academic motivation. There is a relatively high amount (80 percent) of students that feel safe at school. At the elementary level large gaps between ethnic groups are not present in the section on School Boredom, Caring Adults in School, and High Expectations, which is good news. However, there are gaps at the secondary level for those same areas, especially for our African American students, of 15-20 percentage points. Areas of strength include the high levels of students who feel safe at school and who report feelings of high academic expectation across all ethnic groups. We highly value Teacher/Student relationships in this district, and we have seen growth at all levels in this metric over the past year. Perhaps the most concerning area of identified need comes from some of the middle school data on the CHKS, where just over 40 percent of students report being insulted and made fun of because of how they look at least one time over the past 12 months. Across all secondary levels, we also have 30-40 percent of female students reporting they have experienced chronic sadness/hopelessness, and about 20 percent of males reporting the same thing. "As a result of the survey, LVJUSD has recommitted to expanding groups such as ELAC, as well as utilizing external supports such as the African American Regional Educational Alliance. LVJUSD is also shifting next year to the creation of all surveys, including our SEL surveys, as being located under a central platform so that we can better track and support individual students who indicate they need help. We have expanded middle school counseling services and our elementary school ""Kid Connection"" program that helps students better manage social play." Met 2024-06-18 2024 01612180000000 Mountain House Elementary 6 It is a rural ranching and farming community covering about 30 square miles. There is only one school in this unique small district, and the school building has been here for over 125 years. The school was first founded in 1893. The Mountain House School staff is composed of a Board of Trustees, two full-time teachers, one School Administrator, 1.5 FTE instructional aides and .5 FTE cafeteria staff. During the 2023-24 school year, the school served 14 students in grades K-8. 83% of our students are socioeconomically disadvantaged and 2.14% of our students are English Learners. As MHESD is a very small school, serving only 14 K-8 grade students, we have created our own survey to administer to our 6-8 grade students each year in regards to their input and feelings about school. We administer the survey during school time so that we can have 95-100% of our students participate. In our most recent survey, 100% of our students reported that they feel safe at school. In regards to students' feelings of being connected to the school, 99% responded that they did feel connected or a strong connection to school. This is also demonstrated by our attendance rate - we had 96% average daily attendance and less than 1% of chronic absenteeism. In order to close the achievement gap for our Unduplicated and other under-performing student groups, one of our most notable actions was the implementation of the Extended Learning Opportunities Program. Our Head Teacher was available to students fro 2 hours each school day; 30 minutes before start of school and 1.5 hours after school. Students were encouraged to take advantage of this opportunity. Experience teaches us that once students fall behind, they have lower chances of successfully catching up and progressing in their classes. Our goal was to help all students reach grade-level goals. Tutoring was curriculum-specific, and the support itself focused on the most critical skills and knowledge students needed to master by the end of the school year. Students were provided intensive, personalized support to address educational learning and achievement gaps. Our experience has indicated the need to provide supplemental instructional materials as means to aid student learning in identified areas of need, identify areas for targeted tutoring and, provide insightful data on student learning. All of our activities in this are have yielded desired results. Our students have demonstrated high achievement in english and continue to make gains in math. Having given careful thought and consideration to our successes and areas that could use improvement, we have built a plan that provides equitable access to universal instruction and strategic and intensive interventions to students in both academics and socio-emotional wellbeing. Our students have thrived during the 2023-24 school year. However, we feel that additional interventions could help them achieve even greater successes. As such we plan on making the following additions to our planned actions for 2024-25: We will focus on bringing in outside experts to help guide our teachers in the best delivery methods as they pertain to math. Due to our remote location, procuring such services is challenging. We will work on these tasks over the summer so that we are ready to bring the actions to fruition at the start of school. Align ongoing instruction with strategic thinking to address the misalignment between ongoing classroom instruction and the phrasing of CAASPP questions. Our teachers will develop and implement strategies that familiarize students with the question formats and language conventions used in the assessment. Integrating CAASPP-style questions into classroom assessments and providing explicit instruction on how to approach and decipher the test prompts can help students better understand the expectations and nuances of the questions. Individualized support to meet each student's unique needs. Providing individualized support is crucial for addressing cognitive stressors. Special education students and English Language Learners may require additional accommodations and targeted interventions to ensure their success on the CAASPP. Offering differentiated instruction, personalized learning plans, and additional resources tailored to meet the specific needs of these students can level the playing field and improve their ability to meet CAASPP standards. We are also engaging in conversations with Alameda County Health Services to find ways to serve the medical and dental care needs of our students. We have seen instances where our students miss school due to common illnesses because of a lack of family funds to provide over the counter medication. Understanding this great need within our student community, we are trying to finds ways to fill the void and obtain access to services for our students. Met 2024-06-26 2024 01612340000000 Newark Unified 6 Newark Unified School District administers the California Healthy Kid Survey to all students in grades 5th, 7th, 9th and 11th. The most recent data available was collected during the 2022-2023 survey administration. We see mixed results on student satisfaction as reported on CHKS. When we compare these results to 2021-2022 (the last available and reliable data set), there is a slight decrease in most metrics for 5th grade, but an overall sufficient decrease in 7th, 9th,11th graders and Non Traditional, except in some key areas. Measures for all responses for fifth grade fall within one to two percentage points increase or decrease from the previous survey administration. Responses for 7th, 9th and 11th graders indicate the most pronounced changes in school connectiveness (-6%), meaningful participation (-7%), and academic motivation (-10%) for students in non-traditional settings, ie. Alternative High School. For seventh graders, the most significant changes in the data indicate a decrease in high expectations (-8%). For ninth graders the greatest shift in the data is represented in school connectiveness (-7%), caring adult relationships (-11%), high expectations (-16%). For 11th graders, the most significant shift takes place in the areas of academic motivation (-4%) and an increase in the percentage of students experiencing caring adult relationships (+6%). 2022-2023 Most recent data for CHKS to incorporate in Data response: (in parentheses, change from 2021-2022) 5th Grade Sample size: 161 (49%) * School connectedness: 65% (+1%) * Academic motivation: 79% (-2%) * Caring adults in school: 64% (0%) * High expectations adults in school: 78% (-2%) * Meaningful participation: 39% (+1%) * Social-emotional learning supports: 69% (-2%) 7th; 9th; 11th; NT (Non-traditional) Relative Sample Size: 326 (86%); 108 (30%); 188 (44%); 30 (29%) * School connectedness: 44% (+2%); 40% (-7%); 42% (+1%); 45% (-6%) * Academic motivation: 59% (-1%); 55% (-5%); 52% (-4%); 59% (-10%) * Caring adults relationships: 47% (-3%); 42% (-11%); 56% (+6%); 49% (-2%) * High expectations: 61% (-8%); 52% (-16); 63% (+3%); 72% (0%) * Meaningful participation: 18% (+1%); 14% (-5%); 24% (-3%); 15% (-7%) * Facilities upkeep: 16% (-5%); 15% (+1%); 13% (-3%); 56% (-2%) NUSD has implemented PBIS in all school sites and we will continue to develop these tools and strategies to support student connectedness and academic motivation. As a district, we will take a closer look at meaningful participation across all schools to ensure our students feel as though they have a voice and an opportunity to have input into part of the processes of the school they attend. At the secondary level, we have begun to take a closer look at developing meaningful teacher-student relationships and connections between adults and students on campus. However, we still see the need to improve in a few key areas for our secondary students, specifically in improving meaningful participation, and school connectedness which were all below 50% satisfaction. In partnership with the Santa Clara County Office of Education and our partners with Alameda County Mental Health we are building an MTSS model that meets both the academic and the socio-emotional health of our students with a focus on our priority student groups. Also, through our partnership with the East Bay Agency of Children (EBAC) and with identified resources in our LCAP for each school site in NUSD, we are providing assistance for principals to continue to support the whole child. Met 2024-06-25 2024 01612420000000 New Haven Unified 6 In the Spring of 2024, the NHUSD Student Survey was administered. Three thousand, eight hundred and seventy-three students from elementary, middle school, and high school completed the survey. Survey questions related to school safety and connectedness were drawn from and based on similar questions from the California Healthy Kids Survey (CHKS). The survey indicated that students generally feel safe. School Climate Student Survey Results indicate relative areas of strength where students “Agree” or “Strongly Agree”to the following: I feel safe in my learning environment - 91% I feel safe in my neighborhood - 92% There is an adult at this school who believes that I will be a success - 88% I work with other students in class - 89% I share ideas during class discussions - 73% I have the opportunity to be creative at school - 83% School Climate Student Survey Results indicate relative areas of growth where students “Agree” or “Strongly Agree” to the following: My classes make me want to come to school regularly - 58% My school’s environment makes me want to come to school regularly - 61% Based on the data, our students tend to feel safe at both school and in the community. These findings are consistent over the last couple of years. An area of growth for us, will be in our school climate as it relates to student engagement and school environment. The numbers on both of these indicators went down compared to last year, and indicate that a little more than half of our students believe that their classes make them want to attend school or that their school environment makes them want to come to school regularly. This data was garnered from our spring 2024 survey, and it's consistent with the previous year's California Healthy Kids Survey. We will use this data to inform our LCAP actions that address supporting staff in student engagement. We will continue to collect student data in order to measure progress. Met 2024-06-18 2024 01612590000000 Oakland Unified 6 We annually administer the California Healthy Kids Survey (CHKS) to all students in grades 5-12, including questions on school connectedness, health and safety, and participation in different programs. Our district-wide student participation rate in 2021-22, the most recent year for which this data is available, was 56.5%, with 42 schools achieving participation rates of 70% or higher. Across all students surveyed, 49.7% felt connected. Students in elementary schools more frequently felt connected than Middle School Network students (62.4% vs. 48.7%, respectively), followed by High School Network students (45.3%). Student positive responses to connectedness questions across all surveyed grades: - 52.6% of students felt close to people at their school. - 48.9% felt happy to be at their school. - 47.7% felt like part of their school. - 55.2% reported that teachers at their school treat students fairly. - 47.6% felt safe in their school. Across all students surveyed, 47.6% felt safe in their schools. Elementary Networks reported feeling safe at a rate of 62.5%, versus rates of 45.5% and 42.5% for middle and high school networks, respectively. With respect to both overall school connectedness and safety, there was some variation in ratings across students by race/ethnicity. The highest overall connectedness and safety ratings were seen for White students (70.7% for school connectedness and 70% for safety). The lowest ratings for school connectedness were seen for American Indian or Alaska Native (50.3% for school connectedness and 64.7% for safety). Our survey results show that we still have work to do in terms of fostering students’ feelings of school connectedness and safety, especially as students move to middle school or high school, with multiple teachers and greater sense of anonymity. Our middle schools are paying more attention to welcoming sixth graders, and some have Advisory classes designed to connect a small cohort of students with a caring teacher. Our large high schools are similarly creating ninth grade houses or families. One large high school is organized into five pathways of 300+ students in grades 9-12 with a dedicated assistant principal, counselor, and teacher team who know the students well and who tie classroom learning to real world internships and career themes. We continue to focus on conditions for learning and to invest in sustaining culturally responsive Restorative Justice and Positive Behavior Intervention and Supports at all schools, with a special focus on reducing disproportionate suspensions of African American students and students with disabilities. We continue to embed social and emotional learning in academic instruction, as teachers consider the academic, social and emotional demands of the tasks, from kindergarten all the way to the Graduate Capstone project. We are integrating training for teachers in culturally responsive classroom management, and training in trauma-informed practices for school safety officers, teachers, and other staff. We expect that these system-wide universal and targeted approaches, professional development, and programmatic investments will contribute to increased positive responses related to school connectedness and safety, especially at the secondary level. Met 2024-06-26 2024 01612590100065 Oakland Unity High 6 "In our local climate surveys students consistently give high rankings to school safety and connectedness. Oakland Unity High School administers a general student survey twice per year, once each semester, which captures student perceptions of school safety and connectedness. In addition, the school administers a survey for each advisory and each academic course. The students respond on a 1-5 scale, from strongly disagree to strongly agree. The general student survey includes open-ended questions, such as “Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity High School is a school that…” and “Describe something that you think needs to be improved at Unity and ideas for improving it.” Survey participation rates are very high, with an average participation rate across surveys of over 80% for the 2022-23 school year. Students consistently rate the school highly (i.e., respond 4 or 5) for college preparation, academic and emotional support of student growth, and a positive school culture. The specific items that measure student perceptions of school safety and connectedness consistently indicate that most of students strongly agree (i.e.,respond 4 and 5) that they ""feel physically safe on the Unity Campus”, ""feel emotionally safe and supported on the Unity Campus”, and feel ""if I have a problem, I can get help from one of the school staff."" A few highlights from the 2022-23 general student survey include over 80% of students rating the following statements as “agree” or “strongly agree” (a rating of 4 or 5): - “My advisor has been supportive during this school year.” - “My advisor notices when I do well in my academic (non-advisory) classes.” - “Students of different cultures are respected at our school.” - “I have the chance to take part in activities offered by the school, such as after school programs, clubs, and sports.” - “The principal of the school treats Unity students with respect.” - “The principal of the school cares about students.” The Advisory class meets twice each day and the same Advisor follows the students for four years. Again, the ratings for the specific items related to safety and connectedness are very high, with 75-90% selecting 4 or 5 in response to: “My advisor offers me support when I'm struggling emotionally”, “I feel connected to the other students in my advisory”, “If I were having a problem at school, I would ask my advisor for help”, “My advisory is a place where I feel safe”, and “I feel supported by other students in my advisory.”" Since many of our students live in and/or travel through unsafe neighborhoods in Oakland on the way to school, the school is a dependable refuge. Concurrently, students and families value Oakland Unity High School for preparing students for their lives after high school, whether they plan to continue their education or enter the workforce. The school is designed to foster a positive school culture and sense of safety and belonging by holding high behavior expectations and providing high levels of academic and emotional support. Each year when school leaders analyze general student survey responses, they look for trends in the open response questions to understand positive growth and potential areas for improvement. The following responses from the 2022-23 general student survey provide insight into the role Oakland Unity High School plays in students’ lives: Complete the following sentence as if you were describing Unity to someone who hasn't been to the school: Unity High School is a school that... - “is a place you can call a open arms community and school.” - “Unity High School is a school that respects all cultures and has events for them.” - “gives you a lot of respect and you can be yourself without any judgment.” - “Unity High School is a school where any student can get support educationally but as well as physically and mentally. Unity students get all the support they need and teachers care very much for every single one of unity students. “ - “accepts you even though you are different than others.” At Oakland Unity High School, being small, safe, and supportive means maintaining high expectations for students behavior and academic performance. In the general student survey, students recognize the school’s role in preparing them for college and career and cite the school’s rigor. Teachers uphold high academic standards by requiring students to attend a weekly after school support session called “natural consequences” when they fall behind on work and assigning students to attend weekly office hours when they are struggling to understand a course’s content. In addition, our teachers and administrators respond to violations of school conduct policies and with clear and immediate consequences, including lunch detention, community service, and parent meetings. Students perceive the school discipline process as fair and positive. The majority of students confirm: “My teachers are preparing me to succeed in college and/ or the workplace” and “The discipline at Unity gives me the chance to learn how to become a positive member of this community.” Our school culture reinforces positive behavior, using Positive Behavioral Interventions and Supports and traditional disciplinary interventions. We cultivate a culture of caring and emotional safety through our Advisory system. The surveys themselves contribute to our school culture by clarifying our values and showing our students that we care about what they think. Our practices and approaches have evolved over time in response to the needs of our students. We take specific actions to create and sustain our school culture. To ensure our school culture is understood and accepted with each generation of new students and new teachers, we offer summer school and orientation for incoming 9th graders, and training and supportive coaching for new teachers. Continuity in our culture of caring and emotional safety is also preserved through our Advisory system. Every student is assigned an Advisor who stays with the same group of students for four years and Advisory classes meet twice each day. A specific area in which we would like to see improvement is for more of our students to respond positively to the statement “I enjoy school.” While a majority of our students respond positively (with a rating of 4 or 5) to this statement, over the last three surveys approximately 20% are neutral (with a rating of 3) and 20% respond negatively (with a rating of 1 or 2). Several factors contribute to the degree to which students enjoy school, including their academic experience, relationships with peers, teachers, and administrators, and extracurricular experiences. At Oakland Unity High School we are constantly striving to grow in all of these areas, using our professional development process to improve instruction and learning, hiring, training, and retaining strong teachers, cultivating school culture through Advisory and school events, and providing a range of student-led clubs, sports, and activities. Met 2024-06-12 2024 01612590106906 Bay Area Technology 6 100% of students feel connected to the school community based on responses to the 2023-24 student survey. During school hours, safety is controlled by the school's contracted security team. Access to all gates and doors is monitored by security patrol. Gates and doors are locked with visitors escorted to the front office by security staff. Keys are limited to security and administrative staff. School security as well as school administration abide by a rotating supervision schedule to ensure student safety. Students are required to wear a BayTech shirt, lanyard, and ID badge at all times. In addition, students are only allowed to leave class with a hall pass that was provided by a BayTech staff member. This allows for easy recognition of movement throughout the campus. BayTech now uses a bell system that is unique to the BayTech daily class schedule. The expectation is that students will be on time and accountable in their assigned classroom. When staff members arrive at school, they are officially announced over the loudspeaker, so everyone knows who is on-campus. Visitor sign-in and sign-out logs are reviewed by security and BayTech administration on an ongoing basis. Our school psychologist and her therapy miniature horses have been a huge asset to the school community this year. They have provided emotional support for students, families, and staff. Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include a Daily Anchoring Program, the BayTech Bridge Program, Social Emotional Support, and Tier I SEL and Behavioral Supports. Daily Anchoring Program BayTech Bridge Program Social Emotional Support Expected Outcomes No changes are planned for the coming year. Met 2024-06-03 2024 01612590108944 Lighthouse Community Charter High 6 This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data. Met 2024-07-17 2024 01612590109819 Aspire Berkley Maynard Academy 6 The local climate survey conducted in Winter 2024 for Aspire Berkley Maynard Academy provided insights into the school environment for both Grades 3-5 and Grades 6-12. For Grades 3-5, 54% of students had favorable perceptions of the school's social and learning climate, an increase of 8% from the previous survey, but below the Aspire average of 62%. Regarding school safety, 45% of students felt safe, a slight increase of 2% from the last survey, but still below the Aspire average of 50%. Students' sense of belonging was relatively high, with 56% feeling they belonged, a 4% increase from the previous survey, though below the Aspire average of 66%. Teacher-student relationships were rated favorably by 69% of students, an improvement of 7% from the last survey but still below the Aspire average of 77%. For Grades 6-12, 42% of students had favorable perceptions of the school's social and learning climate, unchanged from the previous survey and matching the Aspire average of 42%. Regarding school safety, 53% of students felt safe, a 5% increase from the last survey, and slightly above the Aspire average of 51%. Students' sense of belonging was low, with only 32% feeling they belonged, a slight decrease from the previous survey and below the Aspire average of 36%. Teacher-student relationships were rated favorably by 50% of students, a slight decrease of 1% from the last survey, and below the Aspire average of 52%. The survey data highlights several key areas of learning about the school environment at Aspire Berkley Maynard Academy. A major area of concern is the relatively low perception of safety among students, with only 45% of Grades 3-5 and 53% of Grades 6-12 students feeling safe. This suggests a need to address issues related to bullying and physical altercations. Additionally, the low sense of belonging, particularly in Grades 6-12 where only 32% of students feel they belong, indicates a need for initiatives that enhance inclusivity and connection among students. The relatively low percentage of students reporting positive teacher-student relationships, especially in Grades 6-12 (50%), further emphasizes the need for strategies to strengthen these connections. Disaggregated data reveals that specific groups, such as those experiencing high rates of bullying and low feelings of safety, require targeted support to address their unique challenges. In response to the identified needs from the survey data, the LEA will implement several changes to existing plans, policies, and procedures to address the areas of concern. To improve school safety, the LEA will enhance the role of the Attendance Team, which will now include a specific focus on monitoring and addressing issues related to bullying, disrespect, and physical altercations. This team will conduct regular safety audits and introduce programs aimed at promoting respectful interactions and conflict resolution among students. To bolster the sense of belonging, the LEA will expand family and community engagement efforts, including more frequent and inclusive family events, and the creation of initiatives like the Black Family Advisory group. These actions aim to create a more welcoming and inclusive school environment for all student groups. The LEA will also enhance support for teacher-student relationships by providing additional professional development for teachers focused on building strong, supportive connections with students. This includes training on social-emotional learning (SEL) and culturally responsive teaching practices. Moreover, the LEA will introduce new attendance incentives and interventions to address chronic absenteeism, particularly among low-income students. These measures include increased family communication and personalized support for students with high absenteeism rates. By implementing these targeted actions, the LEA aims to address the identified needs and continuously improve the school climate and culture, ensuring a safer, more inclusive, and supportive environment for all students. Met 2024-06-20 2024 01612590111476 Achieve Academy 6 To better understand the needs of students, parents, and staff, Achieve administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and Achieve has been using it for multiple years. On a 5-point scale, Achieve families rated 4.48 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. Achieve families rated 4.49 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, Achieve will continue efforts to engage parents in students learning, such as developing skills to support literacy. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 01612590111856 AIMS College Prep High 6 AIMS College Prep High School administered the California Healthy Kids Survey to assess student perceptions of safety and connectedness. School Survey - Question regarding Safety How safe do you feel when you are at school? Student Response: 47.5% Very safe, Safe This School is a safe place for my child Family Response: 91% strongly agree or agree School Survey - Question regarding High Expectations High expectations-adults in school Student Response: 60.75% This school has high expectations for all students: Family Response: 76 % strongly agree or agree School Survey - Caring Relationships Caring relationships-adults in school Student Survey Response: 47.25% Very much true, pretty much true This school has adults who really care about students: Family Response: 63 % strongly agree or agree The School Climate survey outlines some of the significant improvements of the LEA such as: School connectedness Academic motivation Caring adults in school High expectations of adults in school Parent involvement Anti Bullying Social emotional support Feeling safe at school Feeling safe on and to school Saw a weapon at school Cyberbullying Rule clarity Students being treated with respect Key learnings that need to be address for continuous improvement purposes: According to the data, there needs to be an improvement on addressing student behavior with restorative practices. Response to students that need additional support with behaviors Response to decrease student boredom by implementing more school events, field trips, assemblies, and school celebrations Provide a more conducive learning environment that addresses students with extensive behavior with communication across school wide Met 2024-06-26 2024 01612590114363 American Indian Public Charter School II 6 American Indian Public Charter School II administered the California Healthy Kids Survey and California School Parent Survey to assess student and parent perceptions of safety and connectedness. School Survey - Question regarding Safety Do you feel safe at school? Student Response: 57.4% Feel Safe at School This School is a safe place for my child Family Response: 85% strongly agree or agree School Survey - Question regarding High Expectations High expectations-adults in school Student Response: 71.0% This school has high expectations for all students: Family Response: 89% strongly agree or agree School Survey - Caring Relationships Caring relationships-adults in school Student Survey Response: 53.8% This school has adults who really care about students: Family Response: 83% strongly agree or agree The School Climate survey outlines some of the significant improvements of the LEA such as: School connectedness Academic motivation Caring adults in school High expectations of adults in school Parent involvement Anti Bullying Social emotional support Feeling safe at school Feeling safe on and to school Saw a weapon at school Cyberbullying Rule clarity Students being treated with respect Key learnings that need to be addressed for continuous improvement purposes: According to the data, there needs to be an improvement on addressing student behavior with restorative practices. Response to students who need additional support with behaviors Response to decreasing student boredom by implementing more school events, field trips, assemblies, and school celebrations Provide a more conducive learning environment that addresses students with extensive behavior with communication across school-wide Met 2024-06-26 2024 01612590114868 Oakland Charter High 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community. To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 01612590115014 KIPP Bridge Academy 6 75% of KIPP families (TK-4: 77%, 5-8: 72%) have a positive experience with the school. 59% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment --including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 01612590115238 ARISE High 6 We utilized YouthTruth to measure student perceptions of school climate. Responses showed that the degree to which students believe that their school fosters a culture of respect and fairness was 3.17 and the degree to which students feel welcome at their school and have collaborative relationships with their classmates was 3.35. In response to the results, ARISE will focus on improving our Advisory program. We will continue to have two advisors per advisory. We will continue to prioritize cohesion and engage more family and students in events. Another focus is Academic Mentors, as the program has been very successful. Students now understand College and Career better and we will continue to invest in that. Students have highly rated enrichment opportunities on Wednesdays. Not applicable Met 2024-06-11 2024 01612590115592 Learning Without Limits 6 To better understand the needs of students, parents, and staff, LWL administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and LWL has been using it for multiple years. On a 5-point scale, LWL families rated 4.20 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. LWL families rated 4.21 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, LWL will continue efforts to engage parents in students learning, such as developing skills to support literacy. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 01612590118224 Aspire Golden State College Preparatory Academy 6 The local climate survey data from Aspire Golden State College Preparatory Academy offers valuable insights into student perceptions. The overall School Climate score is 42%, reflecting a significant 10-point improvement since the last survey. School Safety, however, is rated at 50%, which is a 7-point decrease. The Sense of Belonging score stands at 38%, showing an 8-point increase, while Teacher-Student Relationships score 45%, up by 2 points. Specific items within the survey shed light on various aspects such as the frequency of physical fights, the likelihood of online bullying, and the perceived fairness of school rules. The analysis of the survey data reveals several key learnings. There have been notable improvements in students' overall perception of the school climate and their sense of belonging, suggesting successful efforts in these areas. However, the decline in school safety scores and the lower ratings in teacher-student relationships highlight persistent challenges. These findings indicate a need to enhance physical and psychological safety within the school, foster stronger connections between students and teachers, and address behaviors that disrupt the learning environment. In response to the identified needs from the survey data, Aspire Golden State College Preparatory Academy is implementing several strategic changes. To improve family and community engagement, the school will hold monthly Principal Chats and create a Black Family Advisory group to gather input on school culture and climate. An Attendance Team will be established to develop and monitor attendance plans, focusing particularly on high-risk groups. Efforts to increase family communication and conduct home visits for students with chronic absenteeism will be intensified. The school will also strengthen its Social-Emotional Learning (SEL) initiatives by providing curriculum materials and planning time for teachers, as well as organizing family education experiences where students can teach SEL skills to their families. Additionally, the school will continue to hold MTSS (Multi-Tiered System of Supports) team meetings and provide professional development to ensure effective support systems for students. To boost student enrollment, the school will enhance its outreach efforts through social media, community events, and partnerships with existing families and local organizations. Facilities will be regularly inspected to ensure they meet safety standards, and all staff will receive comprehensive safety training. These actions are aimed at addressing safety concerns, improving attendance, fostering a positive school climate, and strengthening community engagement for continuous improvement. Met 2024-06-20 2024 01612590126748 LPS Oakland R & D Campus 6 Every year the school administers a Panorama Survey. The survey was administered to students in October 2023 and we had 95% completion rate. The key indicators for the survey are as follows: School Safety Metric Percentage Favorable: 49% School Climate Metric Percentage Favorable: 28% School Culture Metric Percent Favorable: 48% Based on the survey results, we need to increase the sense of safety and belonging for all students, improve school culture and our overall school climate related to caring relationships with adults, overall achievement and school engagement, including attendance, classroom rigor and teacher effectiveness in educating all students. Our goal is to become as inclusive as possible by providing programs or outlets that create an informed and collaborative community. The school’s restorative practices, inclusivity, collaborative planning process contribute to a continuous improvement cycle that a) assesses data to determine student needs, b) collaboratively determines and implements strategies and actions and c) monitors results and impact on student success. We will focus on providing courses and supports that promote college and career readiness and improved economic outcomes for all graduates. Met 2024-06-20 2024 01612590128413 Aspire College Academy 6 The local climate survey data from Aspire College Academy for Grades 3–5 indicates a positive trend in several key areas. The overall School Climate score is 68%, reflecting a significant 19-point increase since the last survey. Specific highlights include 73% of students finding the school's energy positive and 71% feeling the rules are fair. School Safety has also improved, with an overall score of 53%, an 8-point increase. Notably, 33% of students reported infrequent disrespect, and 74% felt unlikely to be bullied online. The Sense of Belonging score stands at 69%, a 15-point increase, with 63% feeling understood by others at school and 78% feeling well-supported by adults. Teacher-Student Relationships scored 70%, up by 15 points, with 63% of students feeling teachers would be concerned if they were upset and 82% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There have been significant improvements in the overall perception of the school climate and a stronger sense of belonging among students, indicating that efforts to create a positive school environment and foster a sense of community have been effective. However, despite the increase in the School Safety score, it remains an area that requires continued attention to ensure both physical and psychological safety for all students. Additionally, while Teacher-Student Relationships have improved, there is still a need to ensure consistent concern and genuine interest from all teachers toward their students. In response to the survey findings, Aspire College Academy is implementing several strategic changes. To enhance family and community engagement, the school will hold monthly Principal Chats to maintain open communication, and organize quarterly “Lunch with a Loved One” events to strengthen connections between families and the school. Additionally, a Black Family Advisory group will be created to gather input on school culture. To address attendance issues, an Attendance Team will be established to monitor and improve attendance, with a particular focus on high-risk groups. This will include enhancing family communication regarding attendance and conducting home visits for students with chronic absenteeism. To strengthen Social-Emotional Learning (SEL), the school will provide curriculum materials and planning time for teachers, organize family education experiences to engage families in SEL practices, and continue to develop Adult SEL to model and support SEL skills. The school will also continue regular MTSS (Multi-Tiered System of Supports) team meetings to monitor support systems and provide professional development for staff to enhance MTSS practices. To boost student enrollment, outreach efforts will be increased through social media and community events, and partnerships will be formed with families and local organizations to support recruitment efforts. Additionally, the school will ensure that facilities meet safety standards through regular inspections and provide comprehensive safety training for all staff. These actions are aimed at addressing the identified needs, improving school safety, fostering a positive school climate, and enhancing community engagement for continuous improvement. Met 2024-06-20 2024 01612590129635 Downtown Charter Academy 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community. To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 01612590129932 East Bay Innovation Academy 6 "EBIA uses the Panorama Core Student Culture and Climate Survey to assess local climate. This survey is given to all students in 6-12 grades. 9-12 grades (47% response rate) Climate of Support for Academic Learning: 84% favorable Knowledge and Fairness of Discipline, Rules, and Norms: 76% favorable Safety: 70% favorable Sense of Belonging: 59% favorable In general, our African-American and White students had the highest favorable responses, while our Latino/Hispanic and ELL students had the lowest favorable responses. 6-8 grades (66% response rate) Climate of Support for Academic Learning: 70% favorable Knowledge and Fairness of Discipline, Rules, and Norms: 62% favorable Safety: 48% favorable Sense of Belonging: 53% favorable In general, Asian and ""Other"" students had the highest favorable responses, with Latino/Hispanic students being closer to the higher favorable responses. Students with IEPs tended to have lower favorable responses." The climate of support for academic learning is an overall strength, particularly at our Upper School campus (9-12 grades), where we saw a 9% increase in positive responses from 2023. Sense of Belonging and Safety are our two highest need areas in 6-12 grades, amongst all students. Safety was an area of need for all student groups. Sense of Belonging was significantly lower for Hispanic/Latino students and ELL students in 9-12 grades. Sense of Belonging was lower for African American and White students in 6-8 grades. EBIA recognizes the need for increased feelings of safety and a sense of belonging. We are revising our culture and climate plan, utilizing student, family, and staff feedback, to build aligned, coherent, and consistent policies for the 24-25 school year. In addition we are adding a 6-12 grade PBIS structure to build more positive culture across both campuses. This culture re-set will include the introduction of a new referral tracking system to track negative and positive student behaviors, attendance, academic concerns, and social-emotional concerns. We will also use short SEL Panorama surveys on a monthly basis to assess student culture and well-being more regularly so that we can respond to needs through Advisory curriculum and other measures in a more timely manner. We are also planning an annual calendar of events and celebrations of multiple identities to help increase the sense of belonging amongst all groups and to ensure that one group does not feel left out. EBIA has made organizational and leadership shifts for the 24-25 school year in response to school climate data, including an additional mental health position and a new site-level administrator role. Met n/a 2024-06-12 2024 01612590130617 Oakland Military Institute, College Preparatory Academy 6 "At the Middle School level, 6th grade students generally scored in the positive range when compared to 7th and 8th grade. In the category of School Connectedness, 6th grade scored 20 points higher than the other grades, 48 and 51 respectively as compared to 71. While in Social Emotional Distress, 7th and 8th scored at 36 and 20 with 6th grade at 14 percent. All middle grades had strong scores for school safety. At the High School level, 12th grade generally scored higher in the positive range leading in categories such as ""school is really boring"" and ""cyberbullying."" As an entire school, OMI scored high in the two-thirds range in categories such as ""low alcohol or drug use,"" ""academic motivation"" and ""school perceived as very safe or safe.""" Even with disaggregated data, the very clear low or negative data of grades 7-10 informs us that thee must be deliberate interventions in the area of positive engagement applied to these grades. Three areas of improvement have been brought to bear on improving indicators for the Middle School: 1. The further implementation of the OMI literacy program 2. The re-focus on Cadet Code of Conduct tied to consistent MTSS supports 3. Add PBIS program, targeted math intervention and after school student success center with tutors Three areas of improvement have been brought to bear on improving indicators for High School: 1. Advance ASG processes to connect parents and teachers as positive collaborators 2. Development of MTSS systems to monitor academics and behavior 3. Provide more options in college and career pathways Met 2024-06-04 2024 01612590130633 Lighthouse Community Charter 6 This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data. Met 2024-07-17 2024 01612590130666 Aspire Lionel Wilson College Preparatory Academy 6 The local climate survey conducted in Winter 2024 for Aspire Lionel Wilson College Preparatory Academy (Grades 6-12) provided several insights into the school environment. Overall, 35% of students had favorable perceptions of the school's social and learning climate, a decrease of 3% from the previous survey, and below the Aspire average of 42%. Regarding school safety, 48% of students felt safe, which is a decline of 12% since the last survey, and below the Aspire average of 51%. Students' sense of belonging was notably low, with only 30% of students feeling they belonged at school, a decrease of 3% from the previous survey, and below the Aspire average of 36%. Teacher-student relationships were rated favorably by 45% of students, a decrease of 2% from the last survey, and below the Aspire average of 52%. The survey data highlights several key learnings about the school environment at Aspire Lionel Wilson College Preparatory Academy. A major area of concern is the significant decrease in perceptions of safety, with only 48% of students feeling safe, a 12% decline since the last survey. This suggests an urgent need to address issues related to disrespect, bullying, and physical altercations. Additionally, the low sense of belonging, with only 30% of students feeling they belong, indicates a need for initiatives that enhance inclusivity and connection among students. The relatively low percentage of students reporting positive teacher-student relationships (45%) further emphasizes the need for strategies to strengthen these connections. Disaggregated data reveals that specific groups, such as those experiencing high rates of bullying, require targeted support to address their unique challenges. In response to the identified needs from the survey data, the LEA will implement several changes to existing plans, policies, and procedures to address the areas of concern. To improve school safety, the LEA will enhance the role of the Attendance Team, which will now include a specific focus on monitoring and addressing issues related to disrespect, bullying, and physical altercations. This team will conduct regular safety audits and introduce programs aimed at promoting respectful interactions and conflict resolution among students. To bolster the sense of belonging, the LEA will expand family and community engagement efforts, including more frequent and inclusive family events, and the creation of initiatives like the Black Family Advisory group. These actions aim to create a more welcoming and inclusive school environment for all student groups. The LEA will also enhance support for teacher-student relationships by providing additional professional development for teachers focused on building strong, supportive connections with students. This includes training on social-emotional learning (SEL) and culturally responsive teaching practices. Moreover, the LEA will introduce new attendance incentives and interventions to address chronic absenteeism, particularly among low-income students. These measures include increased family communication and personalized support for students with high absenteeism rates. By implementing these targeted actions, the LEA aims to address the identified needs and continuously improve the school climate and culture, ensuring a safer, more inclusive, and supportive environment for all students. Met 2024-06-20 2024 01612590130732 Aspire Triumph Technology Academy 6 The local climate survey data from Aspire Triumph Technology Academy for Grades 3–5 reveals a mixed picture. The overall School Climate score is 52%, which is unchanged since the last survey. Specific highlights include 50% of students finding the school's energy positive and 59% feeling the rules are fair. The School Safety score is notably low at 33%, down by 4 points, with frequent reports of disrespect, physical fights, and a significant percentage of students feeling likely to experience online bullying. The Sense of Belonging score stands at 67%, a 17-point increase, with 72% of students feeling understood by their peers and 78% feeling supported by adults. Teacher-Student Relationships scored 70%, an 11-point increase, with 66% of students feeling teachers would be concerned if they were upset and 82% feeling respected by their teachers. The analysis of the survey data highlights several key learnings. There are strengths in the areas of Sense of Belonging and Teacher-Student Relationships, suggesting successful efforts in fostering a supportive and respectful environment. However, the low score in School Safety is a significant concern, indicating issues with physical and psychological safety that need to be urgently addressed. The stable yet relatively low School Climate score points to a need for continued efforts to improve the overall learning and social environment of the school. In response to the survey findings, Aspire Triumph Technology Academy is implementing several strategic changes. To enhance family and community engagement, the school will hold monthly Principal Chats to maintain open communication, and organize quarterly “Lunch with a Loved One” events to strengthen connections between families and the school. Additionally, a Black Family Advisory group will be created to gather input on school culture. To address attendance issues, an Attendance Team will be established to monitor and improve attendance, with a particular focus on high-risk groups. This will include enhancing family communication regarding attendance and conducting home visits for students with chronic absenteeism. To strengthen Social-Emotional Learning (SEL), the school will provide curriculum materials and planning time for teachers, organize family education experiences to engage families in SEL practices, and continue to develop Adult SEL to model and support SEL skills. The school will also continue regular MTSS (Multi-Tiered System of Supports) team meetings to monitor support systems and provide professional development for staff to enhance MTSS practices. To boost student enrollment, outreach efforts will be increased through social media and community events, and partnerships will be formed with families and local organizations to support recruitment efforts. Additionally, the school will ensure that facilities meet safety standards through regular inspections and provide comprehensive safety training for all staff. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 01612590132514 Francophone Charter School of Oakland 6 According to our student survey, 85% of students feel that school is safe and 100% of students feel connected to school. We are committed to prioritizing a positive school climate for our students. We will continue to implement School Culture, Social Emotional Learning, and Restorative Practices actions as described in the LCAP to ensure the school fosters a warm, welcoming school culture and safe school climate that promotes the values of accountability and responsibility. These actions are demonstrating effectiveness with low suspension rates and students feeling increasingly safe at school as indicated on school surveys. Not applicable Met 2024-06-12 2024 01612590134015 Lodestar: A Lighthouse Community Charter Public 6 This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. This year, LCPS began giving the California Healthy Kids Survey to it's 5th, 7th, 9th and 12th grade students. (Across the entire LEA, for Lighthouse Community Charter School this included 5th and 7th grade students). We have just received the CHKS data back and will spend the summer analyzing the data and identifying key learnings, areas of strength and areas of growth. Lighthouse has identified the need to prioritize and implement increased communication and conversations about content mapping, assessment measures and schedules so staff can respond to student needs based on data analysis and performance expectations. There is also a need to triangulate the current data sets to create a better learner profile for each student, and to implement strategies to monitor the impact of educational decisions (such as AP for all, increased mathematics and reading support, differentiated instruction and additional staffing for MTSS) on student success. These might include surveys, focus groups with students and families, other qualitative and quantitative data. Met 2024-07-17 2024 01612593030772 Oakland School for the Arts 6 On our annual climate survey we ask students the following specific questions about safety and connectedness: In general, OSA is a safe place for students In general, OSA is an accepting and inclusive environment for students For each of the questions, students have the opportunity to identify with “Strongly agree, agree, disagree, strongly disagree, or don’t know/doesn’t apply” For the question regarding safety: 72% of students report they strongly agree or agree 20% of students report they disagree or strongly disagree 8% of students report that they don’t know/doesn’t apply 75% of 6th grade students report that they strongly agree or agree 81% of 9th grade students report that they strongly agree or agree 69% of African American students report they strongly agree or agree 73% of Latino/a/x students report they strongly agree or agree 87% of Asian students report they strongly agree or agree 77% of students with IEPs strongly agree or agree For the question regarding acceptance and inclusivity: 79% of students report they strongly agree or agree 15% of students report they disagree or strongly disagree 6% of students report that they don’t know/doesn’t apply 88% of 6th grade students report that they strongly agree or agree 78% of 9th grade students report that they strongly agree or agree 73% of African American students report they strongly agree or agree 82% of Latino/a/x students report they strongly agree or agree 84% of Asian students report they strongly agree or agree 80% of students with IEPs strongly agree or agree At large, the data demonstrates that the vast majority of our students feel safe at school. Comments share that those who do not feel safe attribute this mostly to conditions outside of the building. OSA is located in the heart of a downtown area determined by many to have significant safety concerns. Our lack of dedicated outdoor space for PE and lunchtime activities poses some significant challenges but we are actively seeking long term solutions. Analysis of safety perception by demographic shows that though the numbers are mostly consistent by subgroup that our Asian identifying students have the highest report of feeling safe while our African American students have the lowest report of feeling safe. Students with IEPs report feeling safe at a higher rate than most subgroups. These numbers have all improved since recent years when safety around COVID was a primary concern for many of our students. At large, the data also demonstrates that the vast majority of our students feel accepted/included at school. A key learning is that our African American identifying students are the only subgroup represented in the data above who report acceptance/inclusivity at a rate lower than the student body at large. Upon closer examination in the data, we learn that African American students who participate with affinity groups report a higher level of inclusivity. With this information we will develop further strategies to recruit students for affinity group participation in all subgroups to see improvement. Also notable is that our inclusive approach to special education services seems to be effective as our students with IEPs report inclusivity at a rate slightly higher than that of the general student population. In the 22-23 and 23-24 school years we have been intentional in building a shared community commitment to the “OSA Way”, which identifies “value, uplift, and honor” as three tenets of our shared priorities. While we have made some progress, there is further need for strategic attention to the OSA way. We are shifting our leadership structure to have dedicated assistant principals for middle school and high school to address an identified gap in supporting the age specific needs of our students in building positive student culture. Additionally, we reintroduced an annual theme and all-school show in the 23-24 school year. Though this was an unfamiliar tradition to most of our students due to the disruption of COVID in recent years, it was a great success. The theme of “metamorphosis” proved to be effective in unifying our student body around the transformation inherent in the artistic process. Now that the foundation has been reset for this thematic overlay of all school programming, we anticipate it to continue to support the feeling of acceptance and inclusivity at school. With this in mind, the theme for the upcoming school year will be “circle up” and is more strategically designed to specifically focus on building a positive, safe, and inclusive school culture for students, families, employees, and community partners. We will continue to monitor data to track progress and anticipate the momentum established to help drive continuous improvement. Met 2024-06-13 2024 01612596111660 Oakland Charter Academy 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community. To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 01612596113807 AIMS College Prep Middle 6 AIMS College Prep Middle school administered the California Healthy Kids Survey administered the California Healthy Kids Survey and California School Parent Survey to assess student and parent perceptions of safety and connectedness. School Survey - Question regarding Safety Student Response : 43% Family Response: 79% strongly agree or agree School Survey - Question regarding High Expectations Student Response : 78% Family Response: 89% strongly agree or agree Student Survey Student - Caring Relationships Student Survey Response: 60% Family Response: 74% strongly agree or agree The School Climate survey outlines some of the significant improvements of the LEA such as: School connectedness Academic motivation Caring adults in school High expectations of adults in school Parent involvement Anti Bullying Social emotional support Feeling safe at school Feeling safe on and to school Saw a weapon at school Cyberbullying Rule clarity Students being treated with respect Key learnings that need to be addressed for continuous improvement purposes: According to the data, there needs to be an improvement on addressing student behavior with restorative practices. Response to students who need additional support with behaviors Response to decreasing student boredom by implementing more school events, field trips, assemblies, and school celebrations Provide a more conducive learning environment that addresses students with extensive behavior with communication across school-wide Met 2024-06-26 2024 01612596117568 Aspire Monarch Academy 6 The local climate survey conducted in Winter 2024 for Aspire Monarch Academy (Grades 3-5) revealed several insights into the school environment. Overall, 57% of students had favorable perceptions of the school's social and learning climate, which remained unchanged from the previous survey. This figure is slightly lower than the Aspire average of 62%. Regarding school safety, 42% of students felt safe, which is a significant decline of 20% since the last survey, and below the Aspire average of 50%. Students' perceptions of fairness in school rules were mixed, with 49% considering the rules fair to some extent, but only 28% rating them as very fair. When it comes to the sense of belonging, 63% of students felt they belonged at school, a 4% decrease from the previous survey, and slightly below the Aspire average of 66%. Notably, 42% of students felt a strong sense of belonging, while another 42% felt only somewhat or slightly connected. In terms of teacher-student relationships, 73% of students reported favorable interactions with their teachers, a slight improvement of 5% from the last survey, but still below the Aspire average of 77%. The survey data highlights several key learnings about the school environment at Aspire Monarch Academy. A major area of concern is school safety, as indicated by the 20% decrease in the perception of safety since the last survey. This decline suggests a pressing need to address issues of disrespect, bullying, and physical altercations. The low sense of safety among students, particularly with only 42% feeling safe, underscores the urgency for targeted interventions to improve the overall security and well-being of students. Conversely, the data points to relatively strong teacher-student relationships, with 73% of students expressing positive interactions, which is an improvement from the previous survey. This strength provides a solid foundation to build upon for fostering a supportive and connected school community. Additionally, the sense of belonging remains a critical focus area, as only 63% of students feel they belong, indicating a need for initiatives that enhance inclusivity and connection among students. Disaggregated data further reveals that specific groups, such as those concerned with online bullying, require targeted support to address their unique challenges. In response to the identified needs from the survey data, the LEA will implement several changes to existing plans, policies, and procedures to address the areas of concern. To improve school safety, the LEA will enhance the role of the Attendance Team, which will now include a specific focus on monitoring and addressing issues related to disrespect, bullying, and physical altercations. This team will conduct regular safety audits and introduce programs aimed at promoting respectful interactions and conflict resolution among students. To bolster the sense of belonging, the LEA will expand family and community engagement efforts, including more frequent and inclusive family events, and the continuation of initiatives like the Black Family Advisory group. These actions aim to create a more welcoming and inclusive school environment for all student groups. The LEA will also enhance support for teacher-student relationships by providing additional professional development for teachers focused on building strong, supportive connections with students. This includes training on social-emotional learning (SEL) and culturally responsive teaching practices. Moreover, the LEA will introduce new attendance incentives and interventions to address chronic absenteeism, particularly among low-income students. These measures include increased family communication and personalized support for students with high absenteeism rates. By implementing these targeted actions, the LEA aims to address the identified needs and continuously improve the school climate and culture, ensuring a safer, more inclusive, and supportive environment for all students. Met Not Applicable 2024-06-20 2024 01612596117972 North Oakland Community Charter 6 The LEA has placed a strong emphasis on the significance of representing all voices within our school community, especially those from underrepresented families. Recognizing the importance of inclusivity and equity, we've prioritized efforts to ensure that every family feels heard, valued, and actively involved in shaping the educational experience. This commitment extends to actively seeking out feedback and perspectives from underrepresented groups, implementing targeted outreach strategies, and fostering a culture of inclusivity where every voice matters. NOCCS has shown strength in consistently implementing surveys and effectively analyzing data, enabling informed decision-making and proactive solution development. Data shows that we excel in communication across platforms and this has effectively increased participation, communication from families to school, and has helped bridge the home to school gap. This commitment reflects a dedication to gathering insights from our school community and translating them into actionable strategies for continuous improvement. However, the feedback that emerged was to scale down on the variety of platforms for communication. From student data trends more field trips, leadership opportunities (student government), and more extra-curricular actives (sports and academic competitions) were prioritized by students. By prioritizing targeted outreach efforts towards these groups, we aim to ensure that every voice is heard and valued, fostering a more inclusive and equitable learning environment where all students have the opportunity to thrive. NOCCS has recognized the importance of addressing areas of need identified through our analysis of local data and key learnings. As a result, we are implementing changes to existing plans, policies, and procedures to ensure continuous improvement. This is through support groups for our underrepresented families (Guardian Groups - kids that are not being raised by 2 biological families). 96% of families supported that NOCCS’ leadership and community health is “satisfactory”. This includes how NOCCS has revised our outreach and engagement strategies to actively include underrepresented families in decision-making processes and data collection efforts. By participating in community events for underrepresented families, this is part of enhancing support systems and resources to address disparities in academic achievement among different student groups. By taking proactive steps to address identified needs, we are committed to fostering a more inclusive and equitable learning environment for all students. These revisions and actions align with our ongoing commitment to continuous improvement and ensuring that every student has the opportunity to thrive academically, socially, and emotionally. Met 2024-06-13 2024 01612596118608 ASCEND 6 To better understand the needs of students, parents, and staff, ASCEND administers the School Climate Assessment Instrument (SCAI). Developed by the Alliance for the Study of School Climate (ASSC) based at CSU Los Angeles, the SCAI is a reliable, valid instrument for measuring school climate, and ASCEND has been using it for multiple years. On a 5-point scale, ASCEND families rated 4.17 on Leadership & Decisions, which includes evaluating shared decision-making and whether leadership is in tune with the community. ASCEND families rated 4.33 on Community Relations, which includes evaluating communication with community and community members being invited to class. Based on results from the survey, ASCEND will continue efforts to engage parents in students learning, such as developing skills to support literacy. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 01612750000000 Piedmont City Unified 6 Schools administered the California Healthy Kids Survey modules in February 2024. Surveys were given to students in 5th grade and to all 6th-12th graders. In addition, the district utilized the Staff and Parent modules across the district. Compiled results were returned to the district/schools in late April 2024. Several indicators in the California Healthy Kids Survey are used as metrics in the LCAP. Here are the results for those indicators from the 2024 Climate survey: Elementary 85% School Connectedness 89% Feel Safe at School 75% Caring Adults at School PMS 84% School Connectedness 90% Feel Safe at School 80% Caring Adults at School PHS 76% School Connectedness 84% Feel Safe at School 77% Caring Adults at School 74% students report no Harassment (race, ethnicity, religion, gender, sexuality, disability, immigrant...) Climate Indicator MHS 67% School Connectedness 71% Feel Safe at School 83% Caring Adults at School All indicators either improved or maintained over the 2023 results. In addition the district administered a belonging survey as part of its SEL screener. From that data we were able to better disaggregate student group data. In addition we disaggregated our two or more races students and counted their responses in all of their racial identities. Here are the spring results on our local Belonging survey: Overall, how much do you feel like you belong at this school? Asian 78% Hispanic/Latino 84% Black/African American 81% White 78% Average 79% "The CHKS results have been monitored for several years, as our focus on student well-being and belonging were accentuated during the pandemic. We have surpassed the positive markers of the pre COVID-19 administration in February 2020 - the ""old normal."" The adoption of Educational Equity and Racial Equity board policies, extensive belonging work, curricular reviews and engagement strategies have yielded improve climate perceptions for students overall. Focus continues with our student groups. We have begun disaggregating the multi-racial students to account for their responses in all of their identities whenever possible (non-anonymous assessments). Climate perceptions seem to be improving for our students of color." "Key findings show growing school connectedness through the grades in high school and high feelings of safety. There has been a focus on the 9th and 10th grade experience the last two years to increase school connectedness at PHS. Additionally a change in bell schedule for 6-12 grade schools created a twice a week ""Academy"" period used for SEL lessons, community building, and academic support. This work continues as a major component of our LCAP, especially Goal 1. In addition we will continue whenever possible to disaggregate the multi-racial students results to account for their responses in all of their identities, whenever possible (non-anonymous assessments). A deeper analysis of academic outcomes and possible opportunities gaps using this data will be used going forward." Met 2024-06-26 2024 01612910000000 San Leandro Unified 6 The CHKS responses from SLUSD students revealed a greater sense of school safety, academic motivation and school connectedness at the elementary level than secondary. Of the 5th graders responding, 76% agree with indicators of school connectedness (an increase of 4% from the previous year), and 81% agree with feeling safe at school. School connectedness drops sharply through middle school with 59%, 47%, and 40% agreement in 6th, 7th, and 8th grade respectively. High school exhibits similar responses with 45% agreement across 9th, 10th, and 11th grade. Similarly, school safety feelings are highest at elementary and drop across secondary (6th grade, 60%; 7th grade, 48%; 8th grade, 40%, 9th grade, 43%; 10th grade 43%; and 11th grade, 50%). Across all grades, most students report feeling motivated academically (60% at 11th grade to 81% at 5th grade) and having adults with high expectations (61% at 8th grade to 85% at 5th grade). There is a continued need to differentiate learning for teachers and systematize that differentiation and personalized learning. Our plan for next year, incorporating Action Research at multiple levels of the organization (teacher, administrator), is intended to address this need.During the 2023-24 school year, the California School School Climate, Health and Learning Survey System was used to survey community members regarding School Climate. 282 5th grade students, 1,604 middle school students, and 1,323 students in grades 9-11 complete the California Healthy Kids Survey (CHKS). Additionally, 1,205 parents/guardians completed the California School Parent Survey (CSPS) and 473 Staff completed the California School Staff Survey (CSSS). We will continue to strengthen reciprocal relationships between families and our community that enhance our students’ positive social, emotional and academic development. Upon receiving the Community School Partnership Program Grant for 8 schools, SLUSD will implement the framework of integrated student supports, high-quality family and community engagements, extended learning time and collaborative leadership practices for educators and administrators district wide. We actively built and continue to build strong community partnerships with organizations that are vital to the success of our vision for community schools. We have built critical partnerships with the East Bay Agency for Children, Wellness Together and Davis Street provide mental health counseling for students and staff to facilitate day-to-day operations at our school sites and at our district Family Resource Center (a place where families can receive support accessing a variety of social services and programs including food, clothing, shelter, insurance, and child care). We have strengthened connections to Cal State East Bay by innovating a school counselor residency program and a K-16 collaborative pathway program. In addition, we have a strong partnership with the Native American Health Clinic to provide free, comprehensive medical services for students and families at the Barbara Lee Center (BLC). Additional partnerships with Blaze, Lead by Learning, Andratesha Fritzgerald (Antiracism and UDL) and Tici’ess help facilitate family and staff engagement workshops around SEL, Mental Health and Wellness, Cultural Responsiveness, Restorative Practices, and Racial Equity. At San Leandro High School, we have expanded work based learning, dual enrollment for early college credit, internships, and certification programs in pre-apprenticeships to provide students with a leg up in preparing for careers. Soul shoppe workshops on building positive school climate and student SEL competencies have been implemented in elementary schools and toolbox training and tools are distributed to all elementary schools. Elementary school leaders reported increased connectedness to school and decreased bullying behavior. Elementary schools launched a student-led peacemaker program that gave students more agency over managing peer conflict during the school day. We provided STEAM-based expanded learning programs after school, monthly cultural assemblies, and mindfulness spaces in every classroom. We expanded a new community engagement group for parents/guardians and teachers of African American Students (PATAAS) and for single family parents. This year each middle school launched the Challenge Day Program that provided students, staff and families a powerful day-long interactive program to break down the walls of separation and encourage an environment of acceptance, love and respect. Our secondary schools are designing and delivering antiracist and restorative practices into their site plans in order to i Met 2024-06-18 2024 01613090000000 San Lorenzo Unified 6 Each school year San Lorenzo USD administers the Cal-SCHLS’ Student, Staff and Parent surveys. In addition to all staff and parents being invited to participate, the (CHKS) survey is administered to all students in grades 5, 7, 9 and 11. Continued, persistent and deep analysis by the Data and Assessment Department, our Educational Leadership Team and the Superintendent’s Cabinet, allows key findings to be presented to site principals, assistant principals and the school board. Much of these findings remain somewhat consistent each year, with some of the key findings from the 2023-24 data noted below: The percentage of students who perceive that their school sites have caring adults varies, with 83% of grade 5 students indicating this statement is very much or pretty much true, but just 52% of grade 11 students stating such. 46% of grade 7 students and 49% of grade 9 students reported that there are caring adults in their schools. Student perception of school connectedness also varies by grade level, with 74% of grade 5 students strongly agreeing or agreeing, while just 45% of grade 7 students, 47% of grade 9 students and 37% of grade 11 students reporting feelings of school connectedness. Another metric from the survey we monitor is the opportunities for meaningful participation. These remain relatively low with 5th grade students reporting 49% agreement with the idea of meaningful participation opportunities. There is a considerable drop in the percentages for secondary schools with 23% for 7th grade, 22% for 9th grade, and 20% for 11th grade students. As we continue to engage in dialogue in order to effectively respond to these results, we are committed to continuing to implement programs and curriculum based on the Cal-SCHLS data, including socio-emotional learning (e.g. Soul Shoppe, Playworx), restorative practices, racial equity and ethnic studies, and our anti-bias framework. We also continue to explore methods to build schools’ community, while we ensure students have reliable adults and support available on campus. In analyzing the data, there are a few areas of strength that demonstrate some positive growth and there are a few areas that indicate stagnation and areas of need. The areas of strength are primarily reflected in the 5th-grade data with slight increases in a few of the metrics in School Connectedness and Caring Adults. There were also some increases in the data for 11th-grade students in the areas of Meaningful Participation as well as Caring Adults. However, both of these metrics still represent areas of focus because of the low baseline percentages for our secondary students. The Cal-SCHLS and California Healthy Kids Survey continue to be an important activity to measure school climate for our district and individual school sites. The data from these surveys is utilized in the district LCAP as well as individual school sites in the School Plan for Student Achievement. For 2024-25, we modified our LCAP goals to reflect the Aspirational Goals from the District Strategic Plan. These new goals are 1. Ensure that each and every student completes high school and is ready for college, career, and life success. 2. Develop students' understanding of civic responsibility and support their engagement in activities that advance social justice. 3. Cultivate social-emotional and environmental wellness as a foundation for high performance of both students and school employees. 4. Ensure an excellent, effective, and supportive learning and working environment for all students, families, and employees. The Cal-SCHLS and CHKS surveys are important metrics in the LCAP to measure specific actions in both goal 3 and goal 4. Met 2024-06-18 2024 01613090101212 KIPP Summit Academy 6 76% of KIPP families have a positive experience with the school. 55% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 01613090114421 KIPP King Collegiate High 6 81% of KIPP families have a positive experience with the school. 43% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 01750930000000 Dublin Unified 6 The local climate survey data from Dublin Unified School District (DUSD) reveals a mixed response regarding students' sense of belonging and family engagement. According to the Panorama Survey data, 65% of students reported their sense of belonging favorably, highlighting the need for improvement, particularly among historically underserved student groups like English Learners (EL), Low Income, and Foster Youth. The survey also indicates that only 22% of parents reported favorable engagement with the district. Chronic absenteeism rates are also concerning, especially among socioeconomically disadvantaged students and English Learners at specific schools like Murray Elementary and Wells Middle School. These metrics suggest a critical need for targeted interventions to improve student engagement and reduce absenteeism and suspensions. Key learnings from the data analysis indicate that significant disparities remain. At the same time, there are areas of strength, such as the consistent implementation of social-emotional learning (SEL) programs and a relatively low overall suspension rate. The data underscores the urgent need to address chronic absenteeism, particularly among socioeconomically disadvantaged students, students with disabilities, and English Learners. It also highlights the necessity of enhancing family engagement and ensuring that all student groups, especially those historically underserved, feel a strong sense of belonging. The insights gained from the survey data emphasize the importance of continuing and expanding inclusive practices, professional development in SEL, and targeted support for students facing the most significant challenges. DUSD plans to implement several changes to address the areas of concern. The district will develop a comprehensive Parent/Community Engagement Plan focusing on underrepresented families to ensure their voices are included in decision-making. Additionally, DUSD will continue to expand professional development for staff on SEL and cultural responsiveness, ensuring consistent implementation across all schools. The district will also intensify efforts to reduce chronic absenteeism through targeted interventions and resources, particularly at schools and among student groups with the highest rates. Moreover, DUSD will enhance its use of data from the Panorama platform to monitor progress and adjust strategies as needed to ensure continuous improvement in student engagement, attendance, and overall school climate. Met 2024-06-11 2024 01751010000000 Pleasanton Unified 6 Every year Pleasanton Unified School District administers the California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9, 10, and 11, including questions on School Engagement and Supports, School Safety and Cyberbullying, Substance Use, and Social and Emotional Health. Our most recent student participation rate was 86%. School Engagement and Supports: Finding: Students report high levels of School Engagement and Support. Elementary (5th grade): 89% responded “Yes, most of the time” or “Yes, all of the time” regarding Academic Motivation 82% of students responded “Yes, most of the time” or “Yes, all of the time” regarding School Connectedness 79% of students responded “Pretty much true” or “Very much true” regarding Caring Adult Relationships Secondary (7th, 9th, 10th, and 11th): 70% (7th), 69% (9th), 67% (10th), and 66% (11th), responded “Yes, most of the time” or “Yes, all of the time” regarding Academic Motivation and 74% (7th), 66% (9th), 68% (10th), and 73% (11th), regarding High Expectations 65% (7th), 65% (9th), 63% (10th), and 67% (11th), of students attending in person report a sense of School Connectedness 74% (7th), 57% (9th), 59% (10th), and 67% (11th), of students responded “Pretty much true” or “Very much true” regarding Caring Adult Relationships School Safety Finding: Students report feeling safe at school. 91% of Elementary students reported feeling safe at school and 92% reported feeling safe on way to and from school. 65% (7th), 70% (9th), 71% (10th), 78% (11th), of students reported that they feel safe/very safe at school 14% (5th), 23% (7th), 23% (9th), 17% (10th), 18% (11th), responded “Yes, most of the time” or “Yes, all of the time” regarding Cyberbullying Substance Use and Behavioral Health Finding: Substance use has declined overall across all grade levels, while the number of students experiencing feelings of frequent sadness, chronic sadness and thoughts of suicide have increased since the last survey administration. Substance Use Elementary (5th): No use (0) of cigarettes, vaping or marijuana, 12% tried alcohol at least once Secondary: 2% (7th), 4% (9th), 5% (10th), and 15% (11th), reported current use of alcohol/drugs. Secondary: 0% (7th), 1-2% (9th), 1-2% (10th), and 1-6% (11th), reported current use of binge drinking, cigarette smoking, vaping, or marijuana. Mental Health Elementary: 10% experience frequent sadness (“Yes, most of the time” or “Yes, all of the time”). Secondary: 22% (7th), 25% (9th), 27% (10th), and 26% (11th) students reported chronic sadness (during the past 12 months) In response to the data represented here, Pleasanton Unified School District has identified the following priorities: - Restorative and Trauma Informed Practices - Positive Behavior and Intervention and Support (PBIS) - Social and Emotional Learning (SEL) The following resources address student needs identified through this survey: - District Social Workers - Child Welfare and Attendance Specialists - District Parent Liaisons In addition, Safety and Wellness Supports include: - Comprehensive School Safety Plans - Mandated Safety Drills - High School Wellness Centers PUSD plans to increase supports for student Social and Emotional Learning (SEL). Met 2024-06-27 2024 01751190000000 Sunol Glen Unified 6 "The results of our 2023-24 Student Survey indicated the majority of our students feel the school is a safe place for them to learn and express themselves freely without fear of retaliation. While we consider our endeavors to be a success, we also must continue to invest our efforts to ensure ongoing and continued success. Our data set for disaggregated groups is too small to report, however, aggregate data shows that of the 83 students surveyed, 92% indicated feeling safe at school, while 8% did not. Of the 83 students surveyed, 83% indicated that they had an adult at the school they could trust, while 17% indicated they did not. Of the 83 students surveyed, for the question ""During the past 12 months, how many times have you been harassed or bullied because of your race, ethnicity, or national origin on school property?"" 83% responded ""none"", 7% responded ""once"", 4% responded ""twice"" and 6% responded ""three or more times""." Areas of strength would be that the majority of our students feel safe overall, however, it is crucial to bridge the gap on students who feel they have no adult on campus they feel they can trust, as well as refining our practices to ensure that marginalized students have a safe and trusted environment to learn in, while also addressing the social-emotional needs of all our students in order to foster an enthusiastically inclusive environment. At Sunol Glen we believe character education is a learning process that enables students and adults to understand, care about and act on core ethical values. These core values are representative of respect, justice, citizenship, trustworthiness, fairness, friendship and responsibility for self and others. Numerous studies have emphasized the association of character education with higher levels of educational outcomes, no matter what type of standardized or non-standardized measure was employed. Character education has provided a sense of security for our students so they are able to feel comfortable within the realm of their classrooms, their playgrounds and the school in general. The results of our 2023-24 survey indicated the majority of our students and parents feel the school is a safe place for the students and parents to learn and express themselves freely without fear of retaliation. While we consider our endeavors to be a success, we also must continue to invest our efforts to ensure ongoing and continued success. Although school has a central role in developing students' character, the most profound impact on students' development comes from their families, notably their parents. Parents influence children's school outcomes by setting high expectations and being loving and supportive at home. We continuously engage our parent group and leverage their involvement. Met 2024-06-25 2024 01771800138289 Latitude 37.8 High 6 Latitude has historically administered a variety of surveys, including the SCAI and Insight surveys to measure student, family, and staff sentiment, and the results of these surveys inform our administrative team's decision-making process. Furthermore, these surveys' results have indicated positive sentiments among our community, such as students averaging 3.89 out of 5 on the SCAI Learning & Assessment metric, among other positive feedback. Please refer to the prior response for details. Please refer to the prior response for details. Met 2024-06-11 2024 02100250000000 Alpine County Office of Education 6 ACUSD administered the CHKS to all middle school students to understand school conditions and climate. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity. Due to small student population and low rate of participation, disaggregated student data is not available. ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments, such as Kelvin, to collect school conditions and climate data. Met 2024-06-27 2024 02613330000000 Alpine County Unified 6 ACUSD administered the CHKS to all middle school students to understand school conditions and climate. 19% of students participated in the survey, but not enough in number for ACUSD to receive a results report and maintain student anonymity. Due to small student population and low rate of participation, disaggregated student data are not available. ACUSD will attempt to broaden the scope of administration for CHKS. ACUSD will also utilize other survey instruments, such as Kelvin, to collect school conditions and climate data. Met 2024-06-27 2024 03100330000000 Amador County Office of Education 6 For the 2024 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment. The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics. The overall scores for the 22-23 school year are as follows: 2022-2023: 5th Grade School Connectedness - 70% Students motivated academically - 76% Caring adults at school - 68% Feel safe at school - 79% 7th Grade School Connectedness - 41% Students motivated academically - 53% Caring adults at school - 49% Feel safe at school (School perceived as Safe/VerySafe) - 32% 9th Grade School Connectedness - 47% Students motivated academically - 54% Caring adults at school - 54% Feel safe at school (School perceived as Safe/VerySafe) - 50% 11th Grade School Connectedness - 55% Students motivated academically-53% Caring adults at school - 66% Feel safe at school (School perceived as Safe/VerySafe) - 53% One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement. Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators. Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students. In analyzing the 2022-2023 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups. Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed. Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students. Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate. Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate. Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students. In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement. To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculum and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students. Recognizing the importance of character development, Character Strong curriculum has been introduced at the high school level to promote positive character traits and social skills among students. Looking ahead, the district is planning to pilot and adopt a district-wide SEL curriculum in the 2024-2025 school year, further embedding SEL practices into the educational experience of all students. To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed. At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems. Finally, the implementation of Walk to Learn at all elementary sites aims to incorporate physical activity into the daily routine, supporting students' overall well-being and academic success. These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District. Met 2024-06-20 2024 03739810000000 Amador County Unified 6 For the 2024 LCAP Local Performance Indicator Self-Reflection, Amador County Unified School District conducted a comprehensive local climate survey to assess various aspects of school climate and conditions. The survey collected data from students, staff, and parents to gather insights into perceptions, experiences, and needs related to the learning environment. The local climate survey provided valuable information on several key areas, including safety, inclusivity, support systems, and overall satisfaction. Responses were disaggregated by student groups to identify any disparities or areas of concern among different demographics. The overall scores for the 22-23 school year are as follows: 2022-2023: 5th Grade School Connectedness - 70% Students motivated academically - 76% Caring adults at school - 68% Feel safe at school - 79% 7th Grade School Connectedness - 41% Students motivated academically - 53% Caring adults at school - 49% Feel safe at school (School perceived as Safe/Very Safe) - 32% 9th Grade School Connectedness - 47% Students motivated academically - 54% Caring adults at school - 54% Feel safe at school (School perceived as Safe/VerySafe) - 50% 11th Grade School Connectedness - 55% Students motivated academically-53% Caring adults at school - 66% Feel safe at school (School perceived as Safe/VerySafe) - 53% One of the primary data points analyzed was the overall score from the survey, which provides a comprehensive snapshot of the school climate for all students. Additionally, student group scores were examined to identify any variations in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. In addition to the overall score, specific items on the survey were analyzed to gain deeper insights into particular aspects of school climate. For example, responses to questions related to safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers were scrutinized to identify strengths and areas for improvement. Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools that are particularly relevant to school conditions and climate. This could include data from student discipline records, attendance rates, behavioral incidents, and academic performance indicators. Overall, the analysis of local climate survey data provided valuable insights into the current state of school climate within Amador County Unified School District. By examining responses disaggregated by student groups and focusing on specific areas of concern, the district can better understand the needs of its diverse student population and develop targeted strategies to foster a positive and inclusive learning environment for all students. In analyzing the 2022-2023 local climate survey data for Amador County Unified School District, several key learnings have emerged regarding the school climate across different student groups. Firstly, the overall scores for school connectedness, academic motivation, presence of caring adults, and feelings of safety at school varied across grade levels, indicating differing perceptions and experiences among students at different stages of their education. For example, while 5th-grade students generally reported higher levels of school connectedness and safety, 7th-grade students showed lower scores in these areas, highlighting a potential transition period where additional support may be needed. Secondly, disaggregating the data by student groups revealed disparities in perceptions based on factors such as race/ethnicity, socio-economic status, English proficiency, and special education status. For instance, certain student groups may have reported lower feelings of safety or less academic motivation compared to their peers, indicating a need for targeted interventions and support to address these disparities and ensure equitable experiences for all students. Additionally, analyzing specific items on the survey provided insights into particular aspects of school climate that may require attention. Issues such as safety measures, bullying prevention efforts, availability of support services, and the quality of relationships with teachers and peers emerged as areas of strength or concern, informing the development of targeted strategies to enhance the overall school climate. Furthermore, the district may have supplemented the climate survey data with insights from other data collection tools, such as student discipline records, attendance rates, behavioral incidents, and academic performance indicators, to gain a more comprehensive understanding of school conditions and climate. Overall, the analysis of local climate survey data has provided valuable insights into the current state of school climate within the district. By identifying areas of strength and areas for improvement across different student groups, the district can tailor interventions and initiatives to foster a positive and inclusive learning environment for all students. In response to the analysis of local climate survey data and the identification of key learnings, Amador County Unified has made significant changes to existing plans, policies, and procedures to address areas of need and promote continuous improvement. To enhance social-emotional learning (SEL) and support student well-being, the district has implemented Sami's Circuit SEL curriculum and established site Wellness centers. Additionally, counselors have been equipped with training in the Zones of Regulation curriculum to better address the emotional needs of students. Recognizing the importance of character development, Character Strong curriculum has been introduced at the high school level to promote positive character traits and social skills among students. Looking ahead, the district is planning to pilot and adopt a district-wide SEL curriculum in the 2024-2025 school year, further embedding SEL practices into the educational experience of all students. To better support students with diverse needs, the district has created and defined tiers within an updated Multi-Tiered System of Support (MTSS) triangle. A district MTSS leadership team has been established to oversee the implementation of MTSS practices district-wide, ensuring that all students receive the support they need to succeed. At the site level, Coordination of Services Teams (COST) have been formed to streamline support services and interventions for students, promoting collaboration among staff members and enhancing the effectiveness of support systems. Finally, the implementation of Walk to Learn at all elementary sites aims to incorporate physical activity into the daily routine, supporting students' overall well-being and academic success. These revisions, decisions, and actions reflect the district's commitment to continuous improvement and the holistic development of all students within the Amador County Unified School District. Met 2024-06-20 2024 04100410000000 Butte County Office of Education 6 BCOE schools use a research based PBIS School Climate Student Survey. The goal for all BCOE schools is to maintain an average overall climate survey rating of at least 85%. Winter 2023 Overall Scores by School: BCCS Elementary: 89% (+2%) BCCS Middle/High School: 75% (+1%) Special Education: student responses were not collected in Winter 2023. Alternate methods for data collection are being explored. Table Mountain School: 81% (-5%) BASES Learning Center: student responses were not collected in Winter 2023. The data revealed that an area of strength is the supportive environments in our elementary programs. The high school students feel less engaged at school than elementary students. The data also revealed that we need to investigate alternate methods for surveying our more cognitively impacted students at our special education sites. BCOE has added an action into the 2024 LCAP to support more engagement and academic supports for our high school students by reducing grade level spans thus creating more teacher contact time and direct instruction for our 9-12 students. Met 2024-06-24 2024 04100410114991 CORE Butte Charter 6 "CORE Butte surveys its students, parents, and staff over the course of the academic year. For the purposes of evaluation local measures, CORE Butte has chosen to review our student and parent survey data collected over the 23-24 school year. 1. CORE Butte's survey shows that a majority of stakeholders truly feel that family leaders and school and school staff continue to collaborate on decisions that affect students and families to help create policies and procedures that support that mission and vision of CORE Butte while addressing the individual needs of the students and families. 2. CORE Butte works closely with its stakeholders to implement and evaluate decisions and to continually meet the needs of its community. CORE continues to strive for 100% parent participation on the Charter Advisory Council and Board of Directors. 3. The survey also indicates that approximately 94% of our stakeholders feel that they can directly advocate and make change on a per student level, which is in direct alignment with our model as a personalized learning school while receiving meaningful feedback from staff. 4. 96%of families who responded to the survey stated that they view CORE Butte as a good or excellent school 5. 94% of survey respondents felt that CORE Butte provided a safe and healthy environment. CORE Butte worked very hard to create an environment this school year that was more ""normal"" and accepting. 7. The staff identified clear emphasis on the importance of showing measurable academic progress and working together to gain greater buy-in from all stakeholders. 8. 85% of staff appreciated the professional development days and the collaboration time with the focus on student learning." CORE Butte continually strives to provide an environment for students and families that is safe, inviting, and in which students thrive as individuals. The data collected over the past year shows that CORE Butte continues to thrive in this area and that culture is a priority at the school.The school works incredibly hard too include stakeholders in decision making for the school through various means. Through the Charter Advisory Council and the Board of Directors, CORE Butte parents and community have a large place on the decision making bodies, along with the fact that parents are engaged in regular decision making with students on a day to day basis and work 1-1with personalized learning teachers to share feedback. The school also hosts town hall meetings at which students, staff, and stakeholders have opportunities to ask questions and seek clarification directly from the leadership team members including live polls. An area that CORE Butte would like to see strengthened is to increase the number of students and families who engage in the survey process of other means of giving feedback. CORE Butte continues to work on communicating the roles of its Governing Board as well as disseminating information to the greater community. Better communication leads to better academic achievement and a healthier community, the two areas we are focusing on in the LCAP. Met 2024-06-14 2024 04100410134213 Come Back Butte Charter 6 "Overall score on the PBIS Student Climate Survey is 95% satisfaction rate which is an increase of 5% over the previous year. However, the number of students taking the survey reduced significantly from the prior year so the data should be viewed with caution. The lowest areas include ""I like school"" with a score of 80% and ""I feel my school has high standards for achievement"" with 85% which was a 3% drop from the prior year." An identified area of need is to have more students participate in the survey in order to give a more accurate representation of the site. Another key learning is that Come Back students continue to struggle with school and have been disenfranchised prior to their arrival at Come Back. More focus will be put on ensuring as many students as possible complete the climate survey. Staff will continue to focus on establishing positive relationships with all students. Met 2024-06-24 2024 04100410430090 Hearthstone 6 Local PBIS Survey % of student climate satisfaction rate Winter 2023 (minimum standard is 85%) Middle-High: 79% (+3%) Elementary: 85% (-3%) "Overall satisfaction rate remained stable with elementary scores dropping 3% and middle/high school scores increasing 3%. The highest scores for middle/high school was 90% for ""Teachers treat me with respect."" The two areas of lowest scores with 70% each are ""I like school."" and ""I feel successful at school."" The area that showed the most growth from 69% to 80% in one year was ""The behaviors in my class allow the teachers to teach."" The highest score for elementary was 94% for ""My school wants me to do well."" The two areas of lowest scores for elementary both at 77% are ""I like school"" and ""Good behavior is noticed at my school""." Professional development for all staff will target areas of inclusive, restorative practices and classroom engagement. Met 2024-06-24 2024 04613820000000 Bangor Union Elementary 6 This year for our Student Feedback Survey, we were able to disaggregate data only by Ethnicity. Next year we can report based on SES Levels. The overall aggregate score that measures belonging, safety, relationships, engagement, overall satisfaction and student efficacy was 66.34. The overall max score is 85. Students of White ethnicity scored a 62.83. Students of Latino ethnicity scored a 69.26. Students of Black ethnicity scored a 72.75. Students of Asian ethnicity scored an 80.5. BUESD enjoys strong overall student trust, satisfaction and belonging. This is testament to a small school with low transiency and healthy long-term relationships. The data shows that our ethnically White students claimed the lowest overall satisfaction compared to Latino, Black and Asian students. White students are the only disaggregated group that is lower than the aggregated. Next school year 2024-2025, we will be increasing our counseling services from 9 hours a week to 14 hours a week. It is believed that this will assist all of our students. Met 2024-06-27 2024 04614080000000 Biggs Unified 6 During the 2022-23 school year, BUSD undertook the California Healthy Kids Survey, targeting all students. 71% acknowledged feeling support and welcomed within the school environment. 78% expressed a senses of well-being, safely and comfort in their school surrounding. These insights provide a comprehensive understanding of student’s perspectives and experiences within BUSD, guiding targeted interventions to enhance overall satisfaction and well-being across the community Through ongoing collaboration and proactive initiatives, we are committed to fostering a supportive and enriching educational environment for all students Met 2024-06-26 2024 04614240000000 Chico Unified 6 CUSD utilizes Kelvin surveys or pulses regularly throughout the school year to collect climate survey data from students. We collect this data with pulses specifically designed to be tailored to each grade level span at Elementary, Junior High, and High Schools. Each question falls into a dimension that addressed the whole child, i.e. academic, social-emotional, behavioral. Each question that was surveyed of students will include an overall favorability percentage based on the indicators: unfavorable, somewhat unfavorable, somewhat favorable, and favorable by the month they were administered. The following Elementary Kelvin Pulse data points in September 2023: Sense of Belonging - School Connectedness: 63.4% favorable and 28% somewhat favorable. Emotional Safety: 68.2% favorable and 21.6% somewhat favorable. Mental Health: 62.5% favorable and 22.1% somewhat favorable. Sense of Safety: 64% favorable and 27.9% somewhat favorable. The following Elementary Kelvin Pulse data points in May 2024: Sense of Belonging - School Connectedness: 56.2% favorable and 32.1% somewhat favorable. Emotional Safety: 62.1% favorable and 26.6% somewhat favorable. Mental Health: 59.2% favorable and 26.1% somewhat favorable. Sense of Safety: 58.3% favorable and 30.6% somewhat favorable. The following Junior High Kelvin Pulse data points in September 2023: Sense of Belonging - School Connectedness: 65.5% favorable and 13.9% not reported. Emotional Safety: 44% favorable and 27.4% somewhat favorable. Mental Health: 52.1% favorable and 18.8% somewhat favorable. Sense of Safety: 35.6% favorable and 37.6% somewhat favorable. The following Junior High Kelvin Pulse data points in May 2024: Sense of Belonging - School Connectedness: 65.1% favorable and 15.7% not reported. Emotional Safety: 40.4% favorable and 25.6% somewhat favorable. Mental Health: 49% favorable and 18.6% somewhat favorable. Sense of Safety: 31.2% favorable and 37.5% somewhat favorable. The following High School Kelvin Pulse data points in September 2023: Sense of Belonging - School Connectedness: 47.5% favorable and 20.7% somewhat favorable. Access to Supports: 34.2% favorable and 40.6% somewhat favorable. Mental Health: 25.1% favorable and 41.2% somewhat favorable. Sense of Safety: 60.7% favorable and 15.5% somewhat favorable. The following High School Kelvin Pulse data points in May 2024: Sense of Belonging - School Connectedness: 62.4% favorable and 8.8% not reported. Access to Supports (Given in February 2024): 36.3% favorable and 37.5% somewhat favorable. Mental Health: 26.7% favorable and 36.4% somewhat favorable. Sense of Safety: 62.3% favorable and 14.5% somewhat favorable. CUSD has a leadership structure set up for counselors to meet collectively at their grade level span, i.e. at Elementary, Junior High, and High School. This leadership structure allows our site counselors the opportunity to collaborate, systematize processes, work on SEL practices on campuses, and design and adjust the Kelvin Pulses that are used on our campuses to collect important data on student climate and social-emotional well-being. Through analyzing the data, we recognize that our numbers decline slightly across the board from the beginning of the year to the end of the year for most categories/dimensions. Although nothing was drastic, overall, students indicated positive favorability at around two-thirds of the students surveyed, which remains an area of strength, especially when it comes to school connectedness at the Elementary and Junior high levels. That indicator remains an area of need for growth at the High School level as it remains lower than the lower grade levels. Additionally, we want to focus energy on improving positive mental health reporting at all grade levels. Our district counseling leadership team has regularly met throughout the school year and discussed the frequency of the administration of the pulses and the number of questions on the results to better collect more comprehensive and relevant data. As mentioned above, the counseling group collected feedback from teachers and staff that indicated that the frequency of the pulses and the number of questions being asked when sent out was creating survey fatigue in both students and staff, all of which affected the efficacy of the results. With that in mind, the group has altered the frequency of how many pulses are sent out in order to tackle issues of fatigue. Additionally, the district has hired a full-time Social Emotional Learning Coordinator at the district level to oversee the counseling group and strengthen SEL practices on our campuses within CUSD's MTSS structures. Met 2024-06-26 2024 04614240110551 Nord Country 6 In the Spring of 2024 we did parent and student surveys through Kelvin. We have looked at our data based on our third through fifth grades compared to our sixth through eighth graders. Unfortunately, Kelvin does not offer a way to disaggregate data based on sub groups. Our third through fifth grade student survey showed an 82% favorable result overall. In the areas of sense of belonging/connectedness we saw an increase in favorability to 78%. Results for sense of safety also increased to 87%. Our middle school student (6th - 8th) survey showed an overall favorable result of 77%. The sense of belonging/connectedness level was down to 75% however the sense of safety remained the same at 88%. The family Spring 2024 was overall 92% favorable. 97% of families said that they feel welcome at the school. 92% of families feel that the school values their input and 93% say that their child feels that they belong. We discussed these survey results with staff, the board, and with student groups. Strengths identified during the discussions focused on the welcoming community that has been created at Nord Country School. Although we noticed that some middle school students struggle to feel connected, we believe that is somewhat related to their age and social development. Some of the things we learned from the discussions with students helped us realize that we need to be more specific if we are looking for certain data. For example, the sense of safety question was meant to ask about physical safety but many students answered the question as an emotional safety question. We had great participation on the student survey but our family participation was down significantly from last year. We believe this happened because we did not remind families through our school ways of communication about the survey. We relied on the emails from the survey program only this year. As indicated above, some of our survey questions will be reworded to be more specific to what we are looking to measure. We will also be putting information in our newsletters and using teacher communication to encourage better participation on the survey’s next year. We believe that better participation on the family survey’s will give us a better understanding of our entire community. Met 2024-06-26 2024 04614240118042 Forest Ranch Charter 6 Typically, students take our detailed climate survey every year in the spring by logging in to an anonymous survey during class. This is proctored by the school Director, rather than the classroom teacher, as some students don’t feel comfortable expressing concerns with their teacher present. They also spend time talking with School Director about concerns and areas needed for improvement. This Comprehensive Student Survey was delivered in May, 2024 to all 2-8th grade classrooms. Approximately 88% of the students participated in the survey. Overall 50% of students were very satisfied with the school with 42% satisfied and 8% of students reporting that they were unsatisfied. What we learned was that in Middle School all 6-8th grade students were very satisfied or satisfied with their primary teachers and school director; felt their input was valued; felt that school was safe and their classroom was a healthy place for learning. Most students in Middle School felt they had made adequate progress, felt campus had a positive atmosphere and were generally positive about their overall experience. Greatest areas of concern for middle schoolers were: PE, Bus, Facilities, Home to School Communication and Homework . For the Elementary Survey all students were happy with electives, most were happy with school director, their teachers, the after care program and equipment. Most also felt they were making adequate progress with their learning goals and they were learning Life Skills at school. The area of greatest concern for elementary students were ELA, teachers valuing their input, homework and facilities. Areas that were of concern to a few elementary students were yard duties, Outdoor Education, knowing what they are working on, their individual needs being met and the bus. Although scores in surrounding campus atmosphere and bullying were better than before and not an issue for most students there were still a few that marked they didn't feel safe or welcome at school, were unsatisfied with campus atmosphere and reported bullying in the comments. As this was also reported by a couple of parents in meetings and it is critical that every student feel safe and supported at school, actions have been set in our LCAP and school practices to provide greater support, continue to raise awareness and frequently resurvey student cohorts that were included. Multiple actions have been taken to address student concerns in our goals and on going school plans. These include changes to janitorial to address cleaning/facility concerns; scheduled bus meetings for parents and students at the beginning of the school year; increased emphasis on Home to School communications; Town Hall meetings to discuss student concerns and issues; faculty training and support in Outdoor Education; more frequent coaching/support for yard staff and aides in SEL and PBIS; continued emphasis on SEL, MTSS, and other CCSS training for faculty in our LCAP action items. Met 2024-06-25 2024 04614240120394 Inspire School of Arts and Sciences 6 Each year, Inspire conducts our Education for the Future school climate survey. The survey gathers feedback from parents, students, and staff, and is results are analyzed by consultants at CSU, Chico. Student results are disaggregated by grade level, ethnicity, gender, future plans, and extracurricular interests. The results also show year-over-year outcomes that allow staff to see areas of improvement or decreased effectiveness over time. This year, the overall score was 3.8/5, with no responses dipping below a 3. The areas of strength indicated on student responses included: -Students feel treated fairly by teachers and administrators -Teachers have high expectations of their students -Students feel well-prepared in the area of literacy The identified needs indicated by student surveys included: -Students don't always feel in charge of what they learn -Students don't always feel that class time is spent doing work that they find meaningful As in past years, the results show lower rates of dissatisfaction from African-American students across the board. The gap was particularly profound with African-American students reporting that they do not always get individualized attention from teachers when they need it. Responses were fairly aligned across genders, with non-binary students reported slightly lower levels of feeling that their teachers knew them well. The narrative portion of the survey revealed high student levels of satisfaction with the care and compassion shown by their teachers, as well as appreciation for the broad elective coursework in the arts and sciences. Multiple students expressed dissatisfaction with the school lunches and lack of adequate facilities. Inspire continues to work toward including all students in making the decisions that affect them. This year, we put in place a Student Equity Council that aims to give all students leadership opportunities as representatives of their Advisories engaging with school staff and Board. Our Equity Coordinator has developed an affinity group for students of color, and administrators have reached out to this group for recommendations on school change. Inspire is also working hard on plans for a new school facility to adequately house our students and programs. The transition to a new school would also allow us to put in place our own lunch program and give us more autonomy in how we provide nutrition services to our students. Met 2024-06-10 2024 04614240121475 Sherwood Montessori 6 "The local climate survy data shows that younger students (grades 1-3) report more satisfaction with school than do older students (grades 4-8). An exception to this is the middle school students (grades 7&8) reporting the highest levels of agreement with ""I get to do interesting things at school"" and ""I feel safe at school""." "The generally higher level of satisfaction among younger students is likely a product of developmental tendencies of children. Pre-adolescent and adolescent children typically begin to separate from adults in their formation of their self-identity. The middle school satisfaction with ""interesting things"" relates to their project-based learning, their field trip to Ashland for Shakespeare and their excursions into the community to rate restaurants (opinion writing). Areas rated low by students in 1-6 include the kindness of other students and the school rules." There will be more emphasis on systemic social-emotional learning (SEL) in the 2024-2025 school year, with opportunities to build community among the children and skills that lead to stronger friendships. Met 2024-06-19 2024 04614240123810 Wildflower Open Classroom 6 "Wildflower administered several school climate surveys during the 2023-2024 school year. The results of the surveys were collected and reported to the Board of Directors at a regularly scheduled board meeting. The results of the surveys were utilized to create school goals and inform our Local Control Accountability Plan. Results for the Spring 2024 Parents Survey • Participation Rate: 64% • Overall Favorability Rating: 87% • Relationships: 92% • Climate for Academic Learning: 88% • Instructional Environment: 89% • Cultural & Linguistic Competency: 78% • Social & Emotional Learning: 70% " Areas of strength include relationships, school climate for academic learning and instructional environment. Areas of need include cultural and linguistic competency and social emotional learning. Our school is in the process of developing goals and action items to address both areas of need: cultural & linguistic competency and social emotional learning. Met 2024-06-20 2024 04614240137828 Pivot Charter School North Valley II 6 A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 92.9% of students indicating they felt Pivot was a welcoming and friendly place, 85.7% of students indicating that their teachers were sensitive to their needs, and 73.6% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Unduplicated students 80% felt Pivot was a welcoming and friendly place 80% indicated that their teachers were sensitive to their needs 80% indicated that they believe that they can be successful in school Special education students 0% responded to our survey. Students who are in both unduplicated and special education subgroups: 100% indicated they felt Pivot was a welcoming and friendly place, 100% indicated that their teachers were sensitive to their needs 100% indicated that they believe that they can be successful in school. Students in neither unduplicated nor special education subgroups: 100% indicated they felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 60% of students indicated that they believe that they can be successful in school. Parents and guardians were also surveyed, with 100% indicating that they were satisfied with Pivot Charter School and 91.3% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 78.3% indicated that they believed their student was prepared. Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 100% indicated that they believed their student will be prepared for college or a career after Pivot. Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 93.3% indicated that they were satisfied with the curriculum 73.3% indicated that they believed their student will be prepared for college or a career after Pivot. Parents and guardians of students in both unduplicated and special education subgroups 0% responses to our survey Parents and guardians of students in neither unduplicated and special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 75% indicated that they were satisfied with the curriculum 75% indicated that they believe their student will be prepared for college or a career after Pivot. An area indicated as a need for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. The 23-24 school year was the first year of implementation of Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events. Met 2024-06-20 2024 04614240141085 Achieve Charter School of Chico 6 In partnership with the Butte County Office of Education, Achieve administered the Kelvin Education Student Wellness Plus to all 4th-8th graders in the fall and spring. The following data, meaning, and use are below: Data: Overall Survey 68% Cultural Competence 82% Relationships 70% Climate of Support - Academic 70% Sense of Belonging/ Connectedness 64% Self-Awareness/Management 57% Results for individual grade levels note a point drop or gain if it was13 percentage points or more The overall favorable rating for both schools combined is 69% (down from 70% last year) Student’s overall favorable ratings were higher in Oct. 2023 than in April 2024 but remained at 57% and above across all dimensions, with favorable ratings ranging from 57% to 82% Our strengths are in: Cultural Competency (82% favorable) Building Relationships (70% favorable) Climate of Support for Academic Learning (70% favorable) Sense of Belonging/Connectedness (64% favorable) Self-awareness & Self-management & Positive Affect (57% favorable) Overall, growth was shown in students' having many ways to calm themselves down and coming up with multiple ways to solve problems. While there was growth in these areas, the lowest ratings continued to be in self-management/Self-Awareness. When interviewed, 4th—8th grade students responded that they would like more training on ways to calm themselves down and solve problems. In response to this data, we are continuing to pilot a Positive Behavior Intervention System as part of our Muliteared System of Support and will add a Social-Emotional Learning Curriculum component. In addition, we are embedding instructional practices in our core curriculum and instruction to foster the whole student outcomes of resilience, curiosity, agency, self-direction, and purpose. We are working with Gradient Learning on these instructional practices. Met 2024-06-18 2024 04614246113773 Chico Country Day 6 "Parent/Staff feedback was overall positive throughout the year regarding building a sense of belonging. The majority of parents rescinded positively that CCDS maintains high academic expectations, and creates safe learning environments, and teachers and school leaders communicate regularly. Chico Country Day School utilizes the CalHope Student Survey to monitor school climate and collect data from students in 5 different areas. The recent student survey results reveal varying levels of favorable perceptions across five key dimensions. ""Experiences with Culturally/Linguistically Responsive Environments"" received a 78% favorable response rate, while ""Resources for Coping"" followed closely with 77% favorability. The ""Emotional Experiences"" dimension garnered a 69% favorable rating. ""Opportunities for Student Voice and Leadership"" saw a slightly lower favorability at 67%. The ""Safety and Connection"" dimension had the lowest favorable response, at 64%. These results indicate that while students generally feel positive about culturally responsive environments and coping resources, there are opportunities for improvement in emotional experiences, leadership opportunities, and feelings of safety and connection. CCDS African American student group reported a low score regarding safety and connection. The school will be taking action to address this school's needs. All other student subgroups indicated a positive response to this survey question. " Key learnings through analysis of data resulting from the CalHOPE student survey si the focus for the improvement of the “Safety and Connection” question responses. In particular, the focus for improvement is the prompt: “Adults at my school take action when students are being mean.” CCDS will provide training to staff to increase their awareness of recognizing and supporting students' emotional needs. Implement comprehensive anti-bullying programs and establish clear protocols for reporting and addressing incidents of bullying and harassment. Encourage teachers to build strong, supportive relationships with their students through regular check-ins and open communication. By focusing on these areas, CCDS can create a more supportive and inclusive environment that addresses students' emotional well-being and improves their overall sense of safety and connection. Areas of strength for Chico Country Day School are the areas of “Experiences with Culturally/Linguistically Responsive Environments” and “Resources for Coping”. Students from all groups felt especially confident in the statements “Adults at school encourage me to work hard so I can be successful.” and “Adults at school believe I can do great things.” This reflects that the school is successfully incorporating culturally and linguistically responsive teaching practices, making students feel represented and respected. The positive feedback suggests that students benefit from diverse teaching methods that cater to their cultural and linguistic backgrounds. Students also reported positively having access to adequate resources and support systems for coping with stress and challenges. Students reported effective counseling and mental health services are effective in helping them manage their emotional and psychological well-being. In response to the analysis of CalHope Survey data and identified LCAP needs, Chico Country Day School is taking action to begin improvement in the area of Safety and Connection. Chico Country Day School secured a grant with the Safe School Ambassador program for training and implementation at our school site. Chico Country Day School has expanded its supervising staff and formed a safety committee of varying stakeholders. Additionally, the social-emotional and behavior committee is developing a protocol for how staff can address hate speech on campus as well as updating the school’s bullying policy. Met 2024-06-14 2024 04614246119523 Blue Oak Charter 6 Student surveys addressing school climate and safety assessed student needs. In the year-end survey, students were asked and answered the following: 1)I feel safe before and after school while on school grounds. 61% agreed, 23% neutral, 16% disagreed, 2) Teachers and staff accept me for who I am, 65% agreed, 18% neutral, and 17% disagreed. 3)I feel that teachers care about my learning 65% agreed, 12% neutral, and 23% disagreed. 4) I feel that I can talk to a teacher or an administrator if I have a problem 38% agreed, 42% neutral, and 21% disagreed. An additional survey asked middle school students to identify a safe person at school, and the Community School Partnership, Advisory student representatives, received input on school climate. Most students feel safe and accepted on campus, though a significant minority does not. Students are not necessarily sure who to speak to when a problem arises. Most have at least one adult on campus that feels safe to them. They don't, however, like the lunch offerings. Blue Oak will increase students' feeling safe and able to bring problems to teachers and administrators by further implementing community building and restorative circles. Voice will become a measurable part of decision-making. Met 2024-06-21 2024 04614320000000 Durham Unified 6 The data collected by the California Healthy Kids Survey was difficult for Durham Unified to utilized based on very limited participation from parents and students in some grade levels. With the data that is usable based on percentage rates, 84% to 96% of students at Durham Elementary School feek safe at school. However, that number dropes below 70% or 7th, 10th and 12th grade. However, only 3 percent of students reported a perception of feeling unsafe and 2 percent very unsafe. Students reporting using controlled subjects is less than 6% at all grade levels. As with most of the data, students feeling connected to school is more 80% at DES, but drops to lower numbers as students move to the intermediate school and high school. At the high school level, only 7 11th graders and less than half of the seniors completed, but focuses just on the freshman ans sophomore classes, 74% of white students reported feel connected at school, but only 56% of Hipanic students reported feel connected to school. Roughly the same percentage (about 70%) of both students groups report feeling very safe or safe at school. At the intermediate school, school is perceived as safe or very safe and very simily percentages among the white student group and the Hispanic student group. In general students in Durham Unified feel safe or very safe and very few students report feeling unsafe or very unsafe. However, the percentage of students feeling connected to school drops from elementary school to intermediate school and again at the high school level. It is important for staff to work with students to try to gather more information about strategies to help more students feel connected to school. The distict started a district wide Wellness Team that meets nearly weekly to discuss strategies for supporting students. This team will discuss strategies for helping students feel connected to school. Met This is generally a strong area for Durham Unified which has suspension rates under 3 percent (actually under 2% in all but one student group). The district does need to improve Chronic Absenteeism data and a review of issues with students feeling connect 2024-06-25 2024 04614570000000 Golden Feather Union Elementary 6 According to our annual LCAP survey, student responses reveal positive sentiments regarding safety and support at school. Specifically, 70% of students feel safe on campus, with 81% indicating they have a trusted adult at school. Additionally, 86% report having friends who offer support and care, while 82% feel their teachers genuinely care about them. While the overall results of the student LCAP survey were positive, there are areas identified for growth. Specifically, the survey highlighted opportunities for improvement in areas such as safety, the presence of trusted adults, and the perception of teachers genuinely caring about students. In response to the findings of the LCAP survey, we are reinstating the PBIS Team, with a significant leadership role assigned to the Wellness Coach from the Community Schools Grant. Additionally, we will introduce a Social Emotional Learning curriculum spanning all grade levels. To enhance our support efforts, we will utilize SEL screeners to identify students who may be experiencing a lack of belonging at school. Met 2024-06-26 2024 04614990000000 Manzanita Elementary 6 Manzanita Elementary School District has made great strides in creating and maintaining a safe, clean, and inviting learning environment through the use of PBIS. MESD utilizes the PBIS rewards program as well as Suite 360 to create a positive and Healthy Kids Survey. 90% of students feel safe at school which remained the same and 86% of parents feel that their child is safe at school according to the 2024 Manzanita Climate Survey. On the 2023-2024 Suite 360 End of the Year Assessment of student mastery of SEL topics K-2 Students maintained an average score of 50pts placing in the highest mastery category (Mastery). 3-5 students maintained their average score of46pts placing them in the developing category. 6-8 students increased their average score by 2pts to 92pts placing them in the developing category. Manzanita will continue to utilize SEL and our school counselor to improve the school climate. The learnings from the climate survey were that our students and parents feel safe at school. Spring 2024 Student Climate Survey. 87% of students felt connected to the school and that they had an adult to help them. 86% of parents felt connected to the school and that their input was valued and welcomed. Manzanita continues to do an excellent job of creating a safe and welcoming school environment which is evident through surveys and other dashboard indicators. Manzanita will continue to develop new ways of engaging students and parents and maintaining a positive school climate in which students feel safe and supported. Manzanita will evaluate campus safety concerns and develop improved systems for ensuring students feel safe and prevent bullying incidents. Met 2024-06-27 2024 04615070000000 Oroville City Elementary 6 "On the OCESD School Climate Survey, 2024, Elementary (TK-5) Aged students report Overall and by Subgroups: Overall Scores: 73% of the school buildings are clean most or all of the time. 87% Like their school 90% report high or moderated on school connectedness. 83% high or moderate academic motivations. Hispanic: 78% of the school buildings are clean most or all of the time. 89% Like their school 92% report high or moderated on school connectedness. 88% high or moderate academic motivations. Asian: 85% of the school buildings are clean most or all of the time. 89% Like their school 92% report high or moderated on school connectedness. 85% high or moderate academic motivations. African American: 70% of the school buildings are clean most or all of the time. 80% Like their school 88% report high or moderated on school connectedness. 82% high or moderate academic motivations. White: 74% of the school buildings are clean most or all of the time. 86% Like their school 90% report high or moderated on school connectedness. 81% high or moderate academic motivations. On the OCESD School Climate Survey, 2024, Middle School (6-8) Aged students report: Overall Scores: 75% of the school buildings are clean most or all of the time. 80% Like their school 81% report high or moderated on school connectedness. 78% high or moderate academic motivations. Hispanic: 82% of the school buildings are clean most or all of the time. 91% Like their school 93% report high or moderated on school connectedness. 89% high or moderate academic motivations. Asian: 88% of the school buildings are clean most or all of the time. 89% Like their school 93% report high or moderated on school connectedness. 88% high or moderate academic motivations. African American: 71% of the school buildings are clean most or all of the time. 81% Like their school 85% report high or moderated on school connectedness. 81% high or moderate academic motivations. White: 74% of the school buildings are clean most or all of the time. 86% Like their school 90% report high or moderated on school connectedness. 81% high or moderate academic motivations. OCESD's local School Climate Survey's (Created by PBISassessment.org) provides a snapshot of each areas of school climate. School Facilities, Overall Satisfaction with School, School Connectedness and Academic Motivators. This survey is broken down by subgroups (CA. Ed.code, 52052) and presented in a overall percentage for our two ""School Aged Groups"" in OCESD (TK-5 and 6-8). We utilize this date when review our goals in the LCAP, as well as in our planning, implementation and support for our PBIS Districtwide/Site Level Programs. Each site utilizes the data to inform our Mental Health Professionals and Site Administrators, when decisions and direction needs to be completed. Having this data creates a focused direction that is based in current data and input from our student groups. " Key Learnings from School Climate Data. Identified Strengths: 1. Hispanic and Asian subgroups demonstrated a higher than average response rate as compared to the whole group in the areas of school connectedness and liking school. 2. Overall Scores where a 5 to 10% increase from the previous year's Climate Survey, on the overall score of each area listed on the Climate Survey. Identified Needs: 1. In Both School Aged Groups, African American responses demonstrated a lower score than the other subgroups listed. 2. OCESD needs to look at a way to support our African American students in a way that creates more feelings of success and connectedness to his/her school. Research shows that students from low income homes have the identified need and benefit from Evidence Based Strategy. Research also consistently demonstrates that high-quality, research-based professional development for teachers can lead to improved student learning outcomes across subject areas, grade levels, and student populations. By providing teachers with the knowledge, skills, and support they need to enhance their instructional practice, PD plays a crucial role in promoting student success, school connectedness and academic achievement. Based on the needs of our English Learners, Foster Youth, Students with Disabilities, African America Hispanic Two Or More Races, Asian in the areas of MATH, ELA and SEL Learning for improved approaches for students and the research, we will be implementing. Met 2024-06-26 2024 04615070121509 Ipakanni Early College Charter 6 For the 9th-12th grade, 81% of the students felt the school had a safe environment. Also, 76% of the students believe there is clear rules in place. For a sense of belonging 68% and the overall satisfaction was rated at 71%. It was clear from the data that students felt safe on the campus. It was also important students felt there were clear rules in place for established behavior. School climate remains the strength of the school as also noted but WASC accreditation visits. One area of identified need is providing more opportunities for students to get involved at the school to feel a higher sense of belonging. Improved Attendance Policies and Interventions: We will be revising our attendance policies and implementing proactive interventions to address chronic absenteeism and improve overall attendance rates. This may include implementing incentives for good attendance, providing support services for students facing attendance barriers, and collaborating with community partners to address underlying issues. Professional Development for Staff: We will be providing professional development opportunities for staff to ensure they are equipped with the knowledge and skills needed to effectively support student learning and address areas of need. Met 2024-06-24 2024 04615070129577 STREAM Charter 6 Student survey results indicate that 83.3% of students responded positively to questions about school safety and connectedness. The LEA will continue to implement the Renaissance Fundamentals Survey, once in the Fall and once in the Spring. We will utilize the survey’s school toolbox to address SEL needs throughout the school year. We will continue our Student Leadership Team where we will be able to garner more feedback. Not applicable Met 2024-06-26 2024 04615150000000 Oroville Union High 6 During the 2022-23 school year, OUHSD undertook the California Healthy Kids Survey, targeting students in grades 9-12. Among the 726 participants, a notable 41% acknowledged feeling supported and welcomed within the school environment, marking an improvement from the prior year. In the subsequent academic year, OUHSD introduced the Fundamentals SEL Screener, designed to assess students' attitudes toward school, teachers, attendance, and readiness to learn across nine distinct categories. This data was then benchmarked against nationally normed data to derive percentile scores, offering insights into students' overall satisfaction levels. Of the 923 students surveyed, 67% expressed a sense of well-being, safety, and comfort in their school surroundings—an uptick from the previous year. However, when compared to peers nationally, OUHSD ranked at the 42.3th percentile, indicative of a high level of satisfaction with the school experience. Within the nine surveyed areas, all areas were considered having a high satisfaction as compared to their peers nationally. These insights provide a comprehensive understanding of students' perspectives and experiences within OUHSD, guiding targeted interventions to enhance overall satisfaction and well-being across the school community. Through ongoing collaboration and proactive initiatives, we are committed to fostering a supportive and enriching educational environment for all students. While all areas surveyed received high satisfaction ratings, a significant percentage of our students were less satisfied, particularly in the areas of well-being, safety, and comfort in schools. Over 30% of students expressed lower satisfaction levels, with American Indian and female students being notably affected. Additionally, certain individual students were identified with higher risk ratings across all categories based on the survey results. The district will engage these students and provide them with targeted support and services. OUHSD will collaborate with district social workers and our partnership with BCOE to strategically address the needs of these students. For example, we will increase access to counseling services through our partnership with Daybreak Medical Group. Additionally, Targeted Case Managers will be assigned to individual students who demonstrated higher risk factors, ensuring a consistent liaison between the school, student, and family, and providing the necessary support and access to services. Furthermore, BCOE will provide an on-site clinician and wellness coaches to offer additional tier II and III support for all students, particularly those identified through this survey. Met 2024-06-20 2024 04615230000000 Palermo Union Elementary 6 The data collected during the 2023-2024 school year suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale; while the higher grades have a somewhat less positive perception. The majority of students, who responded to the survey, like school and feel safe and successful: I like school. HW 88%; GH 80%; PS 60% I feel safe. HW 89%; GH 83%; PS 72% I feel like I do well. HW 84%; GH 79%; PS 68% Students treat others well. HW 85%; GH 59%; PS 43% Adult to help me. HW 91%; GH 89%; PS 74% In addition, the majority of parents report that their students is safe at school and is being successful: My student feels safe. HW 94%; GH 89%; PS 87% My student feels successful. HW 92%; GH 88%; PS 78% The data suggests that overall, the student’s perception of the school climate falls on the more positive end of the scale. As indicated above, the majority of students feel safe and like school, although that perception decreases in grades 6- 8, this is a strength area for the district. Our 2023-2024 climate survey data shows that in grades 4 - 8, students do not perceive that students treat each other well; this continues to be a growth area along with increasing the percentage of students at those grade levels that feel successful at school. In order to address the identified needs, we will continue to implement the social-emotional curriculum district wide and focus on improving student to student interactions. We will also continue to improve and refine the Positive Behavior Intervention and Support strategies on all campuses. In addition, each school site continues to analyze achievement data in order to determine intervention and core instructional strategies to improve student outcomes and their feelings of success at school. Met In order to build positive school climate and positive connections with students and families, the district is increasing enrichment and extracurricular opportunities for all students. We are offering high interest clubs, targeted tutoring and expanded le 2024-06-26 2024 04615310000000 Paradise Unified 6 Students were asked in Spring 2024 how strongly they agree or disagree with the following statements... I feel close to people at this school... I am happy to be at this school... I feel like I am part of this school... The teachers at this school treat students fairly... I feel safe in my school. The averages below reflect students reporting “Agree” or “Strongly Agree” to the above statements: Grade Response Grade 5- 62% Grade 6- 63% Grade 7- 55% Grade 8- 43% Grade 9- 37% Grade 10- 44% Grade 11- 41% Grade 12- 47% The analysis of student survey data from 2023-2024 shows that overall student satisfaction is moderate but varies by grade level. Grades 8, 9, and 11 have seen a decline in satisfaction from previous years, indicating a need for targeted support. Grades 10 and 11 show inconsistent satisfaction, suggesting a need for more consistent experiences. In contrast, Grades 7 and 10 have stable satisfaction levels, and Grade 12 has improved in 2023-2024, indicating successful senior programs. These stable grades can serve as examples for best practices. Overall, we need to focus on supporting grades with declining and fluctuating satisfaction while building on the strengths of consistent grades to improve the student experience across all levels. "To address the needs identified through student survey data from 2021-2022, 2022-2023, and 2023-2024, PUSD will enhance its plans and procedures. Given the moderate overall satisfaction and declines in grades 8, 9, and 11, we have secured funds to provide counselor support at each site. We will continue implementing the RULER SEL curriculum district-wide and use KELVIN for regular student check-ins. With six supportive videos, our ""Ask Me, I'll Listen"" campaign will encourage students to seek help. Additionally, all our schools are working with Creative Leadership Solutions to foster a positive culture with strong academic support. We will address specific needs in grades 8, 9, and 11, ensure consistency for grades 10 and 11, and apply successful practices from grades 7 and 10 and improvements seen in grade 12 across other grades. PUSD is committed to continuous improvement through ongoing surveys and data analysis to create a supportive and positive student environment." Met Six years after the Camp Fire, its impacts are still evident, with many community members living in trailers. Given that Paradise Unified had the highest ACES scores in Butte County before the fire, ongoing emotional health challenges persist. In response 2024-06-25 2024 04615310110338 Achieve Charter School of Paradise Inc. 6 In partnership with the Butte County Office of Education, Achieve administered the Kelvin Education Student Wellness Plus to all 4th-6th graders in the fall and spring. The following data, meaning, and use are below: Data: Overall Survey 68% Cultural Competence 82% Relationships 70% Climate of Support - Academic 70% Sense of Belonging/ Connectedness 64% Self-Awareness/Management 57% Results for individual grade levels note a point drop or gain if it was13 percentage points or more The overall favorable rating for both schools combined is 69% (down from 70% last year) Student’s overall favorable ratings were higher in Oct. 2023 than in April 2024 but remained at 57% and above across all dimensions, with favorable ratings ranging from 57% to 82% Our strengths are in: Cultural Competency (82% favorable) Building Relationships (70% favorable) Climate of Support for Academic Learning (70% favorable) Sense of Belonging/Connectedness (64% favorable) Self-awareness & Self-management & Positive Affect (57% favorable) Overall, growth was shown in students' having many ways to calm themselves down and coming up with multiple ways to solve problems. While there was growth in these areas, the lowest ratings continued to be in self-management/Self-Awareness. When interviewed, 4th—6th grade students responded that they would like more training on ways to calm themselves down and solve problems. In response to this data, we are continuing to pilot a Positive Behavior Intervention System as part of our Muliteared System of Support and will add a Social-Emotional Learning Curriculum component. In addition, we are embedding instructional practices in our core curriculum and instruction to foster the whole student outcomes of resilience, curiosity, agency, self-direction, and purpose. We are working with Gradient Learning on these instructional practices. Met 2024-06-18 2024 04615316112585 HomeTech Charter 6 HomeTech Charter School administers an annual survey that validly measures student perception of school safety and connectedness for all grades 3-12. HomeTech maintains a data file that tracks annual survey results. Student group data is not available. HomeTech's expected outcome is maintaining a minimum score of 85% overall and by survey item. Each spring, HomeTech educational partners review survey data to identify areas of need and, as necessary, adjust actions in site plans. Although the survey is designed to capture a valid measure of student perception, participation rates remain low, which impacts data validity. HomeTech continues to employ new strategies to increase participation rates. In 2023-2024, the overall satisfaction with HomeTech was 85%, +3% from the previous year. Student participation was 68%. Overall scores by strand include: - Climate and Culture: 87% (+3%) - Safety & Connectedness: 84% (+2%) -Behavior & Expectations: 85% (+5%) Based on the data available, HomeTech has identified the following needs: 1. Increase the annual participation rate to improve data validity (23-24: 68%). 2. Support student's need to 'fit in at HomeTech' (23-24: 78%) and more frequently 'recognize students for good behavior' (23-24: 80%). Supporting students with fitting in and recognizing good behavior are addressed in the 24-25 LCAP. Met 2024-06-27 2024 04615316112999 Paradise Charter Middle 6 "Over all the survey results are much more positive than in recent years. 100% of survey respondents are satisfied with the school and 100% of respondents agree that their child is safe at PCMS. PCMS has worked diligently to ensure a safe and supportive environment for students that focuses on social growth and academic achievement. The survey data shows that 96% of the respondents feel the school has high academic standards for achievement. The remainder of the respondents share that they are""neutral' on that. A majority of the respondents state that their child feels connected to the school and that they have a friend and trusted adult at the school. The survey data also shared comments that allowed parents the opportunity to give personal feedback that will lead to some changes at the school." The survey data showed some areas that the school could continue to work on. The areas identified as top priorities for future planning included continuing to work on building a positive school culture, addressing students' social and emotional learning needs and continuing to expand on extended learning opportunities for students. Areas of strength continue to be the focus on academic achievement and preparedness for high school. Also highlighted was the exceptional staff and administration and the school's opening communication and welcoming environment. Through the survey analysis, stakeholder feedback, PAC and Board meetings, it is clear that the school is making great progress in both academics and social emotional learning. The climate of the school has drastically changed this year for the better and students and staff are very engaged. Moving forward, the school plans to continue to build on student centered learning and focus on adding activities for students to be more engaged in community such as clubs and field trips. The school also plans to implement several academic supports to ensure students are learning and growing and properly prepared for HS. Met 2024-06-11 2024 04615316113765 Children's Community Charter 6 CCCS is committed to a continuous cycle of improvement. We know we can improve by offering intentional opportunities for educational partner feedback and analyzing the results and putting systems in place to address the gaps. Throughout the year, there are multiple opportunities for educational partner engagement which helps to finalize the LCAP. Twice a year students, staff, and families have an opportunity to provide feedback via an electronic survey. To increase participation, CCCS offers a raffle incentive to complete the survey. A raffle prize is given to one staff, one student, and one family in a random drawing. We have found that an incentive increases participation as we had a significant increase in survey responses. Beyond the two surveys throughout the year, educational partner input is sought after through monthly meetings with the leadership team, the PBIS team, the finance committee, and the Board of Directors. Every month we seek student input as to how our PBIS system is going and there is an open door policy where students have taken advantage of that to communicate with the administration about some changes they would like to see. CCCS has a student leadership committee that consists of 3 students from grades three through eight. Students meet once a week and offer input on our school. Leadership traits are taught and students work events that they put on in an effort to create a positive culture. The first Friday of each month is the CCCS Parent Involvement Committee (PIC) where parent input is received, data is shared, and where parents have the opportunity to shape our program. During the finance committee meetings, which consist of educational partners from the parent category, the teacher category, and the community category, as well as the administrator - feedback about how we are spending our money according to the current LCAP takes place and drives the future spending of the school. On a more intimate level, teachers meet with parents regularly where input is given and reported at staff meetings and leadership meetings. The administrator makes it a point to be available to families before and after school where families will often share input. On the community level, CCCS partners with the Paradise Rotary Club as well as the Paradise Parks and Recreation Department where input on our school is given and where opportunities to share our school are given. The CCCS monthly School Board meetings encourage staff, student, and family input to help guide the school. The reflection showed that families overall are happy with CCCS. Data trends with staff would say the staff is overall pleased with CCCS. A baseline of 80% satisfaction is the criteria for success. An area to improve is the perception that students do not think other students are well behaved. We will work with our student leadership team to help solve this puzzle. A description of the aspects of the LCAP that were influenced by specific input from educational partners. The aspects of the LCAP that were influenced by specific educational partner input: Culture: CCCS will continue to move forward with PBIS and MTSS as a school-wide program that focuses on positive culture and behavior. CCCS will continue to foster a sense of belonging. In order to foster a sense of belonging and help students to feel safe, extra layers of support will be put in action. For example, a health teacher will continue to push into classes in the K-5 grade levels to deliver SEL lessons with fidelity. Staff will continue with professional development in the areas of MTSS and PBIS. Staff will also continue to utilize effective PLCs (Professional Learning Communities) to examine student social/emotional and behavioral data to implement change. CCCS also has a full-time counselor - we partner with Butte County Office of Education and our counselor is funded by a grant. Academics: Staff will continue to move forward with a vision of moving our students towards college or career readiness. Staff will continue to utilize effective PLCs to examine student academic data and adjust instruction based on evidence. CCCS will continue to offer a robust Intervention department to work with students who fall one or two grade levels below standards. On the flip side, teachers will provide opportunities for students to excel and enrich beyond the grade-level standards. Partnerships: CCCS will continue with a Charter Advisory Group that will meet four times a year. This committee will consist of parents, teachers, and the administrator. The families have an opportunity to provide specific feedback about our LCAP goals and metrics. Family engagement is a priority and to respond to that - CCCS will be hosting more activities on campus in order to bring our families together in meaningful ways. Adding to our yearly calendar, Family Movie Night, and STEAM Night have been added to increase family participation. Finally, CCCS will continue to hold monthly Parent Involvement Committee meetings to gather family input, plan events, and create a sense of belonging for all. Students: Students provided input into our LCAP goals and offered suggestions for improvement. SELPA: CCCS met with the BCOE SELPA to analyze how the LCAP serves SWDs. Staff: Staff analyzes data throughout the year to increase student outcomes in academics, behavior, and social-emotional learning as well as how to increase a positive culture at CCCS. CCCS has board adopted a character builiding/mental wellness curriculum. All students will be exposed to weekly Tier one lessons on topics such as (respect, team building, responding to challenges, friendship, etc.). If students need more support - they will participate in Tier 2 targeted lessons to learn how to respond differently. Met 2024-06-05 2024 04615490000000 Thermalito Union Elementary 6 DATA: Nelson Middle School Healthy Kids Survey (CHKS) Grades 6 & 7 Spring 2022-2023 and local survey results have all improved. • 85% of our students reported they feel safe at school. • 95% of students reported if they have a problem, they know they have someone to talk to at school. • 81% responded they feel cared about all or most of the time. Elementary Student Safety Survey Spring 2024 survey results from 3rd-5th grade students improved since the last 2023 student safety survey: • 81% of these students feel safe or very safe at school. • 74% responded they feel happy all or most of the time. • 80% of students feel teachers and other grown-ups in school treat students fairly all or most of the time. MEANING: There was a need to survey middle school students more often, especially about cyberbullying. Nelson Middle School will continue to survey all 6th-8th grade students every trimester. USE: The focus for growth will be to continue increasing school connectedness and engagement through student advocate teams and school clubs with a focus on strengthening positive relationships. Met 2024-06-27 2024 04733790000000 Pioneer Union Elementary 6 Our district uses our own LCAP survey. We had 94% of our families respond. In the following areas our parents agreed or strongly agreed to the following- the staff cares about my child's well being, the school provides adequate instructional materials, the school is implementing the California State Standards, the school is preparing my child adequately for high school, the school effectively addresses attendance and absenteeism issues, the school works with parents as partners in the student's education, the school has effective strategies to address the needs of student with disabilities, and the school has effective program to address the needs of students who are not meeting grade level standards. Parents would like us to focus on our food services when we move to our new school, improve parent involvement and continue our PBIS program. All our families are socio-economically disadvantaged. Our biggest change to our programs will be our mental health services for students, staff and families. We received the Community Partnerships Grant and we received a full time Wellness Coach funded through our COE. Mental health services for our students and families is really important to us after surviving the North Complex Fire. Met 2024-06-26 2024 04755070000000 Gridley Unified 6 Gridley Unified School District administers the state-approved California Healthy Kids Survey yearly in the spring to students in grades 5, 7, 9, and 11. Parents and staff members each also are given the opportunity to report on their view of topics related to the schools through the parent and staff versions of the survey. Full survey results are publicly available documents that are available at this web address, and each year's data are published in the fall (November) for the previous administration: https://calschls.org/reports-data/search-lea-reports/ and a mid-level summary of key Healthy Kids data is provided within each year's LCAP document as well. Additional indicators include suspension and attendance/absenteeism data and these are more dealt with in detail in the district LCAP as well. Elementary Students (Grade 5) Key takeaways from elementary results this year are that student satisfaction has fallen. Students reported increases in sadness, depression, bullying, a drop in feelign that adults cared about them, a slight drop in motivation, and a significant drop in feelign connected to school as well as decreased feelings of being safe at school. In suspensions and absenteeism, these are down from last year as the year closes, but still not quite at pre-pandemic levels. Secondary Students (Grades 7, 9, and 11) Key takeaways in the upper grades were that there were slight to no improvements in school satisfaction, motivation, and safety. The over time trend in the last three years is that conditions of student satisfaction have been down as a trend. When looking at students enrolled in Esperanza continuation, the void is greater, with markedly lower rates of student safety, motivation, and satisfaction compared to their peers in comprehensive education. In suspensions and absenteeism, these are down from last year as the year closes, but still not quite at pre-pandemic levels. "In the first full year we can safely call post-pandemic, there has not been a ""return to normalcy"" in student performance or satisfaction. Knowing that there was an expected issue on the horizon in mental health, GUSD invested in attempting to secure a social worker, additional psychological help in the form of counseling aides, and has recently approved an additional halftime school nurse and an additional psychologist position. Some of these have been hard to fill or keep filled, and thus it is difficult to determine the efficacy of these measures until we can stabilize the positions." Met Looking back historically for the past several years, there has been a steady decline in most reported indicators of satisfaction, climate, and student engagement at district schools that has not recovered to pre-COVID levels. This is consistent with what 2024-06-26 2024 05100580000000 Calaveras County Office of Education 6 There was not a high enough response to generate a report on the California Healthy Kid Survey (CHKS) at CRA in the 2022-2023 school year, as was also the case in the 2021-2022 year. Starting with the 2023-2024 school year, an alternative survey will be given that is not dependent on a minimum student number for results. (The CHKS is not given to students at the Oakendell Community School because it is on the grounds of a private group home that houses male wards of the court.) In the 2019-2020 CHKS, CRA students report that 74% of them agree or strongly agree that they experience school connectedness. Students report that 64% either feel very safe or feel safe at school. Due to the nature of the program at Calaveras River Academy, student enrollment fluctuates and many of the students who participated in this survey no longer attend. The challenge is to make this data relevant when looking for trends to influence continuous improvement. Staff are aware of this challenge and spend time creating relationships with individual students. Programmatic growth is hard to measure with hard data; however, staff depend on student attitudes, behaviors, and accomplishments to determine successes and challenges regarding improving school climate. Due to the fluctuations in enrollment and the special needs of our community school students, ongoing and intensive programs offerings and continuous improvement of the social/emotional environment is needed to address the safety and perceived safety students experience at the school. CCOE will continue to provide ongoing professional development in trauma-informed practices, restorative practices, and social-emotional learning. The Community School is teaching social-emotional learning skills multiple times throughout the year as new students enroll. Met 2024-06-24 2024 05100580530154 Mountain Oaks 6 "In the Jan 2024 Program Survey, 99% of parents understood the academic goals for their students.97% felt that the school program was meeting the needs of their family. The most common suggestion for improvement was more enrichment opportunities for 6th-8th grade. 92.7% felt that Mountain Oaks provided a safelearning environment and positive school culture. The most frequent concern was balancing the social needs of both older and younger students when sharing the campus. 90% of families were familiar with and understood the grades, assessments, and testing. 97% of parents were familiar with the paperwork, policies, and procedures for managing their student's learning plans. Parents of students with disabilities reported the highest overall satisfaction with the school. After that, parents of white students reported the highest overall satisfaction with the school program, followed by parents of Hispanic students, and then the parents of students of two or more races. Parents of low-income students were underrepresented in this survey. This is unusual as Mountain Oaks has a greater than 50% student population that is low income. Two possible factors could have contributed to this. One; the survey asked respondents to self-identify, and parents were unsure if they qualified or reluctant to identify. Two; parents of low-income students were less engaged and chose not to respond to the survey.For High School Students, 100% reported feeling supported by their mentor teacher and were involved in choosing their curriculum. 79% said they were comfortable asking for help from school staff other than their mentor/resource teacher. 64.5% indicated that the special events matched their interests, 43.5% ""somewhat"". Workshops; 75.3% said they matched their interest or academic needs, 35.5% ""somewhat. The most common suggestion for improvement was more core class support and hands-on learning opportunities. 88.7% reported feeling part of the Mountain Oaks community, 35.5% ""somewhat"". 83.9% said they feel safe while on campus, 6.5% ""somewhat"" and 14.5% N/A, mostly virtual. 72.5% said they had an adult on campus with whom they felt comfortable speaking reguarding bullying or harassment,4.8% ""somewhat"". 22.6% N/A, mostly virtual. 96.8% reported that their social and emotional needs are being met, 22.6% ""somewhat"". 100% said their academic needs are being met, 14.5% ""somewhat"". 95.1% felt that they were being prepared to meet their college or career plans, 40.3% ""somewhat"" prepared. The overall satisfaction with the school program was similar across all groups. Low-income students were underrepresented in this survey. This is unusual as Mountain Oaks has a greater than 50% student population that is low income. Two possible factors could have contributed to this. One; the survey asked respondents to self-identify, and students were unsure if they qualified or reluctant to identify. Two; low-income students were less engaged and chose not to respond to the survey." "Parents state that they understand the academic goals for their students and feel the school could meet the needs of their families. Additionally, parents and students have expressed that Mountain Oaks provides a secure learning environment and fosters a positive school culture. High school students have reported feeling supported by their mentor teachers. However, the most common request for improvement pertains to the need for more support in core courses. It has been identified that there is a need to address the representation gap for low-income families and students. Furthermore, there is a need to analyze student performance data concerning the claim that the program meets students' academic needs, as there appears to be a disconnect between satisfaction with the school program and its impact on student performance. There is also a disparity between the reported high satisfaction level with the school program by parents and the lower overall satisfaction reported by high school students. Lastly, despite claiming that their academic needs are being met, a significant percentage of high school students only rate themselves as ""somewhat"" prepared for college or career." Mountain Oaks recognizes the need to conduct a root cause analysis to identify any gaps in academic instruction and strategies that may impact student achievement. The next step is to review and refine data gathering and analysis practices to address any gaps in representation. Additionally, the school plans to create more opportunities for family engagement through regular communication, workshops, and events to help parents support their student's education. Mountain Oaks will continue to collaborate with educational partners to provide additional resources and support for students and families. Mountain Oaks will continue to involve all educational partners in the continuous improvement process to ensure a comprehensive and inclusive approach. Met 2024-06-12 2024 05615560000000 Bret Harte Union High 6 The 2023/24 California Health Kids Survey (CHKS) was administered to 138 9th graders and 124 11th graders, and the results indicate that students generally feel supported, engaged, and connected on campus. However, reports of chronic sadness/hopelessness and suicide ideation have increased among students. Additionally, the data suggests a concerningly high prevalence of electronic cigarette use. At Bret Harte High School, student well-being is a top priority. A dedicated School Resource Officer is always available to provide assistance and support to students in matters concerning smoking, alcohol, and drug use. Additionally, the school offers Diversion and Tobacco Cessation groups to help students address these issues effectively. Bret Harte High School maintains a comprehensive approach to student well-being. A full-time School Resource Officer is available to assist and support students with issues related to smoking, alcohol, and drug use, as well as overall campus safety. Diversion and Tobacco Cessation groups are offered and co-facilitated by school staff, including the School Nurse, School Counselor, Drug & Alcohol Counselor, and School Resource Officer. To address the rise in electronic cigarettes, vaping detection devices have been installed in the boys' and girls' restrooms. A dedicated Wellness room, staffed by a Wellness Coordinator, provides support to students with both acute and chronic social-emotional needs. A weekly Wellness Team meeting is held to discuss school issues and plan for social-emotional events. School Connectivity remains a key area of focus, with assemblies and activities specifically designed to support the mental health of students and the community. Met 2024-06-25 2024 05615640000000 Calaveras Unified 6 "California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school. Data from this survey over the past three years is in the table below and indicates that we continue to have room to improve. Overall, we have made growth. Of course, the biggest difference over this time span is that in 2020-21 we were engaged in a hybrid remote/in person learning model, and since then we have been fully in-person. School climate will continue to be a focus area for CUSD moving forward, as indicated by Goal 3 of our LCAP. Schools continue to focus on PBIS supports. Wellness Centers have been established at elementary schools and school counseling staff and accompanying supports have been expanded at all schools. We are hoping to establish a Wellness Center at Toyon Middle School. Second Step social emotional curriculum has been implemented at K-8 schools and Seven Mindsets has been implemented at SHEC & CHS. CALIFORNIA HEALTHY KIDS SURVEY DATA, 2023-24* 5th grade 7th grade 9th grade 11th grade 22-23 23-24 22-23 23/24 22-23 23/24 22-23 23/24 School connectedness 69 78 56 53 47 42 46 50 Academic Motivation 86 90 60 58 56 48 56 55 Feeling safe at school 78 84 46 47 49 48 50 50 Anti-bullying climate 72 72 Supports for Social Emotional Learning 73 77 Caring Adults Relationships 72 78 60 59 47 50 61 68 High Expectations – Adults in School 66 69 59 63 68 72 *This totals the top two responses on a five point scale. Data is reported in percentages of students responding positively. " "California Healthy Kids Survey (CHKS) data provides an overview for how our students report their experiences at school. Data from this survey over the past three years is in the table below and indicates that we continue to have room to improve. Overall, we have made growth. Of course, the biggest difference over this time span is that in 2020-21 we were engaged in a hybrid remote/in person learning model, and since then we have been fully in-person. School climate will continue to be a focus area for CUSD moving forward, as indicated by Goal 3 of our LCAP. Schools continue to focus on PBIS supports. Wellness Centers have been established at elementary schools and school counseling staff and accompanying supports have been expanded at all schools. We are hoping to establish a Wellness Center at Toyon Middle School. Second Step social emotional curriculum has been implemented at K-8 schools and Seven Mindsets has been implemented at SHEC & CHS. CALIFORNIA HEALTHY KIDS SURVEY DATA, 2023-24* 5th grade 7th grade 9th grade 11th grade 22-23 23-24 22-23 23/24 22-23 23/24 22-23 23/24 School connectedness 69 78 56 53 47 42 46 50 Academic Motivation 86 90 60 58 56 48 56 55 Feeling safe at school 78 84 46 47 49 48 50 50 Anti-bullying climate 72 72 Supports for Social Emotional Learning 73 77 Caring Adults Relationships 72 78 60 59 47 50 61 68 High Expectations – Adults in School 66 69 59 63 68 72 *This totals the top two responses on a five point scale. Data is reported in percentages of students responding positively. " expanding the use of SEL curriculum, emphasizing the importance of staff/student relationships, strengthening our counseling/wellness supports and services Met 2024-06-25 2024 05615720000000 Mark Twain Union Elementary 6 2023-2024 California Healthy Kids Survey Data -School Connectedness -Gr. 5-6: 50.5% -Gr. 7-8: 50.5% -Academic Motivation -Gr. 5-6: 67% -Gr. 7-8: 66% -Caring Adults in School -Gr. 5-6: 43% -Gr. 7-8: 55% -Feel Safe at School -Gr. 5-6: 52% -Gr. 7-8: 48.5% -Been Hit or Pushed / Been in a Physical Fight -Gr. 5-6: 47.5% -Gr. 7-8: 10.5% -Mean Rumors Spread about You -Gr. 5-6: 46.5% -Gr. 7-8: 49.5% -Cyberbullying -Gr. 5-6: 31.5% -Gr. 7-8: 34% -Rule Clarity -Gr. 5-6: 57% -Students Treated with Respect / Fairly -Gr. 5-6: 52% -Gr. 7-8: 52% Survey data indicate that students and parents continue to have concerns around school connectedness, caring relationships with adults on campus, student safety, bullying, and students being sad or withdrawn. MTUESD has utilized counselors, a shared mental health clinician with Bret Harte, a family liaison, and Wellness Centers on both campuses to address these concerns. The District is also investigating SEL curriculum options, including additional professional development in the SEL component of Collaborative Classroom (adopted ELA curriculum), Caring School Communities. Met 2024-06-13 2024 05615800000000 Vallecito Union 6 Vallecito Union School District administers the California Healthy Kids Survey (CHKS) annually. For Secondary Level (Grades 7-8) Summary Key Indicators Include: School Connectedness: Grade 7 - 69%, Grade 8 - 55% Academic motivation: Grade 7 - 72%, Grade 8 - 60% Caring Adult Relationships: Grade 7 - 66%, Grade 8 - 61% Meaningful Participation: Grade 7 - 33%, Grade 8 - 27% School Perceived as Safe: Grade 7 - 73%, Grade 8 - 77% Eating of Breakfast: Grade 7 - 72%, Grade 8 - 80% Social Emotional Distress: Grade 7 - 22%, Grade 8 - 35% For Elementary Level (Grades 5-6) Summary Key Indicators Include: School Connectedness: Grade 5 - 82%, Grade 6 - 75% Academic Motivation: Grade 5 - 86%, Grade 6 - 85% Caring Adults in School: Grade 5 - 70%, Grade 6 - 70% Meaningful Participation: Grade 5 - 44%, Grade 6 - 42% Feel safe at school: Grade 5 - 85%, Grade 6 - 81% Eating of Breakfast: Grade 5 - 94%, Grade 6 - 70% Frequent Sadness: Grade 5 - 15%, Grade 6 - 14% School Connectedness is highest in the early grades and trends downward through to 8th grade. Academic motivation remains at or above 60% for all grades survey - reflective of high expectations placed on academics throughout the district. Positive adult relationships fall between the 60 -70% range. This is an area for potential improvement. Meaningful participation is low across all grade levels - an area of focus for the future as a means to increase engagement. Eating of breakfast is high overall - reflective of universal meals for all students. Social emotional distress increases at the middle school level - an area to focus SEL supports. The LCAP includes additional food service workers to maintain universal meal service providing nutritious healthy menu options. The LCAP includes focus on SEL support including materials and professional development. The LCAP includes dedicated school counselors at each school site to support student mental wellbeing. Met 2024-06-19 2024 06100660000000 Colusa County Office of Education 6 S. William Abel Academy has established a local survey as our consistent survey platform to measure of perceptions of school safety and connectedness. The classrooms at my school are clean and well maintained (FIT Results). 94.79% Discipline at school is fair and consistent. 100% My teachers set high standards for my student. 50% School is a safe place for my student. 70% The facilities at school are well maintained. 100% At school, there is a teacher or some other adult who really cares about me. 70% I feel close to people at this school – school connectedness. 70% As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school. 70% My school encourages and promotes parent involvement. 70% I often go to bed at 12am or later (grades 7, 9, 11). 29% I have experienced frequent sadness or hopelessness. 46% School climate survey results show that students discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose Improving school climates will continue to be an area of focus. SWAA will continue to improve school climate. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension. Met 2024-06-18 2024 06615980000000 Colusa Unified 6 Colusa Unified School District has established Healthy Kids as our consistent survey platform to measure of perceptions of school safety and connectedness. Burchfield Primary School (BPS), Egling Middle School (EMS), Colusa High School (CHS)/Colusa Alternative High School (CAHS) utilize Healthy Kids as a platform to survey students, parents/guardians, and staff member. The classrooms at my school are clean and well maintained (FIT Results). BPS 93.75% EMS 95.90% CHS/CAHS 98% Discipline at school is fair and consistent. BPS 55% EMS 47% CHS/CAHS 47% My teachers set high standards for my student. BPS 88% EMS 77% CHS/CAHS 69% School is a safe place for my student. BPS 82% EMS 56% CHS/CAHS 51% The facilities at school are well maintained. BPS 69% EMS 28% CHS/CAHS 33% At school, there is a teacher or some other adult who really cares about me. BPS 77% EMS 56% CHS/CAHS 57% I feel close to people at this school – school connectedness. BPS 79% EMS 57% CHS/CAHS 48% As a parent of a student, I am satisfied with the number of meaningful opportunities for participation provided by the school. BPS 54% EMS 29% CHS/CAHS 31% My school encourages and promotes parent involvement. BPS 78% EMS 52% CHS/CAHS 31% I often go to bed at 10pm or later (grades 3, 5). I often go to bed at 12am or later (grades 7, 9, 11). BPS/EMS 31% EMS 33% CHS/CAHS 26% I have experienced frequent sadness or hopelessness. BPS 20% EMS 35% CHS/CAHS 32% School climate survey results show that students discomfort and anxiety largely impacted by COVID-19 have declined. Students are feeling more connected at school. The percentage of students experiencing sadness has decreased. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. CUSD placed an emphasis on RTI trauma informed practices. An area of focus and emphasis is increasing school connectedness for our students. The District’s increase to Enrichment offerings and field trips were noted areas of strength in our District survey. CUSD transitioned our student information system returning to Aeries, and Parent Square proved to be a positive communication tool linked to our Aeries system. The District’s launch of a student survey administered twice a year will provide the opportunity to evaluate school culture for continuous improvement efforts throughout the year. Improving school climates will continue to be an area of focus across the Colusa Unified School District. Our CUSD District leadership team will be working closely with principals, school counselors, and school staff to continue improving school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension, and schools will be sharing practices that they identify through the school leadership team process for improving socialemotional outcomes for students. Sites will collectively develop a site-based PDSA (Plan, Do, Study, Act) plan based on their site student survey results. Met 2024-06-24 2024 06616060000000 Maxwell Unified 6 American Indian % Favorable: Coping Resources: 85% Safety and Connection: 84% Experiences with Culturally/Lingusitically Resonsive: 80% Opportunities for Student Leadership: 73% Emotional Experiences: 71% White % Favorable: Coping Resources: 79% Safety and Connection: 73% Experiences with Culturally/Lingusitically Resonsive: 78% Opportunities for Student Leadership: 66% Emotional Experiences: 74% Socioeconomiclly disadvantaged % Favorable: Coping Resources: 56% Safety and Connection: 56% Experiences with Culturally/Lingusitically Resonsive: 59% Opportunities for Student Leadership: 43% Emotional Experiences: 64% Identified Needs and Areas of Strength Based on the comparison of the favorable response percentages among American Indian, White, and Socioeconomically Disadvantaged students, we can identify specific needs and areas of strength for each group. American Indian Students Areas of Strength: Coping Resources (85% favorable): High percentage indicates strong support and resources available for coping. Safety and Connection (84% favorable): Suggests a positive sense of safety and community. Experiences with Culturally/Linguistically Responsive (80% favorable): Indicates positive experiences with culturally and linguistically responsive education. Opportunities for Student Leadership (73% favorable): Good opportunities for student leadership. Emotional Experiences (71% favorable): Indicates relatively positive emotional experiences. Identified Needs: While American Indian students have high percentages in all areas, continuous support and enhancement in emotional experiences and opportunities for student leadership can help maintain and improve these areas. White Students Areas of Strength: Emotional Experiences (74% favorable): Highest favorable response among the groups, indicating positive emotional well-being. Experiences with Culturally/Linguistically Responsive (78% favorable): Indicates positive experiences with culturally and linguistically responsive education. Coping Resources (79% favorable): Good availability of resources for coping. Identified Needs: Safety and Connection (73% favorable): Needs improvement to match the higher percentages seen in other areas. Opportunities for Student Leadership (66% favorable): This area has the lowest favorable response for White students, indicating a need for increased opportunities for leadership roles. Socioeconomically Disadvantaged Students Areas of Strength: Emotional Experiences (64% favorable): Although this is the highest favorable response for this group, it is still lower compared to other groups, indicating relative strength but also room for improvement. Identified Needs: Coping Resources (56% favorable): Significant need for improved resources and support for coping. Safety and Connection (56% favorable): Needs improvement to ensure a safer and more connected environment. Experiences with Culturally/Linguistically Responsive (59% favorable): Enhancing culturally and linguistically responsive experiences is crucial. Opportunities for Student Leadership (43% favorable): This area shows the greatest need for improvement, indicating that socioeconomically disadvantaged students lack sufficient opportunities for leadership roles. Summary of Needs and Strengths American Indian Students: Strengths: High favorable responses across all areas. Needs: Continuous improvement in emotional experiences and leadership opportunities. White Students: Strengths: Emotional experiences, culturally responsive education, and coping resources. Needs: Better safety and connection, and more opportunities for student "Maxwell Unified School District: Proposed Changes to Plans, Policies, and Procedures based on the analysis of local data and the identification of key learnings, Maxwell Unified School District (MUSD) should implement the following changes to address the identified areas of need and promote continuous improvement. Enhancement of Coping Resources New Initiatives: Develop and implement additional support programs, such as mental health workshops, peer support groups, and access to counseling services. Form on peer counseling and conflict facilitation. Policy Update: Incorporate mandatory training for staff on recognizing and addressing student stress and mental health issues. Collaborate with Community Schoool Program to provide resources for a dedicated mental health coordinator to oversee and integrate mental health services across the district. Improvement of Safety and Connection New Initiatives: Launch initiatives to create a more inclusive and connected school environment, such as community-building activities, mentorship programs, and anti-bullying campaigns. Start a ""Buddy System"" where new students are paired with existing students to help them acclimate. We will call it ""Welcome Wagon"" Policy Update: Review and update safety policies to ensure comprehensive safety measures are in place, including enhanced security protocols and training. Implement a zero-tolerance policy for bullying and harassment with clear reporting and response procedures. Procedural Changes: Implement regular surveys and feedback mechanisms to monitor students' sense of safety and connection, adjusting strategies based on feedback. Create more leadership programs and clubs, ensuring they are accessible to all students, particularly those from socioeconomically disadvantaged backgrounds. Introduce targeted programs aimed at addressing the unique challenges faced by socioeconomically disadvantaged students, such as tutoring services, college readiness programs, and financial literacy workshops. " Met 2024-06-19 2024 06616140000000 Pierce Joint Unified 6 "School Connectedness: Grade 5 60% Grade 6 49% Grade 7 65% Grade 8 60% Grade 9 52% Grade 10 58% Grade 11 58% Grade 12 57% Feel close to people at school: Grade 5 47% Grade 6 61% Grade 7 78% Grade 8 78% Grade 9 61% Grade 10 71% Grade 11 57% Grade 12 62% I feel part of this school: Grade 5 57% Grade 6 50% Grade 7 60% Grade 8 52% Grade 9 45% Grade 10 48% Grade 11 57% Grade 12 57% Teachers treat students fairly: Grade 5 70% Grade 6 39% Grade 7 54% Grade 8 57% Grade 9 50% Grade 10 48% Grade 11 61% Grade 12 58% I feel safe at school: Grade 5 66% Grade 6 44% Grade 7 73% Grade 8 63% Grade 9 55% Grade 10 61% Grade 11 60% Grade 12 62% School Safety How safe do you feel at school: Grade 5 66% Grade 6 Grade 7 72% Grade 8 68% Grade 9 61% Grade 10 70% Grade 11 61% Grade 12 61% Experienced harassment (Secondary): Grade 7 25% Grade 8 35% Grade 9 18% Grade 10 15% Grade 11 18% Grade 12 20% Anti-bully climate (ELEM): Grade 5 70% Caring Adult Relationships: Grade 9 49% Grade 10 62% Grade 11 67% Grade 12 71% Teacher or adult cares about me: Grade 5 72% Grade 6 Grade 7 63% Grade 8 57% Grade 9 42% Grade 10 64% Grade 11 71% Grade 12 74% Teacher or adult notices when I am gone: Grade 7 68% Grade 8 54% Grade 9 52% Grade 10 64% Grade 11 67% Grade 12 67% Teacher or adult listens to what I say: Grade 5 76% Grade 6 Grade 7 57% Grade 8 61% Grade 9 53% Grade 10 57% Grade 11 63% Grade 12 70% *Data represents the percentage of students responding ""agree"" or ""strongly agree"" (grades 6-12) OR ""Yes, all of the time"" or ""Yes, most of the time"" (grade 5)" Based on the disaggregated data provided from the 2024 California Healthy Kids Survey (CHKS), several key learnings, identified needs, and areas of strength can be highlighted across different student groups. School Connectedness - Identified Needs: School connectedness varies across different grade levels, with grade 7 students reporting the highest levels (65%) and grade 9 students reporting the lowest (52%). This indicates a need for interventions targeted towards enhancing connectedness, particularly for students transitioning to higher grades. Areas of Strength: Grade 7 students demonstrate the highest levels of school connectedness (65%), suggesting that interventions or programs implemented in earlier grades may positively impact students' sense of belonging. School Safety - Identified Needs: Secondary students (grades 7-12) report experiencing harassment, with higher rates in grades 8 (35%) and 7 (25%). This underscores the importance of implementing measures to address bullying and harassment within the school environment. Perception of safety varies across grade levels, with grades 9, 11, 12 students reporting the lowest level (61%). There may be a need for targeted investigation into understanding why this is a concern of students in these grades. Areas of Strength: Despite incidents of harassment, the majority of students report feeling safe at school across all grade levels, indicating that existing safety protocols may be effective in maintaining a sense of security. Caring Adult Relationships - Identified Needs: Positive relationships with adults exhibit the lowest levels with students in grade 9. This suggests a need for interventions to strengthen adult support and mentorship, particularly for students transitioning from grade 8 into high school. Areas of Strength: Grade 5, 11 and 12 students report the highest levels of caring adult relationships (72, 71, 74% respectively). General Observations: Grades 6 and 9 appear to be critical transition points where there is a notable shift in various indicators, including school connectedness, safety perceptions, and relationships with adults. Targeted interventions for these students transitioning to a new school may help support students' social-emotional well-being. Regular monitoring and assessment of students' experiences and perceptions across different grade levels are essential for identifying emerging needs and implementing timely interventions to support student success. In conclusion, the analysis of disaggregated data from the CHKS provides valuable insights into the varying experiences and needs of students across different grade levels. By addressing identified needs and leveraging areas of strength, schools can create a more inclusive and supportive learning environment for all students. The district will continue to have a focus on building positive, caring relationships between adults and students in school for the sake of improving school connectedness. Safety is a continuous focus in the district. A vulnerability study was conducted at one of the district schools. Suggestions from that study are being implemented throughout the district. Met 2024-06-24 2024 06616220000000 Williams Unified 6 WUSD has purchased a research based social-emotional screening tool, Satchel Pulse, that is given to all students two times a year. Satchel Pulse combines efficient and effective screening with targeted interventions for all students to ensure no one falls between the cracks. Satchel Pulse puts a focus on maintaining self-awareness, self-management, social awareness, relationship skills, and responsible decision making in all three tiers. Ideally students should fall into the following: tier one at 80%, tier two at 15%, and tier 3 at 5%, as determined in the Satchel Pulse screener. The data provided from Satchel Pulse for WUSD schools gives an overview of the social-emotional health of students in three different school levels: WES (Grades 2-3), WUES (Grades 4-6), and WJSHS (Grades 7-12). The tool aims to categorize students into three tiers: Tier 1 (universal support), Tier 2 (some risk factors), and Tier 3 (high risk) based on their social-emotional needs. The ideal distribution for these tiers is 80% in Tier 1, 15% in Tier 2, and 5% in Tier 3. The actual data shows slight deviations from these targets across all school levels. Data from Satchel Pulse: Grade Specific Observations: WES (Grades 2-3): With 79% of students in Tier 1, 16% in Tier 2, and 5% in Tier 3, the data is closest to the ideal distribution. This suggests that the younger students are generally more aligned with the expected outcomes, but there is still a need for targeted interventions to reduce the Tier 2 population. WUES (Grades 4-6): Here, only 76% are in Tier 1, 18% in Tier 2, and 6% in Tier 3. This indicates a slight increase in students facing social-emotional challenges as they grow older, emphasizing the need for early intervention and continuous support. WJSHS (Grades 7-12): This group has 78% in Tier 1, 20% in Tier 2, and 6.5% in Tier 3. The increasing percentage in Tier 2 and Tier 3 highlights the greater social-emotional challenges faced by adolescents, suggesting that middle and high school students need more focused and perhaps more varied support systems. Data from LCAP Survey: Students also participate through a survey and Focus Groups each year when developing the LCAP goals and actions. This year the following numbers represent the student participation for the development of the 24-25 school year LCAP: 3-6 (298) The students agree or strongly agree that the school district helps students succeed at school The students agree or strongly agree that the school district creates a safe & welcoming environment for learning 7-8 (184) The students agree that the school district helps students succeed at school The students agree or neither agree or disagree that the school district creates a safe & welcoming environment for learning 9-12 (362) The students agree or strongly agree that the school district helps students succeed at school The students agree or neither agree or disagree that the school district creates a safe & welcoming environment for learning Identified Needs: Enhanced Support for Tier 2 and Tier 3 Students: The data reveals a consistent need for more support for students in Tiers 2 and 3 across all grade levels. Interventions should be tailored to address the specific risk factors identified in these groups. Targeted Interventions in Middle and High School: With higher percentages of students in Tiers 2 and 3, WUES and WJSHS require specific strategies to handle the increasing social-emotional demands as students progress through school. Early Intervention and Continuous Monitoring: Given that younger students (WES) are closer to the ideal distribution, it’s important to maintain and strengthen early intervention programs to prevent escalation of issues as students age. Recommendations: Strengthen Tier 2 Interventions: Implement more robust and diverse intervention programs to support students with some risk factors, aiming to transition them back to Tier 1. Focus on Adolescent Support: Develop specialized programs for middle and high school students, addressing the unique challenges they face during adolescence. Monitor and Adjust Interventions Regularly: Continuous assessment and adjustment of the intervention strategies based on periodic screening results to ensure effectiveness and responsiveness to student needs. By addressing these identified needs and leveraging the strengths, WUSD can improve the social-emotional well-being of its students and ensure they are better supported throughout their educational journey. Met WUSD's commitment to improving school climate and social-emotional health is reflected in its use of the Satchel Pulse screening tool and the subsequent analysis of data. This data-driven approach enables the district to identify areas of need and strengt 2024-06-18 2024 07100740000000 Contra Costa County Office of Education 6 Data - According to the 2024 California Healthy Kids Survey: - 43% of students indicated that they felt safe at school - 43% of students indicated that they felt connected to the school - 23% of students and 30% of staff agreed that the school promotes parental involvement - 62% of students reported having a caring relationship with at least one adult in school - 63% of students reported being academically motivated - 65% of students reported adults in school have high expectations Challenges- Because students are incarcerated in a facility, it is hard to separate students' feelings about their circumstance of incarceration from their feelings about the school in general. Strengths- 63% of students felt academically motivated. This is a huge strength as almost all students come to Mt. McKinley academically disengaged. 62% of students reported having caring adult relationships and 65% of students reported that the adults in school have high expectations. These data sets are a strength given that almost all of the students were pushed out of their previous academic environments. Mt.McKinley plans to utilize the MTSS framework to develop Specific, Measurable, Attainable, Relevant, amd Time-bound (SMART) goals (with an attached method of accountability) around the topics of safety, connectedness, and social-emotional learning. In addition, after reflecting on data, prior practices, and engaging educational partner meetings, Mt. McKinley has decided to create a targeted Social-Emotional Learning goal [GOAL 3: Fully implement a tiered integrated social-emotional program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships] and a targeted culture/climate goal [GOAL 2: Establish safe, secure, inclusive, and inviting learning environments that foster increased student engagement and connection to to school] that can be found in the new 2024-27 LCAP. Met 2024-06-12 2024 07100740114470 Making Waves Academy 6 "The February 2024 Climate Survey was given schoolwide, 837 students participated. American Indian/Native America-27; Asaian-45; Black or African American-72; Latinx/Hispanic-682; Pacific Islander/Hawaiian-13; White/Non-Hispanic-29; Multi-racial-40; Other-54 (Note: this number totals to over 837 because the question that asks for race or ethnicity is a ""select all that apply"" question, meaning one student can make more than one selection depending on what best fits them.) Student Results School Connectedness 47% Whole School / 49% Middle School / 45% Upper School Academic Motivation 60% Whole School / 64% Middle School / 53% Upper School Caring Adult Relationships 56% Whole School / 58% Middle School / 61% Upper School High Expectation 47% Whole School / 52% Middle School / 43% Upper School School Safety 53% Whole School / 52% Middle School / 55% Upper School We received 54 parent responses, representing parents of 81 students. 5th Grade- 6 parents 6th Grade- 10 parents 7th Grade- 13 parents 8th Grade- 0 parents 9th Grade- 16 parents 10th Grade- 13 parents 11th Grade- 13 parents 12th Grade- 11 parents Parent Responses 14.8% of parents strongly agree that their child is safe at MWA 74% of parents agree that their child is safe at MWA 9.3% of parents disagree that their child is safe at MWA 1.9% of parents strongly disagree that their child is safe at MWA 87.5% of MWA parents feel MWA is responsive to needs 12.5% of MWA parents do not fee MWA is responsive to needs" Overall our results are almost comparable to the results in February 2023 and October 2023’s climate survey, though we see decreases in metrics around “high expectations” in both divisions and “school connectedness” in upper school. Middle school students rated higher compared to upper school students in all categories except “school safely”. In an effort to address caring adult relationships and high expectations concerns, includes fostering open communication, providing PD and class lessons on relationship-building skills, and creating a supportive environment where both students and adults feel valued and respected. Continue to collaborate with stakeholders to work together to find solutions that prioritize the well-being of everyone involved. MWA will be adding an additional Social Worker and prioritize the hiring of key staff. Consistently applying disciplinary actions with fidelity schoolwide. Implementing structures with more intensive classroom supports, and professional development in the area of positive behavior interventions. Not Met 2024 07100740129528 Caliber: Beta Academy 6 In the 23-24 school year, Caliber Beta Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys. Our goal this year was to improve student safety. Domain % Favorable Diversity and Inclusion 82% Rigorous Expectations 71% Learning Strategies 63% Fairness 62% Teacher-Student Relationships 60% Sense of Belonging 57% Cultural Awareness & Action 53% School Safety 48% Engagement 47% We met our school safety goal overall and within each grade level with no meaningful disparities in results between student groups. Our Black students reported the lowest sense of belonging and engagement among numerically significant subgroups. Our students with special needs students reported the lowest school safety and learning strategies. Our English Learners and Asian students reported the strongest sense of belonging, and had the strongest teacher- student relationships. We believe these two domains are closely linked. As a result of these results, we will continue our school safety actions, particularly around predictable learning environments. We will identify root causes for Black students’ sense of belonging and engagement, as well as for our students with special needs. We believe that student academic success and feelings of self efficacy contribute significantly to these feelings of belonging. This throughline is connected to our next year priorities. Met 2024-06-20 2024 07100740129684 Summit Public School K2 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 65% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 71% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 50%" Summit K2 believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit K2 take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. Met 2024-06-13 2024 07100740134114 Contra Costa School of Performing Arts 6 The overall school climate according to the CA Healthy Kids Survey are the following: School ConnectedNess - 46% Academic Motivation - 70% Two or fewer absences/month - 78% Caring Adult Relationships - 65% High Expectations - 78% Meaningful Participation - 29% Perceived School Safety - 53% Low Violence - 58% No Harrassment - 42% No Mean Rumors- 61% No Fear of Getting Beaten Up - 61% Promotion of Parental Involvement - 40% No Substance Use at School - 94% Facilities Upkeep - 29% CoCoSPA's identified areas of strengths are caring adult relationships, high expectations, and academic motivation. At this time I'm limited on the disaggregated data by student group. Areas to work on would be meaningful participation, promotion of parental involvement and facilities upkeep. These are all areas of need we intend to address in the upcoming year. CoCoSPA is committed to maintaining rigor in our academic areas similar to our arts concentrations. We have committed to more parent outreach, communication and involvement. We continue to look for support to keep our facilities safe for students and staff as well as up to date. Met 2024-06-25 2024 07100740137026 Invictus Academy of Richmond 6 "From 23-24 Student Survey: 58% of students agree with the statement: ""I feel like I belong at this school."" 77% of students agree with the statement: ""My classes are safe and under control."" Data Year: 2023-24 Data Source: Student Survey " Success: Students are held to high expectations and feel that their teachers are effective. Areas of growth: Student sense of belonging is an area for growth. Students generally feel safe and supported around their teachers and less so around their peers. Grade level teams work together on areas of improvement after the surveys. Examples: We launched a language campaign addressing identity-harming language, hoping to increase the sense of belonging. We hold annual cultural celebrations as a school community. Met 2024-06-26 2024 07100740730614 Golden Gate Community 6 According to the 2024 California Healthy Kids Survey: - 75% of students reported that they felt safe at school - 63% of students reported that they felt connected to the school - 62% of students and 71% of staff agreed that the school promotes parental involvement - 74% of students reported having a caring relationship with at least one adult in school - 75% of students reported school boredom The challenge is providing all of the services available to in-person students to independent study students alike. Likewise, parent engagement is a challenge and thus the LEA continuously explores diverse ways to engage parents. The LEA is committed to create an environment where all students feel connected and safe. Likewise, the LEA will continue to help teachers develop skills to support their students academically and socially. Strengths - By utilizing the enhanced staff and MTSS framework, the LEA was able to decrease the suspension rate from 8% to 3%. By leveraging the restorative practices and social-emotional support services, the LEA was able to increase the percentage of students who felt safe on campus to 75% (up from 50%). As a result, the LEA will continue to utilize both supports. By leveraging culturally relevant curriculum in all core subjects, more students felt academically motivated. Moreover, the rating of 74% for caring adults is significant progress and can be celebrated. After reflecting on data, prior practices, and engaging educational partner feedback, Golden Gate has decided to create a more targeted culture/climate goal [GOAL 2: Establish secure, inclusive, and inviting learning environments that foster increased student engagement and connection to to school]; a parent/community engagement goal [GOAL 4: Engage parents/guardians, families and community partners through education, communication, and collaboration to promote student success], and a Social-Emotional Learning goal [GOAL 3: Fully implement a tiered integrated social-emotional program to support the well-being of all students by promoting prosocial behavior, teaching coping and decision-making skills, and modeling positive relationships]; all of which can be found in the new 2024-27 LCAP. The LEA developed this goal because throughout the educational partner feedback process, school climate and culture was identified as one of the areas in which the LEA should provide additional support. Specifically, Golden Gate will do the following in the upcoming years: expand opportunities for parents/guardians to be actively engaged both on and off campus; develop an attendance improvement plan with attached goals, actions, and metrics; implement more student celebrations/recognitions; hold monthly cultural celebrations, and utilize the MTSS framework to develop Specific, Measurable, Attainable, Relevant, and Time-bound (SMART) goals (with an attached method of accountability) around the topics of student safety and connectedness. Met 2024-06-12 2024 07100740731380 Clayton Valley Charter High 6 "In a student survey sent sent out in 2024 school year, several climate/support-oriented questions were included: 92% of students reported that ""At my school there’s a teacher or some other adult who really cares about me” 82% of students reported “I feel safe in my school” " These highlights from surveys helped guide decisions and policies relating to school climate. Generally speaking, some other indicators of a positive student climate as it relates to our site include: The 97%-plus graduation rate and college-acceptance rate illustrates a positive, college-going culture. Comprehensive intervention services ensure that every student is given multiple opportunities to be successful in all of their academic courses. A strong character-education program is delivered to all students across grade levels to promote positive behavior and good choices. Broad and active athletic and extracurricular programs include an array of different ways for students to become involved on campus. Met 2024-06-12 2024 07100746118368 Manzanita Middle 6 In 2023-24, 100% of students report a sense of school connectedness. 95% of students feel safe on campus. Additionally, 95% of parents feel the school is safe and 100% of teachers. Manzanita will increase student engagement through input from student leaders representing all grades, expanding sport league competition, guest speakers, study trips, dances and monthly Dojo point competition. The master schedule will continue with the added ELD, ELA and Math Intensive classes along with Student Advisor service in partnership with a dedicated social worker/counselor serving Manzy students, parents, and staff. At-risk students will be provided counseling services. Manzanita will expand its current plans and policies to ensure that all students are identified and supported. The school will utilize information analysis from DeansList, Powerschool and Class Dojo to improve any processes when necessary. Met 2024-06-19 2024 07616300000000 Acalanes Union High 6 "AUHSD administers the California Healthy Kids Survey (CHKS) every other year to all students in grades 9 and 11. In the spring of 2024, the District administered the CHKS to all students in grades 9 and 11. Results of the CHKS are reported to the Governing Board, staff, and parent organizations. This review of CHKS data is based on the 2023-2024 administration of the CHKS in which 95% of 9th graders and 83% of 11th graders completed the survey. School Safety High numbers of AUHSD students feel safe at their schools; however, perceptions about school safety vary between student groups. Disaggregated data about perceived safety at schools follows: % of Students Perceiving Their School as ""Safe"" or ""Very Safe"" from the CHKS • Overall: 75% (Grade 9) and 77% (Grade 11) • Asian or Asian American: 80% (Grade 9) and 80% (Grade 11) • Black / African American: 74% (Grade 9) and Grade 11 (number of responses too low to report) • Hispanic or Latino/a/x: 69% (Grade 9) and 66% (Grade 11) • White: 77% (Grade 9) and 80% (Grade 11) • Multiracial: 73% (Grade 9) and 81% (Grade 11) The most significant gap with respect to perceived school safety is with students identifying as Hispanic or Latino/a/x: 6 percentage points lower than overall percentage for grade 9 and 11 percentage points lower for grade 11. Connectedness The California Healthy Kids Survey uses a series of questions to measures school connectedness. Disaggregated data about school connectedness follows: Average Number of Students Reporting “Agree” or “Disagree” on Five “School Connectedness” Items from the CHKS • Overall: 68% (Grade 9) and 66% (Grade 11) • Asian or Asian American: 70% (Grade 9) and 68% (Grade 11) • Black or African American: 57% of 9th graders and Grade 11 (number of responses too low to report) • Hispanic or Latino/a/x: 63% (Grade 9) and 57% (Grade 11) • White: 70% (Grade 9) and 70% (Grade 11) • Multiracial: 66% (Grade 9) and 69% (Grade 11) Belonging The District administers a local “Pulse Survey” twice a year to gauge students’ sense of belonging and connection to school. Over 70% of AUHSD students “Agreed” or “Strongly Agreed” with the following statement from the spring 2024 Pulse survey: “I feel like I belong at this school.” However, perceptions about belonging vary between student groups. Disaggregated data about belonging follows: % of Students Selecting ""Agree"" or ""Strongly Agree"" to Pulse Survey Question: “I feel like I belong at this school.” • Overall: 72% • Low-Income Students: 66% • English Language Learners: 77% AUHSD schools administered the Stanford Survey of School Experiences to all students in April of 2024. One of the modules in the survey measures ""Support at School"" and addresses issues related to student-staff connections. According to the survey, 76% of AUHSD students feel they have an adult on campus they can go to if they have a personal problem, up from 75% in 2022." The California Healthy Kids Survey data shows that students generally perceive school to be safe; however, Hispanic students indicated the lowest level of perceived safety at school. The CHKS survey data also highlights that Black / African American students and Hispanic students do not have the same level of connectedness at school as their peers from other racial/ethnic groups. The percentage of English language learners indicating a sense of belonging at school via the Pulse Survey was 77%, 5 percentage points high than the percentage for all students. The District is committed to both the academic and social-emotional growth of every student. This growth will accelerate when students feel safe, engaged, and connected at their schools. To help foster strong connections for students at school, all sites are investing resources into their Grade 9 orientation programs. The District is strengthening support for Wellness Centers at each site, as well as providing teachers with strategies to implement social-emotional learning in the classroom. District and site leaders will also work with student leaders to facilitate student summits focused on diversity, equity, inclusion, and belonging. A Teacher on Special Assignment (TOSA) will help coordinate this important work. Met 2024-06-05 2024 07616480000000 Antioch Unified 6 California Healthy Kids Survey (CHKS) secondary data is collected using the CORE module which assesses student learning engagement, student social-emotional and physical weel-being, and school climate conditions feedback. The response rate for grades 7th, 9th and 11th ranged between 17 and 47th % with 9th grade being the largest sample size. An average of 46% of all students survey relay school connectedness with 47.6% also relaying experiencing a caring adult relationship in school and 60.6% stating the adults have high expectations of them. Students sharing the school is perceived as very safe or safe was equal to 47.7%. LCAP Accountability Survey results were also collected from 82 student participants in the 23-24 school year. The total average from student ratings across all areas showed an approval rating 3.53 out of 5 on all assessed areas. This data assessed what the student stakeholder group felt the district should continue as well as stop doing and provided feedback on all academic content areas as well as their top three priorities for the school district. Providing options for online schooling, sports activities, computer and pathway options as well as after school program offerings were named consistently. Homework was listed as the top response. Some key learnings include 17.6% of student report being afraid of being beat up on campus; 17% of students report having seen a weapon on campus; 23% of students report experiencing cyberbullying. Another area of learning is that 31.3% of students report not feeling that teachers check up on how they are feeling. Additionally, there is also an area of concern that only 21.3% of students surveyed relay that they feel their school campus if clean or tidy. Based on data collected from both the CA Healthy Kids Survey as well as the AUSD LCAP Survey the following are planned to address improvement areas of concern around school climate: We will promote emotional health through counseling and mental health services, wellness centers at each school site, restorative practice continuation and expansion, and support PBIS. To address maintenance concerns we will address facilities improvement including creating school learning commons at various locations, and all school renovations through an approved bond for the 2024-28 school years. Met 2024-06-26 2024 07616480115063 Antioch Charter Academy II 6 First through eighth-grade students participated in a student survey in spring 2024. The survey for 4th to 8th grade included 48 scale response questions and two open-ended response questions to measure student opinion about the school climate. The survey for 1st to 3rd included 8 scale response questions. Spring 2024 survey data shows 83% of students 1st to 8th grade feel safe or very safe at the school. 88% of 1st to 8th grade students feel their teachers care about them. 88% of 4th - 8th grade students think the school is a good school or very good school. Although 88% of students feel the teachers care about them, only 68% feel their teachers know them well. 36% of intermediate and middle school students report they are not treated with respect by other students, although 95% claim to treat other students with respect. Overall, the data shows the students feel that the school’s climate is positive. In the open-ended response questions, many students replied that what they like best about the school is their friends, the help they get from their teachers, the small school size, the elective program, and the after school program. There is a need for teachers to find a way to get to know more students well. Another area for continued growth is the number of students that feel they are not treated with respect by other students at the school. Survey results are not disaggregated by student subgroup for 2 reasons. One, the survey our school uses does not collect student demographic information, and thus the data is not available. It would be very tedious to enter each result by hand to disaggregate the results by subgroup. Two, the small school size means small sample sizes. Often the subgroup numbers create results that widely fluctuate over time because the size of a subgroup is between 10 - 20 students. One of the action item goals is to use a survey to find out more about student culture and traditions. The school will continue to implement a social emotional curriculum for all students and with the support of the school counselor work to improve understanding of what respect for others looks like and sounds like. Met 2024-06-13 2024 07616480137430 Rocketship Delta Prep 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are overall satisfied with the school, with 53% of respondents reporting that they were satisfied or very satisfied. Satisfaction was being driven by families feeling teachers had built strong relationships with their students, reported by 72% of families and 83% of families feeling they are treated with warmth and respect by teachers. We are working to improve the efficiency of our arrival and dismissal process. We are also working on more time for students to engage in recess, with improvements in our bell schedule and quick transitions. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our arrival and dismissal process and plans to increase the efficiency of drop off and pick up and increasing the number of staff and school leaders present to facilitate a safe and efficient process. We are incorporating new changes in our bell schedule and more training for staff on effective transitions to ensure students have the full amount of time to engage in recess. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 07616486115703 Antioch Charter Academy 6 Prompt 1 (DATA) Second through 6 grade students participated in a student survey in June of 2024. The survey included 20 scale response questions. The questions were given to students in a Google Form format. The responses were not labeled with the students names or emails. All responses are anonymous. Prompt 2 (MEANING) 96% of students feel that ACA is a place where they belong. 99% of students feel that the teachers encourage them. 100% of students report feeling treated with respect by their classroom teachers. 99% of students feel treated with respect by their Wednesday instructors. 90% of the students feel respected by other students at their school. Overall, the data shows the students feel that the climate of the school is positive. Prompt 3 (USE) Areas for growth: 20% of students don’t feel good about putting things on the agenda and 12% feel their ideas are not listened to. Met 2024-06-13 2024 07616550000000 Brentwood Union 6 "BUSD chose to use the CA Healthy Kids Survey (CHKS) to report on Priority 6. The 2022-2023 CHKS results show that 76% of 5th graders and 51% of 7th graders feel connected all or most of the time. For 5th grade data is not available by disaggregated student groups. Data is available for disaggregated student groups. A review of this data related to school engagement shows a range of percentages. It should be noted that the 'White"" and ""Hispanic/LatinX' groups are most likely to be represented with lower percentages of students." A data review indicates that 76% of students in grade 5 and 51% in grade 7 feel highly connected to school. These numbers demonstrate a significant percentage of students (with a lower percentage for elementary school) who do not feel connected at school. Also, the data clearly shows a disproportionate range across student groups. BUSD is implementing the Say Something App (an anonymous reporting system), increased counseling support groups, PD on Equity, Inclusion, & Belonging, PD on Trauma-Informed Practice, restorative practices, and Site Leadership focused on character education and advisory programs (based on data analysis). Met 2024-06-18 2024 07616630000000 Byron Union Elementary 6 We administered the California Healthy Kids Survey to Grades 3 through 8 in March 2024. KEY LEARNINGS: In Elementary, grade 5 students feel connected to their schools and teachers (70% felt there were caring adults in schools; 83% reported adults held high expectations; 91% are academically motivated; 86% feel students are treated with respect). Few (22%) feel frequent sadness and 81% feel safe at school. These students reported no incidence of smoking or vaping. In Secondary, our grade 7 students had slightly lower positive feelings about school (60% felt there were caring adults in schools; 71% reported adults held high expectations; 54% felt academically motivated). Mental health of our adolescents continues to be a concern, though there has been improvement, with 17% reported feeling chronically sad or hopeless, 21% feeling social emotional distress, and 31% experiencing harassment or bullying. Regarding campus safety, 42% perceive school as safe or very safe. In Elementary, our data is similar to the previous year, with just slightly less than 4% changes, which is often related to the different students surveyed. Our data could not be disaggregated by race/ethnicity due to the number of respondents. Gender breakdowns were similar to the overall results, such as caring adults (girls - 69% compared to 70% overall) and safe at school (girls - 80% compared to 81% overall. In Secondary, our 7th grade data is similar to the previous year, with just slightly less than 4% changes, which is often related to the different students surveyed. A noticeable change was academic motivation dropping from 65% to 54%. When reviewing disaggregated data, key outliers are Whites are most likely to feel connected to school, academically motivated, and focused on school work. Students of Hispanic or Latinx descent tended to report these about ten percentage points lower. Students of color and mult-races experience more harassment or bullying. Middle school girls report less harassment and safety issues at school, a change from last year. We are taking the following actions: 1) Add campus wellness center, staffed by counselor for student support and intervention, 2) Continue PBIS and SEL curriculums, 3) Work with staff to address the safety concerns, and 4) Host parent education nights. Met 2024-06-20 2024 07616630130930 Vista Oaks Charter 6 Vista Oaks is committed to the ongoing development of a positive school climate and culture, where all students are able to thrive and succeed. The school worked diligently to implement the goals and actions that are outlined in the 2024-2025 LCAP and have used various forms of data and feedback to assess progress. Results from the schoolwide survey that 4th through 12th grade students responded to include: • 57% of students strongly agree and 43% agree that Vista Oaks is supportive and an inviting place for students to learn. • 95% of students report that adults at the school treat all students with respect. • 92% of students report that they have high goals and expectations for themselves. • 90% of high school students report that teachers or staff have discussed their postsecondary plans for college and career with them. • 90% of students report feeling safe on campus. Note: Vista Oaks uses an anonymous schoolwide survey and does not give the California Healthy Kids Survey. Based on our climate survey results, Vista Oaks will continue to provide a warm and welcoming school environment where students feel safe to grow and learn. Advisors and teachers will foster strong relationships with their students and families where communication and meeting the needs of all students in emphasized. Social emotional learning is also an area of focus. 32% of students report that they would like more resources on stress and anxiety with 24% social skills as another area of focus. The school will continue to provide our students with more access to mental health professionals through two school psychologist interns. Vista Oaks will also continue the development of social emotional learning resources that are readily available for students, parents, and staff. Professional development opportunities will be provided to equip staff in the various areas of social emotional learning and mental health. Additionally, Vista Oaks has made college and career readiness a priority based on survey results and input meetings. 27% of high school students reported that they were not enrolled in a class that is part of their career path. Therefore, the school has increased the number of electives available for high school students through Edgenuity and other online platforms. 25% of students also stated that they have not worked on developing their 5 Year Plan. Thus, professional development and allotted time will be provided to staff to continue the full implementation of this resource. During the 2023-2024 school year, academic counselors have maintained time allotted to provide one-on-one guidance, which was well-received and utilized by students, families and staff. Academic counselors coordinated 10 events and provided 5 additional hours per week of time set aside for academic counseling. In addition, students had the opportunity to take San Joaquin Delta College's Criminal Investigations, Introduction to Business, and Economics of Business onsite at Vista Oaks. The school will focus on maintaining these services and programs available to all students. Vista Oaks will continue to offer onsite college courses along with college and career support to ensure each student has a postsecondary plan. In addition, Vista Oaks is partnering with the Brilliance Project to support staff and parent-educators so that we can better support our students with stress, anxiety, motivation, and student outcomes. Met 2024-05-20 2024 07616710000000 Canyon Elementary 6 We are too small of a school with less than 11 students in any state required subgroup to report disaggregated data. Overall 100% of respondents scored a 3, 4 , or 5 on a likert scale of 1-5 (1 not implemented 5 fully implemented) on the following questions: How much of a sense of belonging does your child feel at their school? How comfortable is your child in asking for help from school adults? To what extent do you think that children enjoy going to your child's school? Overall, how much respect do you think the children at Canyon School have for the staff? Overall, how much respect do you think the staff at Canyon School have for the children? It is clear that based on this survey data that our school culture and climate improved significantly this year due to our focused work on developing Tier 1 PBIS structures. Furthermore respondents ask to rate our LCAP goal 2 about providing a safe environment, 82% of respondents gave a 3 a 4 or a 5. 18% of respondents gave a 1 or a 2 so it is clear we still have work to do here eventhough this is becoming an area of relative strength. We need to develop Tier 2 strategies and train all staff and volunteers on our Tier 1 system. Mostly overall kids and parents feel safe at school, feel like they belong at our schools, can ask adults for help and staff and students have mutual respect. We need to use, update and report the data system we created and ensure a return to restorative practices. We have started to analyze monthly the number of tardies, ADA, lost revenue, and independent study requests along with the days of the week and weeks in the month with the lowest student and teacher attendance. We have begun regularly reporting this information at community events and have created a plan to report it monthly in writing in the upcoming school year. Tightening and focusing communication on how ADA works and the exact amount of lost revenue due to ADA is a change to this action and enrolling our parent organization to coordinate and implement attendance awards and incentives in the upcoming school year also is a change to this action designed for the coming year that resulted from reflections on our practice. We must regularly and clearly communicate monthly our ADA and it's impact on our budget and begin an active SART process for students that are chronically absent as another future again. We have begun in the last few months of the year to increase our communication around attendance, we have done so at LCAP Meetings, at school events and in written communication. We will begin to communicate this monthly to parents along with the amount of lost revenue that our monthly ADA yields. We will also begin a system of attendance incentives and awards supported by our parent association that recognizes classwide attendance and celebrates regular attendance on a class by class basis with celebrations and certificates to improve communication and understanding in our community regarding attendance. Our staff has built consensus around a plan not to do individual attendance awards, but instead to focus on class and schoolwide attendance recognitions so that no individual student or family feels singled out. These actions are all a result of reflections on and adjustments to prior practice. Professional Development & school culture and climate curriculum: This is the area we probably made the biggest shift in. In response to concerns raised by our parent community regarding school culture and climate challenges and a reflection on the efficacy of our implementation of Soul Shoppe and collaborative classroom, as well as our background knowledge and capacity to implement them, we shifted from our planned actions in these two areas and moved away from a focus on UDL, Soul Shoppe and Collaborative Classroom due to lack of availability from the trainers, completely new staff and urgent need. We expanded professional learning time and made school culture and climate and the development of PBIS systems and structures a major focus of professional learning this year. This was probably the most effective action we took, we reduced suspensions and expulsions to zero this year and averaged less than one office referral per day once we started tracking behavior data with our new system, it is also the biggest change we made to any action in this plan and we will continue with this focus next year during Wednesday PD. Met 2024-06-18 2024 07616970000000 John Swett Unified 6 JSUSD administered the California Healthy Kids Survey to students in grades 3rd through 12th during the month of May. This survey captures a valid measure of student perceptions of school safety and connectedness. We are still waiting to receive the results from this Survey. Survey responses from the 2021-2022 school year are these: Response rates ranged from 48% of possible respondents in grade 5, to 85% in grade 7, 73% in grade 9, and 64% in grade 11. Response rates at the middle school and high school were high enough to produce results in a School Climate Report Card. The middle school’s School Climate Index (SCI) for school connectedness is 168 on a scale of 100 to 500, and its overall SCI for feelings about school safety is 154. The middle school’s overall School Climate Index (SCI) is 257. The high school’s school connectedness rating is 247, while perceived school safety shows an SCI of 250. The overall School Climate Index for the high school is 217. While the elementary school responses were not great enough (50% of possible respondents is required) to produce a School Climate Report Card, we can look at scores as reported by those students who did respond. At Rodeo Hills, on questions related to school connectedness, 61% of students responded “yes” most or all of the time, and on safety related questions, 54% responded feeling safe at school most or all of the time. Bullying and harassment by students has become more of an issue over the past three years at both the high school and middle school, as reported in our last School Climate Report Card from 2021-2022. Data from this last report was as followed: The middle school’s SCI on the issue of bullying is 145 (on the same scale of 100 to 500). The high school’s SCI on harassment and bullying is 198. It is evident to the District that improvements are needed. At the District’s administrative retreat held prior to the start of school, these findings were shared with the administrative team. Each school’s report was made available to the administrators to be used with each staff. Discussions have been held about what kinds of programs, services, teacher training, and supports will make a difference to improve conditions for students, and changes are being made. The District has provided professional development for all staff on becoming trauma-informed and on learning to use strategies that will provide support and education for students. All District staff members received training on the implementation of restorative practices, including community circles to help bring about positive changes in students’ thinking and actions. Professional development cycles focusing on school climate occurred at each site, and the Parent Advisory Council is bringing parent voices into the work. Programs such as Leader in Me, at Rodeo Hills, and AVID (Advancement Via Individual Determination) at all District sites are being implemented to help bring about positive actions and mindset shifts among students. Met 2024-06-26 2024 07617050000000 Knightsen Elementary 6 The California Healthy Kids Survey was administered this year. Because the proper notification did not go out to parents regarding this survey data needed to be omitted. The district planes on readministering the CHKS in the 2024-2025 school year. As per local data collected via employee satisfaction survey, the district scored a 4.2 on a 5-point scale of how satisfied employees are working in the Knightsen Elementary School District. With 13 responses on this survey, all with the exception of one stated they would recommend working within the KESD to a friend. Collaboration, staff connections, commitment to students, and a caring, close-knit community were comments from staff regarding our organization's strengths. In a separate survey 94% of staff indicated students are treated respectfully. In the same survey 88% of the staff indicated they are good with their level of involvement of school-based decisions. Similarly, a local parent survey ranked our schools a 4.5 out of 5-points as providing a positive, orderly, and safe learning environment. Likewise, parents stated that our school administration scored a 4.5 out of 5 for welcoming office staff and principals. Parents rated our district a 4.15 out of 5-point scale for feeling that the school and staff are helpful to their concerns and 4.37 for feeling comfortable speaking to teachers about their children and concerns. Parents indicated they would like to see the district focus on interventions and academic supports both during and after the school day. Our school culture is one that is welcoming and inviting. Our schools are very safe and well maintained evidenced by the feedback of parents and staff. Our district will continue working as a professional learning community to strengthen our academic delivery and monitor students in need of intervention. This is a system in development and refinement. Our district is looking at various schedules to implement specific times during the day for targeted intervention or extension for all students.   This intervention schedule will help determine where to station aides to best support student learning. These areas of need were also supported by parents who ranked stronger academic programs and more in class supports as highest priorities for student achievement. Parents also ranked after school athletics, after school learning support, and band as a high priority with respect to student engagement. The district has explored avenues to extend the learning day, however, has fell short on staffing to assist the program getting off the ground. Communication and training of new staff was the highest ranks area of focus amongst staff per local survey results. Staff reported that a focus on professional development, communication, and student discipline were areas of need per staff survey. Because of the feedback received our district has worked hard to create a daily class schedule that best utilizes aide time in conjunction with regularly scheduled classroom intervention time. The district will continue with professional development that focuses on operating as a professional learning community. This will assist in the continued growth of our staff in supporting one another becoming more proficient educators. As a staff we will use timely and relevant local student data to monitor for the need and progress intervention. The district will continue to look for avenues to facilitate after school intervention support. Met 2024-07-24 2024 07617130000000 Lafayette Elementary 6 The data from the most recent California Healthy Kids Survey (CHKS) was shared with the public during a Governing Board Meeting and other District meetings. The CHKS provides an overall score for all students, and data is disaggregated by student groups, allowing for detailed analysis of school climate and conditions. In addition to CHKS, we are also using data from the Kelvin Pulse student surveys to assess student perspectives on school climate and culture. These surveys, although largely positive, provide specific insights into different student groups and highlight areas for improvement, particularly in digital citizenship instruction and social-emotional support. Analysis of the CHKS and Kelvin Pulse survey data has revealed key strengths and needs. Strengths include overall positive student feedback on school climate and a strong sense of safety and belonging among students. However, identified needs have emerged, specifically the need for enhanced digital citizenship instruction and increased socialemotional support. Use of our attendance data further indicates that certain student groups, such as socioeconomically disadvantaged and Hispanic students, may require additional resources and support to fully benefit from these initiatives. In response to the identified needs from our data analysis, we will make several changes to our existing plans and policies. We will increase the focus on digital citizenship instruction across all grade levels to ensure students are equipped with the skills necessary for responsible and safe online behavior. Additionally, we will enhance our socialemotional support systems by integrating more comprehensive SEL programs into our curriculum. These actions will be incorporated into our Multi-Tiered Systems of Support (MTSS), allowing us to monitor and adjust interventions based on ongoing data analysis. School leadership teams will use this information to evaluate and refine schoolwide practices, ensuring that all students, particularly those from underrepresented groups, are supported effectively. Met 2024-06-12 2024 07617210000000 Liberty Union High 6 The Liberty Union High School District conducts the California Healthy Kids Survey for students in the 9th and 11th grades. The CalSCHLS.org platform, crafted by WestEd for the California Department of Education, serves as a repository for data from all schools that participate in the survey. The website's Data Dashboard offers a detailed breakdown of results across various student groups and presents trends spanning three years. This Data Dashboard has been utilized as the foundational data source for the analysis presented in this report. "Key learnings were culled from our calschls.org dashboard offered disaggregated data for student groups from 2022-2023 Main Report. 1) School Safety: For all students responding with ""safe"" or ""very safe"" schools, Hispanic or Latinx students at grade 9 reported 48% below the 50% data collected . At grade 11 and again focusing on respondents stating our schools are ""safe"" or ""very safe,"" both Black or African American and Hispanic or Latinx students reported 49%, below the 53% data for all grade 11 student respondents. 2) School Connectedness: Black or African American grade 9 students reported 43% for school connectedness, lower than the 47% of all students. Grade 11 student groups under the 50% threshold for all students were Black or African American (42%) and Hispanic or Latinx (47%)." The Liberty Union High School District (LUHSD) is actively implementing a comprehensive array of measures to bolster student safety and well-being. These measures include: -Campus Security: The deployment of School Resource Officers across all comprehensive campuses to ensure a secure learning environment, the installation of perimeter fencing to enhance campus boundaries, and the strategic addition of security cameras to monitor school sites for increased safety. -Emotional Safety Initiatives: The launch of anti-bullying campaigns and the arrangement of guest speakers who specialize in student welfare, both aimed at nurturing an emotionally secure atmosphere on campus. -Student Engagement: The introduction of 9th-grade orientation programs tailored to each campus, fostering a sense of belonging from the outset. A diverse array of clubs and activities are available, providing students with opportunities to explore interests and build community ties. Additionally, each campus hosts award and recognition programs to celebrate student achievements and encourage academic and extracurricular excellence. -Support Systems: Exploration and implementation of the principles of a Multi-Tiered System of Supports (MTSS), which is a proactive framework designed to address the academic, behavioral, and social needs of all students. -Student Involvement in Campus Climate: The establishment of student groups dedicated to campus climate on every campus, where students collaborate with administrators to proactively address and resolve issues as they emerge. -Counseling and Administration: The expansion of the counseling team to provide additional support for students’ mental health and well-being, along with the appointment of more site administrators to ensure effective management and oversight of school operations. Met 2024-06-18 2024 07617390000000 Martinez Unified 6 The survey used for the 2023/2024 climate survey was the CA Healthy Kids Survey. Elementary: For the elementary report, 53% of students participated of those 5 were on remote learning and the other 151 were in school learning. Seventy-five percent of students shared they felt connected to the school. Seventy-one percent of students in the 5th grade reported there are caring adults at school. There other areas that rated highly were academic motivation-86%, High expectations from the adults in school-82%, and parent involvement-78%. In the area of School Safety and Cyberbullying, 81% of students feel safe at school, and in the area of School Disciplinary Environment, 83% of students reported they are treated with respect. Secondary: For the secondary district report, 100% of seventh graders responded, 98% of ninth graders responded and 99% of eleventh graders responded. From those three grade levels, 16 students are in remote learning. In the area of School Connectedness, 57% of seventh graders felt connected, 46% of 9th graders responded positively, and 48% of 11th graders. Academic Motivation was 62% from 7th graders, 51% from 9th graders, and 56% from 11th graders. Promotion of parental involvement saw a decline of 55% from 7th graders to 39% from 11th graders. In the area of School Safety and Cyberbullying, 56% of seventh graders, 43% of 9th graders, and 52% of 11th graders felt very safe or safe at school. From the three grade levels, 7th graders experienced any harassment or bullying (56%) or cyberbullying (38%) more than 9th or 11th graders. The key learnings from the data is that MUSD continues to have work to in the area of school connectedness and safety. A goal was developed for the 2024-2027 LCAP that includes metrics and actions to support an increase in both of these areas. Parent involvement is also not as high as one would expect at the elementary levels so ensuring parents also have a sense of belonging at the school site and a sense of connectedness. MUSD has contracted with a new company that will support the communication between students and families and the District, ParentSquare was implemented during the 2023/2024 school year. Having a specific focus on parent education nights across the district and offering them in multiple ways (in-person, recordings). Refining how we communicate with parents about attendance to support positive interactions with families. Working a Multi-Tiered System of Support to support students academically, behaviorally, and social-emotionally. Focusing on school connectedness and a sense of safety and belonging through identified needs from our LCAP EAC, CAC, and DEI Committees. Met 2024-06-24 2024 07617470000000 Moraga Elementary 6 In April of 2024 we administered the California Healthy Kids Survey to 5th and 7th grade students. 89% of 5th grade respondents and 69% of 7th grader respondents answered “Yes” all or most of the time on the School Connectedness Scale. 94% of 5th grade respondents and 76% of 7th grade respondents answered “Yes” all or most of the time. The percentage of 5th graders responding “Yes” some or most of the time on the School Connectedness Scale has increased significantly since the 2019 administration of the same survey. The percentage of 5th graders responding “Yes” some or most of the time to the question about perceived school safety has increased significantly since the 2019 administration of the same survey. We credit these increases to the work of elementary school staff in the area of Positive Behavior Interventions and Supports, the work of identifying and collaborating around the essential learning at each grade level, an increase in counseling staff at each elementary school site, and the use of data from more frequent social emotional learning surveys. The percentage of 7th graders responding “Yes” some or most of the time on the School Connectedness Scale has decreased since the 2019 administration. However, the percentage of positive responses is similar to the last administration in 2022. The percentage of 7th graders responding “Yes” some or most of the time to the question about perceived school safety has decreased since the 2019 administration. However, the percentage of positive responses is similar to the last administration in 2022. The staff at the middle school is working on strengthening school connectedness through the implementation of Positive Behavior Supports and Interventions as well as building staff capacity to use the academy time to better support students. The Moraga School District’s 2024-2025 includes a goal to “...provide a safe environment that meets the social, emotional, and physical needs of all students.” One of the metrics of this goal are the results of the connectedness and safety questions on the California Healthy Kids Survey. The district will continue its robust counseling program. In 2023-2024 its counselors will begin training all staff on the implementation of restorative practices. The intermediate school plans to increase the number of “home base” academies in order to engage students in more social emotional learning. Met The Moraga School District uses a social emotional learning survey focusing on the four domains of self management, social awareness, self efficacy, and emotion regulation. This survey was given to 3rd through 8th graders twice over the course of the year 2024-06-11 2024 07617540000000 Mt. Diablo Unified 6 "In 2024, a sampling of Mt. Diablo Unified School District students in grades 5, 7, 9, and 11 participated in the biennial California Healthy Kids Survey (CAHKS). A total of 1,620 fifth graders, 2,153 seventh graders, 1,427 ninth graders, and 1,339 eleventh graders took the survey. According to the CAHKS data, 83% of 5th graders surveyed agreed with the statement that they felt safe all or most of the time at school when they are on campus. When you look at specific issues that may affect student safety at the elementary school, “Do other kids at/from school call you bad names or make mean jokes about you?” and ""Been teased about body image"" were the most frequent offenses identified by students that contributed to them feeling unsafe. At the secondary level, 52% of 7th graders, 51% of 9th graders, and 52% of 11th graders felt safe or very safe at school. Forty-two percent of 7th graders, 30% of 9th graders, and 27% of 11th graders reported experiencing some harassment or bullying in the past year. When asked about school connectedness, 78% of the 5th grade students and 54% of 7th, 50% of 9th, and 50% of 11th grade students surveyed felt highly connected with school peers and/or staff and felt happy and part of their school." "The percent of 5th grade students that agreed with the statement that they felt safe all or most of the time at school when they are on campus was higher by 1% in 2024 compared to 2022. However, a higher percent of 5th grade students agreed with the question, “Do other kids at/from school call you bad names or make mean jokes about you?” and the statement, ""Been teased about body image"" in 2024 compared to 2022. The percent of 5th grade students feeling connected with their school was 2% higher in 2024 compared to 2022. The percent of 7th grade students perceived school as very safe or safe was 5% lower in 2024 compared to 2022. The percent of 7th graders experiencing some harassment or bullying in the past year was 8% higher in 2024 compared to 2022. The percent of 7th grade students feeling connected with their school was 4% lower in 2024 compared to 2022. The percent of 9th grade students perceived school as very safe or safe was 3% lower in 2024 compared to 2022. The percent of 9th graders experiencing some harassment or bullying in the past year was 4% higher in 2024 compared to 2022. The percent of 9th grade students feeling connected with their school was 3% lower in 2024 compared to 2022. The percent of 11th grade students perceived school as very safe or safe was 4% lower in 2024 compared to 2022. The percent of 9th graders experiencing some harassment or bullying in the past year was 4% higher in 2024 compared to 2022. The percent of 11th grade students feeling connected with their school was 1% lower in 2024 compared to 2022. There is a decrease in the percent of students experiencing some harassment or bullying in the past year from 7th to 11th grade which was a similar trend in 2024 compared to 2022. There is a decrease in the percent of students feeling connected with their school from 5th to 11th grade which was a similar trend in 2024 compared to 2022." Each school site received and reviewed school climate information from the CAHKS data for their own school and incorporated actions and services into their Single Plan for Student Achievement and Comprehensive School Safety Plan to target the areas of students feeling safe at school, student harassment, and students feeling connected to their school. Met 2024-06-26 2024 07617540134072 Rocketship Futuro Academy 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 73% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 87% of families and 76% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 07617546118087 Eagle Peak Montessori 6 Eagle Peak Montessori School has sent out a survey to parents on an annual basis since the school's inception in 2001. However, we have only surveyed specific groups of students on occasion. This year we surveyed students in both elementary and middle school in addition to our parents. The questions for all levels of surveys included inquiries about school safety, teachers, programs, and asking for input on LPAC goals. 91% of our 7th and 8th grade students reported feeling safe at school and 98% felt the school as a whole is peaceful. 72% of these same students felt that their teacher cared a lot about them. The survey of the younger students showed that 97% of them feel safe at school and 80% of them feel that their teachers care a lot of about them. The parent survey reported 96% of parents feel their children are safe at school and 99% felt that the teachers want their children to be successful. These surveys demonstrated trust and support from our stakeholders. The narratives of the student responses showed a send of depth of understanding for the philosophy and mission that Eagle Peak Montessori promotes. A few students commented on the student dress code and the administrator will take these comments under consideration. Met 2024-06-18 2024 07617620000000 Oakley Union Elementary 6 The local climate surveys for elementary grade students and middle school students (grades 6th-8th) provide a detailed view of the school environment over two years, from 2022 to 2024. This comparison examines key areas such as school connectedness, academic motivation, caring relationships, perceived school safety, parent involvement, and experiences of harassment, highlighting similarities and differences. The California Healthy Kids Survey (CHKS) data for the Oakley Union Elementary School District has been analyzed to understand school conditions and climate, with a focus on disaggregated data by student groups, including gender, race/ethnicity, and other demographics. School Connectedness: Elementary School: School connectedness significantly improved, increasing from 64% in 2022 to 76% in 2024. All student groups showed gains, with male students increasing from 62% to 75% and female students increasing from 66% to 77%. Gains were also seen across all racial/ethnic groups. Middle School: In contrast, middle school students experienced a decline in school connectedness, dropping from 41% to 37%. Both male and female students saw decreases (39% to 36% and 43% to 38%, respectively), as did all racial/ethnic groups. Comparison: The elementary school showed a notable positive trend in school connectedness, while the middle school faced a decline, suggesting that younger students feel more integrated and connected to their school environment than older students. Academic Motivation: Elementary School: Academic motivation was already high, and a slight increase, from 81% to 83%, was observed. Both male and female students and all racial/ethnic groups showed small improvements. Middle School: Middle school students also experienced a slight increase in academic motivation, from 55% to 56%. Again, both genders and all racial/ethnic groups showed minor improvements. Comparison: Both levels saw marginal increases in academic motivation, indicating a general, though modest, upward trend in students' drive to succeed academically across different age groups. Caring Relationahips: Elementary School: The perception of caring relationships increased significantly, from 62% to 78%. Male students increased from 60% to 76%, and female students increased from 64% to 80%. All racial/ethnic groups reported notable improvements. Middle School: Middle school students also reported a slight improvement in caring relationships, with the overall percentage rising from 48% to 50%. Increases were noted for both genders and all racial/ethnic groups. Comparison: While both elementary and middle schools saw improvements in caring relationships, the increase was much more pronounced in elementary school, suggesting that younger students feel more supported by adults in their school environment. OUESD Strengths High Engagement Levels: • Elementary students show high levels of school connectedness and academic motivation. • Positive perceptions of caring relationships and high expectations. Health Risk Awareness: • Students are generally well-informed about the dangers of smoking and vaping, reflecting effective health education. Positive Behavioral Trends: • Improvements in school climate indicators such as fairness, rule clarity, and antibullying measures in elementary schools. OUESD Needs Mental Health Support: • Elementary and Middle Schools: There is a need for more robust mental health services. Many students report feeling depressed but lack adequate support. Safety Concerns: • Middle Schools: Ongoing issues with bullying and physical fights highlight the need for enhanced safety measures. Substance Use Prevention: • Despite high awareness, actual usage rates indicate a need for stronger prevention programs. Parent Involvement: • Elementary Schools: A decline in parent involvement from 76% to 71% indicates a need for strategies to reengage parents in school activities and their children's education. Increased Counseling Services: • Provide more support to counselors to provide more one-on-one and group counseling sessions. • Implementing peer support programs where students can help each other under the supervision of trained staff. Training for Staff: • Professional development programs for teachers and staff to recognize signs of mental health issues and provide appropriate support. • Workshops and resources on mental health and first aid. Safety Enhancements Anti-Bullying Programs: • Comprehensive anti-bullying campaigns involving students, teachers, and parents. • Workshops and training sessions focused on bullying prevention and conflict resolution. Security Measures: • Upgrading security protocols, such as installing more surveillance cameras and ensuring the presence of school resource officers. • Implementing anonymous reporting systems for students to report safety concerns. Substance Use Prevention Enhanced Education Programs: • Strengthening existing substance use education programs with more interactive and engaging content. • Involving community organizations in prevention efforts. Parental Involvement: • Initiatives to involve parents in prevention efforts, providing them with resources to support their children in making healthy choices. • Regular workshops for parents on substance use prevention strategies. Continuous Improvement Regular Data Review: • Establishing a cycle of regular review and analysis of survey data to inform ongoing improvements. • Create a task force to monitor progress and recommend based on data insights. Educational Services Involvement: • Engaging students, parents, and community members in discussions about survey results and potential interventions. • Forming advisory committees to provide input on policies and programs. By addressing these areas through targeted changes in policies and practices, Oakley Union Elementary School District aims to create a healthier, safer, and more supportive environment for all students. Met 2024-06-26 2024 07617700000000 Orinda Union 6 Orinda USD has administered climate surveys since 2009. The California Healthy Kids Survey (CHKS) is a school climate survey administered every other year. Orinda USD has selected to administer the survey annually. The CHKS was administered to 95% of 7th graders and 87% of 5th graders. The key indicators that are examined in the survey are School Engagement and Supports, School Safety, School Disciplinary Environment, Substance Abuse, Routines, Learning from Home, Peer Relationships, and Social Emotional Health. Below is a 2023-2024 summary of the results in key indicators: School Engagement & Supports 5th graders report: 85% of students feel connected to their school. 80% of students report have a caring adult at school. 89% of students report adults having high expectations of them. 93% of students report being highly academically motivated. 78% report learning about social-emotional supports 78% report learning about an anti-bullying climate 7th graders report: 73% of students feel connected to their school. 69% of students report have a caring adult at school. 78% of students report adults having high expectations of them. 68% of students report being highly academically motivated. School Safety 5th graders report: 89% reported feeling safe at school 22% shared they had been called bad names or the target of mean jokes. 33% reported they had mean rumors spread about them. 13% reported being cyberbullied. 7th graders report: 81% perceived the school as safe or very safe 34% reported experiencing harassment/bullying 40% reported having mean rumors/ lies spread about them 24% reported being cyberbullied. Social and Emotional Health 5th graders report: 9% reported frequent sadness. 7th graders report: 15% reported that they experienced social-emotional distress 11% reported experiencing feelings of chronic sadness/ hopelessness. 5% reported considering suicide 2023-24 CHKS data reflects improvements in virtually all indicators across the schools, student subgroups, and grade levels from the previous two survey administrations. Negative behaviors such as cyberbullying, negative interactions on campus have decreased based on the 2023 CHKS data. Students report improved sense of connectedness, engagement and well being. All school mental health indicators demonstrate improvement. Social-emotional support systems are being used at higher levels. While the data has improved over the last two survey administrations, the data indicators are not where they have been prior to the COVID-19 pandemic and the need for social-emotional support continues. The implemented action steps have demonstrated positive effects based on the CHKS data; therefore, many of the implemented action steps will be continued in an effort to continue the improvement and mental health support. Additionally, expansion of middle school counseling and support systems is necessary to address the ongoing needs. Met 2024-06-10 2024 07617880000000 Pittsburg Unified 6 PUSD administered the CHK Survey in 2023-24, though still with limited participation, as we also experienced in 2022-23. Two of our 8 elementary schools had sufficient 5th Grade participation to be included in the CHKS School Climate Report Card; all three of our Junior High Schools and our Continuation HS had sufficient participation for the Report Card; overall, 4 Elementary Schools, all three Junior High Schools, our High School; and our Continuation High School have reportable data (though, as mentioned, not all with enough participation to be in the CHKS Report Card). Here are highlighted results, with the caveat of data limitations. School Connectedness, feeling connected most or all of the time (2024/2023): Elementary, 5th - 58%/57%; JHS, 7th - 40%/41%; HS, 9th - 45%/46%; HS, 11th - 45%/39%; and Continuation HS, all grades - 57%/43%. Regarding feeling safe, most or all of the time (2024/2023): Elem, 5th - 58%/56%; JHS, 7th - 40%/37%; HS, 9th - 45%/47%; HS, 11th - 44%/38%; and Continuation HS, all grades - 65%/56%. Connectedness: while scholars in Grades 5, 7, and 9 remained fairly level in their rating, scholars in 11th and the Continuation HS showed a few percentage points increase in their reported feeling of connectedness. Safety: all grade levels and the Continuation high school show slight to significant upticks in feelings of Safety, with the exception of a two percentage point decline for 9th graders responding. These CHKS data are not provided in disaggregated form in the CHKS reports we received. However, in reviewing the demographics of participation these data are strongly based on the views of traditionally underserved learners, e.g., African American scholars in 5th grade are slightly overrepresented in survey respondents 18% versus being 16% of that grade level; while LatinX being 54% of respondents are under-represented compared to their being 63% of the 5th grade population, though still significantly represented; other groups are: American Indian (3%); Asian American (5%); Multi-Racial Non-HIspanic (7%) and Other, Non-Hispanic (12%). Secondary participation is similarly representative of traditionally underserved learners though we find some under-representation of African Americans in Grades 7, 9, and 11 (14%, 13%, and 12% versus being 16%, 18%, and 19% of scholars, respectively); African Americans are proportionally represented in the Continuation HS respondents. LatinX scholars are well-represented at 64%, 65%, 68% and 64% in Grades 7, 9, 11, and Continuation HS respondents, respectively. Based on equity initiatives in the district as well as our identification for SPED significant disproportionality of African American scholars being identified in two SPED categories, we engaged in extensive deliberation around data, including extensive qualitative data gathering via Empathy Interviews and Focus Groups over the past three years. The district also successfully remedied the issues of disproportionality. Reviewing these results and other data points, engaging in root causes analyses, and being aware of the lingering effects of stressors due to COVID, has helped guide district planning and implementation efforts. PUSD, as other districts have done, has engaged in significantly increasing its attention to Social-Emotional Learning as core to scholar and family well-being and engagement, through a variety of strategies, programs and both in-person and virtual events. Further, we have an intentional focus in the district currently, with grant and district funding to strengthen and grow Community Schools strategies in PUSD, kicking off a newly funded districtwide Community Schools Initiative starting in 2024-25, to make all PUSD schools Community Schools. The data above and significant other data have been and will continue to be reviewed in addressing issues of school climate and culture. We continue to focus our equity work where needed, and particularly with regard to African American scholars, English Learners, and scholars identified for Special Education. We are embarking in 2024-25 on a newly-funded districtwide Community Schools Initiative, to make all district schools Community Schools. This effort will build significantly on recent equity work done in the district, including relevant districtwide PD around multicultural/anti-racist strategies and practices; implementation of a newly designed equity walk-through tool, so observe and think critically about the lived experiences in classrooms of PUSD scholars; prior Community Schools work at two site; strategies to strengthen the instructional Tier 1; continuously improving work of COST/CARE Teams at schools; expanded implementation of Restorative Practices; an increased and intentional focus on social-emotional learning strategies; and reductions in suspensions in favor of preventive and alternative methods of scholar support and engagement. In all of these areas we have also created opportunities to amplify the voices of our scholars and families in LCAP community meetings, empathy interviews, focus groups, and new outreach and group activities, such as with our Families of African American Scholars (FAAS). Met 2024-06-17 2024 07617960000000 West Contra Costa Unified 6 The CHKS data reveal overall positive percentage rates in key areas related to school climate, such as meaningful participation, academic motivation, and caring relationships. While our overall scores are encouraging, showing growth in every area related to school climate, they also highlight the need for improvement, particularly in middle and high schools. Moreover, the disaggregated data reveal significant disparities among different racial and ethnic groups, underscoring the necessity for more focused interventions. Disparities suggest a need for targeted programs to enhance school connectedness, especially for groups that feel less connected. Academic motivation is another critical area where the CHKS data provide valuable insights. While overall academic motivation is relatively high in elementary schools (74%), it declines significantly in middle schools (59%) and slightly improves in high schools (65%). Disparities also exist among different racial and ethnic groups, with some groups reporting lower motivation levels than others. We must continue to focus on student connection to a caring adult. While our scores have improved, particularly for African American students, we have a need to connect with our American Indian students, and our students in Middle School. We also understand that safety is fundamental to academic success. If students do not feel safe at school, they are unable to learn at the same rate as other students. However, perceptions of safety vary among different racial and ethnic groups. White students generally report higher feelings of safety, with 76% of Grade 6 students expressing a sense of safety. In contrast, other groups report lower safety perceptions, highlighting the need for more inclusive safety measures. Another key learning was in the area of substance abuse, with White students, reporting higher percentages of substance use. These higher rates of substance use among White students underscore the importance of targeted prevention programs and education. In addition, the survey reveals that Black or African American Grade 3 students reported higher rates of physical victimization (60%), and American Indian or Alaska Native students experienced higher rates of cyberbullying (46%). These findings highlight different levels of exposure to bullying and victimization among various student groups. Related to fairness and rule clarity, not all student groups feel that school is fair and that rules are clear. The CHKS data show that students generally find school rules to be clear, with Asian or Asian American students reporting the highest clarity at 84% of Grade 3 students. This perception of clarity suggests that we need to effectively communicate expectations to all student groups. Lesbian, gay, bisexual, transgender, and questioning or queer (LGBTQ) youth face elevated risks of bullying, mental health issues, and substance use. They are more likely to experience harassment at school and exhibit chronic sadne The CHKS data reveal positive percentage rates in areas related to school climate, such as meaningful participation, academic motivation, and caring relationships. Despite overall encouraging scores showing growth, there's a need for improvement, particularly in middle and high schools. Disaggregated data show significant disparities among racial and ethnic groups, emphasizing the need for targeted interventions to enhance school connectedness for those feeling less connected. Academic motivation data show high levels in elementary schools (74%), a decline in middle schools (59%), and a slight improvement in high schools (65%). Disparities among racial and ethnic groups are evident, with some reporting lower motivation levels. Efforts must continue to focus on student connection to a caring adult, especially for African American students and those in middle school. Safety is fundamental to academic success, and perceptions vary among racial and ethnic groups. White students generally report higher feelings of safety (76% in Grade 6), while others report lower perceptions, highlighting the need for inclusive safety measures. Substance abuse data indicate higher use among White students, pointing to the need for targeted prevention programs. Black or African American Grade 3 students report higher rates of physical victimization (60%), and American Indian or Alaska Native students experience higher rates of cyberbullying (46%), indicating varying levels of exposure to bullying and victimization. Regarding fairness and rule clarity, not all student groups feel school is fair or rules are clear. Asian or Asian American students report the highest clarity (84% in Grade 3), suggesting a need to communicate expectations effectively to all groups. LGBTQ+ youth face elevated risks of bullying, mental health issues, and substance use. They are more likely to experience harassment, chronic sadness, and are 2 to 3 times more likely to engage in substance use, highlighting significant differences in their experiences and well-being compared to their peers. Youth in foster care and unhoused youth report higher rates of substance abuse, poor school attendance, and mental health challenges. They also experience fewer caring adult relationships, indicating a higher level of vulnerability and need for support among these groups. WCCUSD will enhance school climate by implementing a multi-tiered support system for all students, emphasizing connectedness, social emotional learning, positive behavior supports, and authentic engagement. Key components include investing in mental health staff, developing systems for correction alternatives, providing staff training, using restorative practices, and focusing on school connectedness. To improve school connectedness, especially among underrepresented groups, WCCUSD will implement targeted mentoring and counseling programs. These programs will pair students with mentors, counselors, and supportive adults to provide guidance and targeted mental and behavioral health interventions. The social emotional curriculum will be revised to include culturally relevant content reflecting the diverse student population. Additionally, regular community-building activities and student-led social emotional learning initiatives will foster a more inclusive environment. Addressing the decline in academic motivation, particularly in middle schools, is another focus. Through grant funds, full-time clinical support staff will be placed at schools to support tiered interventions, creating personalized learning plans and goals for students needing extra support. WCCUSD recognizes the importance of supportive relationships for students' emotional and academic development and is investing in professional development for staff, focusing on cultural competency and trust-building. The presence of school-based mental health professionals will increase, ensuring all students have access to caring adults for emotional and academic support. School counseling staff will continue to build their capacity to implement evidence-based interventions. To address safety perception disparities among different student groups, WCCUSD will monitor safety protocols to ensure inclusivity and address specific student concerns. School climate teams will lead safety initiatives, conduct regular safety audits, and incorporate student feedback into safety plans. Anti-bullying programs will be strengthened, and substance use prevention programs enhanced through partnerships and grant funding. Education on substance use risks and support for students struggling with addiction will be provided, along with parental involvement workshops. To improve perceptions of student behavior and fairness in disciplinary actions, WCCUSD is implementing restorative justice practices that focus on repairing harm and building community. Discipline policies will be reviewed and revised for fairness and equity, with staff training on implicit bias and equitable discipline practices. By implementing these changes, WCCUSD aims to create a more supportive, engaging, and equitable educational environment for all students. Not Met 2024 07617960101477 Leadership Public Schools: Richmond 6 The LEA uses the Panorama Survey is a research-based tool that collects data from students, staff, and students regarding achievement, classroom belonging, classroom expectations, educating all students, and pedagogical effectiveness. The survey garnered 1,923 responses from 9th-12th grade students. 2% of the responses came from African-American students. 1,846 responses were from student who identified as Hispanic or Latino. English Language Learners accounted for 27% of the survey responses. 910 responses were from students who qualified for a free or reduced lunch. DATA Overall, students felt that teachers provided: strong support during core instruction (72%), additional explanations of difficult concepts (64%), encouragement (74%), and high high expectations (69%). 84% of African-American students and 69% of Hispanic students affirmed they were receiving strong instruction. 65% of English Learners responded they received high quality instruction. Overall, students felt they, and other students, were learning with an identified teacher (68%) across grade levels and ethnic groups. 83% of African-American students and 67% of Hispanic students affirmed they were receiving strong instruction. Almost 80% of respondents believed their teacher had strong content knowledge and classroom management skills. 65% of respondents were comfortable asking questions of their teacher and believed that the teacher taught in a style that aligned with their personal learning style. 65% of respondents believed their grades were a reflection of their knowledge. 81% of African-American students and 65% of Hispanic students affirmed believed their grades reflected what they learned. 57% of respondents believed they were able to share their thinking with their teacher and other students. 48% of respondents report a sense of belonging. In response to feeling like one matters in class, about 30% of students who receive free or reduced lunch reported feeling like they matter. 45% of English Learners reported feeling connected to the class, other students, and/or the teacher. The analysis of the Panorama Survey reveals several areas of strength, particularly in terms of teacher support during core instruction, encouragement, and maintaining high expectations. However, significant needs were identified in fostering a sense of belonging and improving engagement and communication, particularly among English Language Learners and students from lower socio-economic backgrounds. It is critical to determine if the root causes for these issues include language barriers for English Language Learners, which may hinder access to academic offerings or are more culturally relevant supports needed to ensure that students from diverse backgrounds are represented in the curriculum and their learning environments. Addressing these areas by implementing targeted strategies such as professional development for teachers on cultural competence, increasing resources and support for disadvantaged students, and fostering a more inclusive school culture could lead to a more supportive and equitable educational environment for all students. Additions to existing plans the LEA deems necessary to address areas of need through the Panorama Survey include: 1) Continuing to work with a qualified consultant to address and monitor our anti-racist efforts and involve students and parents. 2) Create a monthly family calendar with specific dates for data review and analysis and training around charter review, accreditation, and the Local Control and Accountability Plan. It will be advertised via Infinite Campus and mailings. 3) Establish a committee devoted to equity and inclusion to engage is deeper work with equity audits, parent/family engagement, and amplifying student voice and identity through community events. Met 2024-06-20 2024 07617960110973 Richmond College Preparatory 6 Every year, RCP conducts a school climate survey that covers all stakeholders: students, parents, families, administrators, teachers, staff, and the Board of Directors. The annual parent survey shows RCP has received consistently high A or B ratings. Furthermore, the Student Success Team closely monitors students who are at risk of behavioral issues and offers necessary interventions for students and their families. All these stakeholders expressed appreciation for the existing services and practices. They also suggested some improvements that were taken into account while formulating the Local Control and Accountability Plan (LCAP): *Provide teachers and instructional aides opportunities to continue their professional development in cyberbullying, technology, and English Language Development (ELD) *Continue the social-emotional learning program by increasing Mindful Life services *Offer more support for English Learners by providing additional resources and training for teachers on ELD *Provide targeted interventions for students performing below grade level, including after-school programs *Continue to offer online parent participation opportunities, such as Zoom meetings, and provide training for parents on how to use technology *Implement the study trip program again *Implement an online reading program that offers one-to-one reading support Parents and the community confirmed the value and importance of the after-school program, benchmark assessment program, and positive school climate at RCP, as supported by existing professional development and Directors' roles. They want the use of technology in the classroom to receive great emphasis so that students can excel in the marketplace where technology is dominant. Through our Mindful Life program, we conduct weekly classes dedicated to peer relationships and social-emotional development for all grade levels. We have a part-time counselor who does Affinity Groups with our African American students. According to the survey data, students want to have access to a counselor all week long. They enjoyed working with our current part-time counselor and asked for more social-emotional support. RCP will continue looking for a full-time counselor for the 2024-2025 school year. Based on the analysis of local data and key learnings from the annual school climate survey conducted by RCP, several changes to existing plans, policies, and procedures have been identified to address areas of need and support continuous improvement. The following revisions, decisions, and actions have been or will be implemented: 1. Professional Development for Staff: *Cyberbullying and Technology: Teachers and instructional aides will have more opportunities for professional development in areas such as cyberbullying and technology. This is essential to equip them with the necessary skills to address these modern challenges effectively. *English Language Development (ELD): Additional training for teachers on ELD will be provided to enhance their ability to support English Learners (ELs) better. 2. Continue Social-Emotional Learning (SEL) Program: *Mindful Life Services: The SEL program will continue. 3. Support for English Learners (ELs): *Additional Resources and Training: More resources will be allocated, and specialized training for teachers on ELD will be conducted to support ELs effectively. 4. Targeted Interventions for Students Below Grade Level: *After-School Programs: Targeted interventions, including after-school programs, will be provided to support students performing below grade level. This aims to bridge the gap and help these students achieve academic success. 5. Parental Involvement and Training: *Online Participation Opportunities: RCP will continue to offer online participation opportunities for parents, such as Zoom meetings. Additionally, training sessions will be provided to help parents become more proficient in using technology to support their children’s education. 6. Reimplementation of Study Trip Program: Study Trips: The study trip program, which has been highly valued by the community, will be reimplemented to enrich students' learning experiences through real-world exposure. 7. Technology Integration in the Classroom: *Emphasis on Technology Use: Given technology's importance in the modern marketplace, we will emphasize integrating it into classroom instruction to develop students' crucial technological skills for future success. *Implement online reading program utilizing AI to provide one-to-one reading coaching to all students (k-5) 8. Social-Emotional Support and Counseling: *Full-Time Counselor: In response to student survey data, RCP will hire a full-time counselor for 2024-2025 and expand the part-time counselor's role, including leading Affinity Groups for African American students, to provide consistent weekly support. These changes reflect RCP's commitment to addressing stakeholder feedback and continuously improving the educational environment and support systems for all students and families. Not Met 2024 07617960126805 Richmond Charter Academy 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 07617960129643 Richmond Charter Elementary-Benito Juarez 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community. To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 07617960132100 Aspire Richmond Ca. College Preparatory Academy 6 The local climate survey conducted in Winter 2024 for Aspire Richmond CA College Preparatory Academy (Grades 6-12) provided several insights into the school environment. Overall, 33% of students had favorable perceptions of the school's social and learning climate, a decrease of 3% from the previous survey, and below the Aspire average of 42%. Regarding school safety, 55% of students felt safe, a 6% increase from the last survey, and above the Aspire average of 51%. Students' sense of belonging was low, with only 30% feeling they belonged, a slight increase from the previous survey but below the Aspire average of 36%. Teacher-student relationships were rated favorably by 46% of students, a slight increase of 2% from the last survey, but still below the Aspire average of 52%. The survey data highlights several key learnings about the school environment at Aspire Richmond CA College Preparatory Academy. A major area of concern is the low perception of school climate and sense of belonging. This suggests a pressing need to address issues related to inclusivity and connection among students. The relatively low percentage of students reporting positive teacher-student relationships, especially in these groups, further emphasizes the need for strategies to strengthen these connections. However, the increase in perceptions of safety is a positive sign, indicating that efforts to improve physical and psychological safety are having an impact. In response to the identified needs from the survey data, the LEA will implement several changes to existing plans, policies, and procedures to address the areas of concern. To improve school climate and sense of belonging, the LEA will enhance family and community engagement efforts, including more frequent and inclusive family events and the creation of initiatives like the Black Family Advisory group. These actions aim to create a more welcoming and inclusive school environment for all student groups. The LEA will also enhance support for teacher-student relationships by providing additional professional development for teachers focused on building strong, supportive connections with students. This includes training on social-emotional learning (SEL) and culturally responsive teaching practices. To address chronic absenteeism, particularly among African American, English Learner, and Hispanic students, the LEA will establish an Attendance Team that will develop an attendance plan, monitor progress, and lead intervention strategies. This team will conduct regular reviews of attendance data and implement targeted strategies, including increased family communication and home visits. School-wide attendance incentive programs will also be introduced to encourage regular attendance. By implementing these targeted actions, the LEA aims to address the identified needs and continuously improve the school climate and culture, ensuring a safer, more inclusive, and supportive environment for all students. Met 2024-06-20 2024 07617960132118 Aspire Richmond Technology Academy 6 The local climate survey data from Aspire Richmond Technology Academy for Grades 3–5 shows the following results. The overall School Climate score is 65%, an 11-point increase since the last survey. Highlights include 74% of students finding the school's energy positive and 65% feeling the rules are fair. School Safety is rated at 48%, up by 3 points, with mixed responses about disrespect and physical fights. The Sense of Belonging score stands at 69%, a 4-point increase, with 61% feeling understood by their peers and 77% feeling supported by adults. Teacher-Student Relationships scored 76%, a 7-point increase, with 71% of students feeling teachers would be concerned if they were upset and 84% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There are strengths in the areas of Sense of Belonging and Teacher-Student Relationships, indicating successful efforts in fostering a supportive and respectful environment. The increase in School Climate scores suggests a positive trend in the overall social and learning environment. However, the moderate score in School Safety indicates that issues with physical and psychological safety remain, requiring further attention. Additionally, while there are improvements, the data highlights the need for continued efforts to ensure all students feel safe and respected. In response to the survey findings, Aspire Richmond Technology Academy is implementing several strategic changes. To enhance family and community engagement, the school will hold monthly Principal Chats to maintain open communication and organize quarterly “Lunch with a Loved One” events to strengthen connections between families and the school. Additionally, a Black Family Advisory group will be created to gather input on school culture. To address attendance issues, an Attendance Team will be established to monitor and improve attendance, with a particular focus on high-risk groups. This will include enhancing family communication regarding attendance and conducting home visits for students with chronic absenteeism. To strengthen Social-Emotional Learning (SEL), the school will provide curriculum materials and planning time for teachers, organize family education experiences to engage families in SEL practices, and continue to develop Adult SEL to model and support SEL skills. The school will also continue regular MTSS (Multi-Tiered System of Supports) team meetings to monitor support systems and provide professional development for staff to enhance MTSS practices. To boost student enrollment, outreach efforts will be increased through social media and community events, and partnerships will be formed with families and local organizations to support recruitment efforts. Additionally, the school will ensure that facilities meet safety standards through regular inspections and provide comprehensive safety training for all staff. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 07617960133637 Summit Public School: Tamalpais 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 77% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 85% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 95%" Summit Tam believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices to build and maintain peace in the community. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Tam take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to promptly address student concerns as they arise. We proactively tailor our habits-based curriculum, mentoring and community experience to ensure multiple touchpoints for mentors to be made aware of student needs. We train our mentors to identify student needs and to respond with broad support structures. Met 2024-06-13 2024 07617960136903 Voices College-Bound Language Academy at West Contra Costa County 6 On the 23-24 Spring Panorama Survey, 87% of students in fourth through fifth grade indicated a positive response towards having Supportive Relationships with a teacher or other adult on campus. Similarly, 79% of sixth and seventh graders reported having Supportive Relationships with a teacher or other adult on campus. Only 57% of fourth through fifth graders indicated they were successfully able to navigate challenging feelings at school and only 48% of sixth and seventh graders reported they were successfully able to navigate challenging feelings. Additionally, 57% of students in 4th and 5th grade responded favorably to having a sense of belonging and 56% of 6th and 7th graders responded favorably to having a sense of belonging on campus. Based on the Panorama survey, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing self-efficacy in the school environment. These trends suggest this should be an area of focus for the coming school year. In the 24-25 school year, Voices WCC will continue to utilize the school counselor in building socioemotional skills in 1-1 and group settings. Voices WCC also hopes to increase the school counselor from .5 FTE to possibly .75 or 1 FTE in 24-25 as budget allows. Additionally, Voices WCC will partner with a mental-health provider to support students with lessons on social skills, conflict resolution, and offer 1-1 and group counseling to supplement socioemotional learning for students with a higher level of need. Additionally, Voices WCC will work towards adding student-lead clubs that promote interest and foster inclusivity as well as develop advisory programs where students can discuss issues and build a supportive community. Voices WCC will also improve communication between students, parents, and staff with regular feedback sessions including community and restorative circles to help identify ongoing issues and address them promptly. Voices WCC will host more events and activities that celebrate cultural diversity and promote understanding and respect among students. By implementing these strategies and programs, Voices WCC can work towards improving the sense of belonging for all students, creating a more inclusive and supportive school environment. Met 2024-06-25 2024 07618040000000 San Ramon Valley Unified 6 "2023/2024 California Healthy Kids Data 5th grade Connectedness 82% Safety 89% 7th grade Connectedness 67% Safety 73% 9th grade Connectedness 67% Safety 75% 11th grade Connectedness 59% Safety 75%" The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social-emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from various stakeholders, including parents, teachers, students, and community members, underscores the collaborative approach to addressing these needs within the school community. By making social-emotional well-being a central focus of the Local Control and Accountability Plan (LCAP), institutions like SRVUSD are taking proactive steps to ensure students receive comprehensive support, recognizing that nurturing emotional intelligence alongside academic abilities is essential for long-term growth and fulfillment. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. In response to local data analysis and key learnings, SRVUSD's LEA is making significant changes to support student well-being. Wellness rooms are expanding to middle schools, with increased counseling support at elementary levels. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Robust data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Met 2024-06-18 2024 07618120000000 Walnut Creek Elementary 6 "WCSD administered the California Healthy Kids Survey (CHKS) in November 2023 to 5th and 7th-grade students. The Student Youth Truth Survey (SYTS) was also administered to all middle school students in February 2024. Based on student responses, the key learnings from the survey results are as follows: a. CHKS: 88% of 5th-grade and 67% of 7th-grade students report feeling safe at school. b. CHKS: 79% of 5th-grade students and 61% of 7th-grade students gave a “high” rating to school connectedness. c. SYTS: 40% of middle school students report enjoying coming to school most of the time. (3% lower than reported by typical schools surveyed in CA) d. SYTS: 66% report feeling that most adults in the school treat students with respect. (4% higher than reported by typical schools surveyed in CA) WCSD will continue implementing a comprehensive Wellness Program in the 2024-25 school year. This plan is also a district focus in the 2024- 27 LCAP to ensure that all WCSD schools have environments filled with safety and belonging so all students can thrive." Areas of Strength: School safety, as shown by CHKS: 65% of our 7th-grade students report feeling safe at school (28% neither disagree nor agree, and 7% disagree). Student group perception of safety: Asian: 59%, Black: 50%, Hispanic: 64%, White: 76%, Multiracial: 62%, English Learner: 66%, Students with Disabilities: 75% Identified needs: School attendance as shown by CHKS: Based on our high chronic absenteeism data, it is essential to look at the student group data for students reporting being absent three or more times: Asian: 5%, Black: 7%, Hispanic: 16%, White: 3%, Multiracial: 8%, English Learner: 17%, Students with Disabilities: 5% WCSD will revive the positive attendance campaign through our work with the National Equity Project, designing systems to improve support for student groups whose attendance is of concern. Met 2024-06-03 2024 07773540000000 SBE - John Henry High 6 Annually, the school administers an anonymous school climate survey. This year, the Youth Truth Survey was adopted to assess school climate and culture. The survey was distributed to all students, families, and staff members. Aggregate data was analyzed by site leadership and Home Office personnel, who subsequently discussed findings, trends, and potential areas for improvement. Survey results were shared with families and students, providing opportunities for feedback and collaboration. To ensure transparency and facilitate engagement, the data was also presented to the Board of Directors. Survey results indicate a strong sense of school culture and belonging. However, areas for growth were identified in student engagement, social activities, and staff connections. The school recognizes the importance of teacher and staff retention to foster a stronger sense of community and continuity for students. Expanding after-school programs and sports offerings is another priority to enhance student participation in extracurricular activities. The ultimate goal is to create a cohesive school environment characterized by safety, support, and a strong sense of belonging for all members of the school community. To address these identified areas, a comprehensive action plan will be developed, incorporating feedback from students, families, and staff. This plan will outline specific goals, strategies, and timelines for improvement. Regular progress reports will be shared with the school community to demonstrate our commitment to creating a positive and supportive learning environment. Met 2024-06-12 2024 08100820000000 Del Norte County Office of Education 6 Community School did not survey students, staff, or family members in 2023/24. Community school plans on surveying staff, students, and parents/families in the fall of 2024. Community School did not survey students, staff, or family members in 2023/24. Community school plans on surveying staff, students, and parents/families in the fall of 2024. Upon surveying staff, students, and parents/family members in the fall 2024, staff plans on using that data to facilitate the areas most needed for continuous improvement. However, we do already know that the school community still needs to place a significant focus on reduction of chronic absenteeism, as 90.2 % of students at Community School were chronically absent in 2022/23. Furthermore, in 2022/23, 16 students (26.2% of the student population) were suspended in 2022/23. This will be a primary area of focus in the next (2024/25) school year. Met Del Norte Community School is the only non-charter school served by the Del Norte County Office of Education. The school is an alternative education setting, (primarily) for students in grades 9-12 who have had significant challenges (behaviorally or acad 2024-06-27 2024 08100820830059 Castle Rock 6 Based on the survey results, Castle Rock has gained valuable insights into the safety perceptions of students at Castle Rock. The data consistently shows that over 80% of students at Castle Rock do not worry about violence at the school, which is a notable area of strength for the school campus and surrounding area. Additionally, the survey indicates that over 80% of students feel safe at Castle Rock, reflecting a positive safety culture within the school. These findings highlight Castle Rock's commitment to providing a secure learning environment. In response to these encouraging results, Castle Rock will consider maintaining and reinforcing existing safety measures and exploring ways further to enhance the overall well-being of students and staff. To gain a deeper understanding, disaggregated data by student groups will reveal specific needs and strengths within different subgroups: Younger students might feel safer due to closer supervision. In contrast, older students might perceive safety differently based on their experiences. Male and female students might have different perceptions of safety and violence. Students from diverse ethnic backgrounds might have varying experiences and perceptions of safety. Students from various socioeconomic backgrounds might face unique challenges that affect their sense of safety. The survey results are encouraging, demonstrating that Castle Rock is perceived as a safe place by the majority of its students. By maintaining and enhancing current safety measures and addressing the specific needs of different student groups, Castle Rock can continue to foster a secure and supportive learning environment. Action implementation to ensure continuous improvement: tailoring safety programs to address the unique needs of different grade levels can ensure all students feel equally secure. Gender-specific safety concerns should be addressed to ensure all students feel safe. Culturally sensitive approaches to safety and well-being can help address these differences. Providing equitable resources and support can help bridge any gaps in safety perceptions. Met 2024-06-27 2024 08618200000000 Del Norte County Unified 6 School Connectedness 42% of 7th graders reported feeling “connected to their school” (pretty much true or very much true). 43% of 9th graders reported feeling “connected to their school” (pretty much true or very much true). 37% of 11th graders reported feeling “connected to their school” (pretty much true or very much true). 63% of Non Traditional (NT) (Sunset HS) students reported feeling “connected to their school.” (pretty much true or very much true). Experiencing Caring Adult Relationships 50% of 7th graders reported that they feel “cared about” by adults at school (pretty much true or very much true). 52% of 9th graders reported that they feel “cared about” by adults at school (pretty much true or very much true). 48% of 11th graders reported that they feel “cared about” by adults at their school (pretty much true or very much true). 63% of (NT) (Sunset HS) students reported that they feel “cared about” by adults at their school (pretty much true or very much true). High Expectations 63% of 7th graders reported that adults at school (staff) have high expectations of them (pretty much true or very much true). 63% of 9th graders reported that adults at school (staff) have high expectations of them (pretty much true or very much true). 61% of 11th graders reported that adults at school (staff) have high expectations of them (pretty much true or very much true). 81% of (NT) (Sunset HS) students reported that adults at school (staff) have high expectations of them (pretty much true or very much true). Meaningful Participation at School 19% of 7th graders reported that they participate meaningfully at school (pretty much true or very much true). 20% of 9th graders reported that they participate meaningfully at school (pretty much true or very much true). 17% of 11th graders reported that they participate meaningfully at school (pretty much true or very much true). 42% of (NT) (Sunset HS) students reported that they participate meaningfully at school (pretty much true or very much true). Academic Motivation 77% of 7th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 68% of 9th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 64% of 11th graders (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” 66% of (NT) (Sunset HS) students (agreed or strongly agreed with) “I try hard to make sure that I am good at my schoolwork.” Parental Involvement 39% of 7th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 29% of 9th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 20% of 11th graders (agreed or strongly agreed with) “Parents feel welcome to participate at this school).” 65% of (NT) (Sunset HS) students (agreed or strongly agreed with) “Parents feel welcome to parti In terms of key learnings, the CHKS Survey generally showed that, except for students at Sunset HS (67%) less than 50% of surveyed students (grades 7,9, and 11) over the time period span of 2021-23 reported feeling “connected to their school.” When broken down into subgroups of American Indian students and Hispanic students, the breakdown is similar to that of the overall report. In the area of Caring Adult Relationships, percentages were similar across reported racial and ethnic subgroups. In this category, right around 50% of students at all three levels (grades 7,9,11) appeared to feel that they had an adult (staff) at school who cared about them. However, at Sunset High School, this percentage was significantly higher (generally) at 66%; and similarly high for reported student subgroups. In terms of academic motivation, another key area covered by the CHKS survey, students surveyed generally (77% of 7th graders, 68% of 9th graders, 64% of 11th graders, and 66% of SHS students surveyed) agreed or strongly agreed with the statement: “I try hard to make sure that I am good at my schoolwork.” However, in 11th grade, only 44% of American Indian students reported this statement, and this was 20% lower than the overall 11th grade report for that item. Similarly Hispanic students reported lower percentages across the grade spans, but most notably at 11th grade, at 48% stating “I try hard to make sure that I am good at my schoolwork.” In the area of parental involvement, there was a sharp decline (based on CHKS students surveyed) from 7th grade (39%) to 11th grade (20%), which suggests that there is less parental involvement as students move through the high school years. However, this may be when it is most needed, as the District’s A-G completion and CTE pathway completion rates are significantly below state averages. These rates appear to be similarly reflected in those of the reported racial/ethnic subgroups. The lowest percentage of promotion of parent participation rates were those of 11th grade White students (18%). In order to increase school connectedness, the District plans to provide more opportunities for students to be engaged by expanding high school career tech education programs. We are currently developing two new pathways; Health and (Pre-K-12) Education Career pathways. Del Norte High School has also been developing a Music Instrument Repair program that is very popular and may soon become another career pathway. The high school is also planning on hiring a CTE counselor, to help students develop post-secondary plans that include college and/or CTE training programs. In terms of adult relationships, the District is continuing its initiative to make PBIS a staple of every school involvement. Here, we are working closely with teachers and administrators on positive approaches to student interactions and more restorative methods of dealing with student behavioral issues. Further, the District plans on maintaining its investment in additional counseling services and Family Engagement Liaison support. In terms of academic motivation, the District has increased its efforts to provide additional tutoring and academic support for American Indian students at the high school level. Much of this additional support is coming from the District’s partnership with the Yurok and Tolowa Dee’ Ni American Indian tribes and the Klamath Promise Neighborhood grant, which is funding additional tutoring positions, as well as the position of Coordinator of Native American Studies. Regarding parent and family participation, the District is maintaining its investment in the Family Engagement Liaison positions, which are now at nearly every school site. Staff in these roles are charged with contacting parents to address absences and attendance issues and plan and coordinate family engagement events throughout the school year at every site. The result has been a significant reduction in chronic absenteeism (at nearly all schools), as well as more parents and family members coming to school events and activities. Met N/A 2024-06-27 2024 08618200137729 Uncharted Shores Academy 6 USA administers a school climate survey to students twice annually. The results of the survey indicate that students generally feel like USA is a safe, and positive climate to learn in. The results are as follows: At the end of the 2023/24 school year, the results showed a 72.86% average satisfaction rating overall. 1. 88.6% felt safe in the school environment. 2. 88.6 agreed their assignments were reasonable and educational. 3. 84.3% agreed they could manage the amount of homework they have. 4. 85.7% felt they were making progress. 5. 78.6% felt supported by the staff. 6. 82.9% felt comfortable around staff. 7. 35.7% had never felt uncomfortable at school. 8. 77.1% reported that their classmates were kind and safe to be around. 9. 57.1% reported screen time for classwork was just about right. 10. 74.3% felt they were treated with respect. USA learned that students are generally happy at the school. USA believes that current measures to support positive school climate are working and should continue. USA will continue to fund and prioritize current measures to improve and keep the school climate safe and welcoming. Met 2024-06-18 2024 09100900000000 El Dorado County Office of Education 6 Students are surveyed quarterly regarding how they feel about the school program, the cleanliness of the classroom, how safe they feel in the classroom, and how they feel their learning needs are being supported. In 23/24, 19 students were surveyed. 15 out of the 19 students felt that the school was neat, clean, and a safe learning environment. 4 out of the 19 students felt the school could work on improving the neatness, cleanliness, and safety in the classroom. All students enrolled at Blue Ridge Court School fall under the California Education Code 52052 student group. Blue Ridge Court School is located inside a Juvenile Treatment Center managed by El Dorado County Probation. Probation is responsible for the upkeep and cleanliness of the facility, including the classroom. However, school staff clean regularly at the end of every school day by wiping down desks and items that were used/touched, and picking up trash from the floor. An identified need is the replacement of the classroom carpet and keeping student desk areas clean of wrappers and empty drink bottles. The classroom carpet will be replaced by the El Dorado County Probation in the future. School staff will ensure that students are throwing away their trash in the trash bin and are being held accountable for their space. We will continue to clean the classroom daily. Met 2024-06-18 2024 09100900123521 Charter Alternative Program (CAP) 6 "Parent Survey on School Climate - ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. CHSA's overall Top Box is 68.76%. Net Promoter Score is 76.52 I believe school rules are enforced consistently at this school. Top Box 56.41 % Average 4.22 I regularly receive feedback from school staff on how well my child is learning. Top Box 56.41% Average 4.24 I receive positive phone calls, e mails, or notes about my child from the school. 51.28% Average 4.05 Student Survey on School Climate - ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 39.08%. Net Promotor Score is 41.43 (Strong Performance, sustain, or grow) I Believe school rules are consistently enforced 3.69 (top box 16.43) I believe my teacher ask me how I learn best 3.87 (Top Box 33.02) I feel students are nice and show respect to each other at my school 3.47 (top box 20.66)" The school has solid data indicating it is a place where students and families feel welcomed and supported and the school will continue to look for ways to engage the students and families to improve in this area. The need for mental health supports was addressed during the 23-24 school year. However, positions were left unfilled due to a lack of candidates and students and families continued to communicate the need for ongoing and more mental health supports for the students. Staff also recognize the need for Tier 1 student supports for mental health as a need and the school will continue training for staff and direct support for students in the area of mental wellness. The Student Enrichment and Support Block grant will ensure that adequate mental health supports are in place for students and additional enrichment opportunities will be available to students. Student survey's indicate a need for additional supports around feeling respected by other students at school. This will be an area of focus during the 24-25 school year with professional development for staff and additional counseling and behavioral support at the school site. Met 2024-06-18 2024 09100900136036 John Adams Academy - El Dorado Hills 6 The local climate survey data for John Adams Academy El Dorado Hills provides valuable insights into the school's environment and how it supports its diverse student body. The survey data indicates high levels of overall satisfaction among students, parents, and staff. Many respondents appreciate the academy's focus on classical education and leadership development, which aligns with its mission to cultivate virtuous leaders. The data is disaggregated to reflect the experiences of students from different racial and ethnic backgrounds. This helps in understanding how each group perceives their sense of belonging, support from teachers, and their engagement in school activities. The academy pays close attention to ensuring that minority groups feel included and supported. Students from various economic backgrounds are considered, providing insights into how economic diversity impacts their school experience and access to resources. The survey includes data on students with special needs and English learners, focusing on how these groups are integrated into the classroom and the support systems available to them. Experiences by gender are analyzed to ensure that both male and female students feel equally valued and supported within the school community. Many students and parents report feeling safe and welcomed at John Adams Academy. This is consistent across various student groups, indicating a strong, inclusive community. High academic expectations are a hallmark of the academy. Students feel challenged but also supported by teachers and staff, a sentiment echoed by both parents and students in the surveys. Some groups, particularly underrepresented families, have expressed a need for more transparent communication and greater opportunities to provide feedback on school decisions. The academy recognizes this and is working on enhancing these aspects to foster better engagement and representation. There are ongoing efforts to ensure equitable access to academic and extracurricular resources for all student groups, particularly for those from lower socioeconomic backgrounds or those requiring special education services. These insights from the local climate survey data guide John Adams Academy in its continuous efforts to improve and tailor its support systems to meet the needs of all its scholars and their families. By regularly analyzing and responding to this data, John Adams Academy El Dorado Hills aims to maintain a supportive and inclusive environment that fosters academic and personal growth for every scholar. Met 2024-06-27 2024 09100900930123 Charter Community School Home Study Academy 6 "Local school climate surveys were administered in the spring of 2024. The data is not disaggregated but is an accurate reflection of the school climate. See below for key survey results. CCA/CUP 23-24 Results Parents ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 54.55%. Net Promotor Score is 74.19 (Strong Performance, sustain, or grow) I Believe school rules are consistently enforced 4.09 (top box 45.36%) I am treated with respect at this school. 4.52 (Top Box 68.04%) I believe this school provides a safe environment for my child to learn. 4.47 (59.79% top box) I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.41 (59.79% top box) Students ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 29.06%. Net Promotor Score is 41.43 4.26 I believe my teachers care about me. (43.27 top box) 4.13 I feel safe at school. (34.62% top box) 3.67 School rules/discipline plans are enforced consistently at my school. (16.1% top box) 3.65 My school is clean and well-maintained. (14.6% top box) 4.1 When I have a problem, I know how to get help. (32.2% top box) 3.75 Students at this school are respectful of each other. (18.93% top box) 4.16 My family is treated with respect at my school. (37.56% top box) 3.64 I feel like I belong at school. (21.46% top box) Net Promotor Score 41.43 CCP 23-24 Results Parent ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 74.86%. Net Promotor Score is 74.19 (Strong Performance, sustain, or grow) I Believe school rules are consistently enforced 4.69 (top box 68.57%) I am treated with respect at this school. 4.83 (Top Box 83.33%) I believe this school provides a safe environment for my child to learn. 4.72 (75% top box) I believe the teachers, staff, and administration at this school demonstrate a genuine concern for my child. 4.8 (82.86% top box) Student ""Top Box Percentage"" is the percentage of participants who selected the ""Strongly Agree"" option. Your organization's overall Top Box is 35.15%. Net Promotor Score is 41.43 4.46 I believe my teachers care about me. (45.46% top box) 4.4 I feel safe at school. (48.84% top box) 4.07 School rules/discipline plans are enforced consistently at my school. (27.27% top box) 4.36 My school is clean and well-maintained. (38.64% top box) 4.32 When I have a problem, I know how to get help. (40.91% top box) 3.98 Students at this school are respectful of each other. (25.58% top box) 4.32 My family is treated with respect at my school. (40.91% top box) 3.64 I feel like I belong at school. (20.46% top box)" The goal of the school is to ensure that students have access to an optimal learning environment, parents, caregivers, and community resource partners are actively engaged in student and school community outcomes, and the culture of the program conveys a message of inclusion. The school received very positive feedback from parents on parents being treated with respect by the school and that the school provides a safe environment for my child to learn. Students indicated the teachers care about the students and they feel safe at school. Students also indicated they are not always treated with respect by other students and they lack a sense of belonging at the school. "The school will continue to use ""rounding' with students to find out more about how students interpret ""respect"" and what it means when they are not treating each other with respect. The school staff will also explore the sense of belonging students have at the school and explore additional ways to include student voice into activities and actions the school can do to increase the sense of belonging." Met 2024-06-18 2024 09100900930131 Rite of Passage 6 The local climate survey indicates that most students feel welcome at school and all feel safe. While students who qualify as EL or having disabilities are less likely to feel bored in school, other students indicated that they often felt bored. All students indicated that there is a person available to help them to understand graduation requirements. The students also indicated that they prefer in-person instruction to online options and that they experience class discussions and activities in their classrooms. The fully disaggregated data for the most recently administered Student Climate Survey can be found here: https://docs.google.com/document/d/1Bk11onQLQNlsRZM_SE6xAoDIVA54loCrLf5TT6on6iw/edit The total number of students surveyed on this Student Climate Survey was 14. Demographic groups within those 14 total students vary, with Hispanic/Latino students being the majority and Asian/Pacific Islander students representing the smallest group. It must be noted that the data presented above represents the results from the Sierra Ridge campus of Rite of Passage at the end of Trimester 2, which ended at the end of February. The Student Climate Survey was not administered to students at the Qualifying House at the end of the last trimester; therefore, there is no data to disaggregate for Qualifying House. "The Local Climate Survey results for ROPCHS were generally positive. Several metrics in the most recent LCAP, which addressed aspects of the Student Climate Survey, showed favorable outcomes compared to the desired benchmarks. For instance, 100% of students across all demographics agreed that there was someone at the school to help them understand graduation requirements, indicating strong connectedness between the education staff and students. Additionally, 92.85% of students felt that classroom discussions were participatory, with the only exception being Caucasian students, where 33% (one out of three) disagreed. However, when asked if they felt welcome at school, 78.5% of students said Yes, and 21.5% said No. Disaggregated data revealed that 100% of English learners, students with disabilities, and Asian/Pacific Islander students felt welcome. In contrast, 20% of African American students, 11% of Hispanic students, and 33% of Caucasian students did not feel welcome. These percentages are based on a small sample of 14 students, indicating that the ""No"" responses represent very few individuals. Regarding school safety, 100% of students across all demographics felt safe at school, which is a significant achievement. However, when asked if discipline was applied equally, 78.6% said Yes, and 21.4% said No. Notably, 100% of Caucasian students felt that discipline was not equal, while students with disabilities unanimously felt it was fair. This suggests an area for improvement in the perception of disciplinary practices. Another aspect related to safety is the cleanliness and comfort of classrooms. Overall, 92.8% of students felt their classrooms were comfortable and clean, but 67% of students with disabilities did not agree, indicating a need for improvement in this area. The majority of questions on the Student Climate Survey focused on students' performance and perception of classwork. Most responses were positive, indicating that students feel the need to work hard to succeed, have adequate literary resources, receive clear explanations of assignments, can ask questions without embarrassment, get help from teachers, and learn new things daily. Despite these positives, there are areas for improvement. For example, 42.9% of students admitted to giving up when the work was too hard, and 57.1% reported frequently getting bored in class. These issues likely correlate with the lack of hands-on activities in classes, with 64.3% of students expressing a desire for more interactive learning experiences. In summary, the survey results depict an overall positive environment at ROPCHS, with strong connectedness between students and staff, a high sense of safety, and effective educational practices. There are notable areas for improvement, particularly in making all students feel welcome, ensuring equitable discipline, enhancing classroom comfort for students with disabilities, and incorporating more hands-on activities to maintain student engagement." Looking forward, ROPCHS has planned a number of improvements to address areas of need identified through the Student Climate Survey. When looking at the perception of discipline at ROPCHS, one planned way to address this perceived disparity is the installation of video-only cameras in key places around school, most importantly in the classrooms. The increased visibility provided by cameras in the classrooms will allow school administrators to better assess classroom incidents and appropriately assign consequences where necessary. This was an improvement that was influenced by Student Climate Survey results, but was also specifically requested by the Student Leadership group during a feedback session for this year's LCAP. Students are in favor of this change was well as teachers, which should help to alleviate the perception of discipline in school. Another area of improvement that is planned around the infrastructure of the school is the construction of an Outdoor Mental Health Wellness Space on campus. This space would provide students with a comfortable, safe, and removed area to take a break if needed, which is supported by both Rite of Passage program policy and the feedback of the Student Leadership group. This should help the perception of comfortability around the school campus, as well as helping students feel welcome and supported. When looking at the analysis of student perception of and performance on classwork, ROPCHS has also planned actions that will help move those numbers in a positive direction. Trainings for a number of staff on Project-Based Learning (PBL) have been completed, and more are scheduled to be completed in the coming weeks. Further, a regular schedule of professional development has been planned in the new LCAP, which will provide more opportunities for training in PBL and other methods of course enrichment, which should in turn address students feeling there aren't enough hands-on activities in class. The provision of funds from the state to expand course offerings will also help to address students feeling bored or feeling the work is too hard, as increased options for course completion will allow for a greater degree of flexibility, scaffolding, and differentiation to address the wildly heterogeneous ability levels present at ROPCHS. This should allow teachers to provide multiple ways of approaching a concept or assignment, which in turn should help students feel the work is within their ability to complete and reduce feelings of boredom. Finally, ROPCHS plans to adjust the method of survey distribution and aggregation in order to better facilitate the completion of the Student Climate Survey at Qualifying House and more timely and organized aggregation/disaggregation of survey data. This will improve ROPCHS's ability to ensure comprehensive results from both sites, as well as improving the ability to utilize current survey data to improve practice more consistently throughout the year. Met 2024-06-18 2024 09618380000000 Buckeye Union Elementary 6 The results of the 5th and 7th Grade Climate Survey may be found at this link: https://docs.google.com/document/d/1wyVPHwKrMkhS-hT03Bs8tE-N1bYvkqBzDr9-atb8_2A/edit?usp=sharing. The results suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/sites have focused on social skills and self-regulation, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate at each site. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school. One data point that appeared to be an outlier were the responses of economically disadvantaged 7th graders who were 12 percentage points lower in their agreement levels that they have positive relationships with teachers and other adults at school than all students combined. Additional inquiry will occur in order to understand this data point. Although there are no changes of note, the District and sites will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate at each site. Met 2024-06-26 2024 09618380107227 Charter Montessori Valley View Campus 6 The results of the 5th and 7th Grade Climate Survey may be found at this link: https://docs.google.com/document/d/1H8fC2UXWTYeBbJh90zgyyrsKGg87gLiIh-cEXflGmVY/edit?usp=sharing. The results suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/sites have focused on social-emotional learning, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school. Although there are no changes of note, the site will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate. Met 2024-06-26 2024 09618380111724 California Montessori Project-Shingle Springs Campus 6 CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring. This survey is a crucial tool in shaping the future of our educational community. Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved. Members of the CMP community completed the spring school climate survey in May of 2024. These results will be shared when they become available. "The fall school climate survey data was shared with the Board, families, and staff. CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements: ""I like school."", ""Teachers treat me with respect."", ""I get along with other students."" and ""There is an adult at school who can help me if I need it."". CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements: ""Good behavior is noticed at my school."", ""Students in my class behave so teachers can teach."" and ""Students treat each other well."" CMP Middle School Celebrations: Students commented favorable to the following statements: ""My school has clear rules for behavior."", ""I know an adult at school that I can talk with if I need help."", ""I have felt unsafe at school or on my way to or from school."" (high score indicates a better perception of school safety) and ""Teachers treat me with respect."" CMP Middle School Opportunities For Growth: Students commented with a less favorable response to the following statements: ""I feel my school has high standards for achievement."", ""The behaviors in my classroom allow teachers to teach so I can learn."" and ""Students are frequently recognized for good behavior.""" "Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices." Met 2024-06-10 2024 09618380129965 Rising Sun Montessori 6 RSMS sends out a local climate survey to all parents in the early Spring of each school year. Survey responses are provided as an overall score, however each individual has an optional narrative section where parents can identify their student(s)' grade level(s). Survey responses are collected, analyzed and reported to the Board of Directors in May of each school year, as well as to the parent community as a whole. Our staff are also informed of these survey results and new areas of focus are derived from these surveys. RSMS learned that overall, our parents are very pleased with our school. One example area of strength is that 100% of survey respondents indicated that their child felt safe at school. We understand that this is a foundational element of any successful educational experience. One area that we can improve on is the percentage of parents who are able to participate in at least 3 school events each school year. Currently, only 80% of parents were able to participate in 3 or more school events this year. "RSMS will implement parent-teacher conferences in the first week of school this year for the first time. This will give all parents an opportunity to schedule a time and a day which works for them, instead (for example) of offering one day/time for a ""back to school night"" where not all parents can attend. These conferences will also offer parents and staff a chance to make face-to-face and one-to-one connections with parents and this is critically important to establishing trust and rapport as we work together as teams to enhance the futures of children." Met 2024-06-04 2024 09618380136200 Clarksville Charter 6 At Clarksville Charter School, there is a strong emphasis on safety and support to enhance the educational experience for staff, parents, and students. The majority of stakeholders are satisfied with the school's policies and rules, showing a commitment to creating a secure and conducive environment for learning. Staff feel valued and involved in decision-making processes, but there is room for improvement in using objective data for informed decision-making. Parents emphasize the need for additional support tailored to students' individual talents and special needs, highlighting the school's dedication to inclusivity and personalized learning. Similarly, students feel safe and supported, but they express a desire to be more involved in decision-making processes. CCS is dedicated to fostering a culture of collaboration, inclusivity, and continual improvement to ensure every student thrives. Safety and Support: Clarksville Charter School excels in providing a safe and supportive environment, as evidenced by the unanimous agreement among respondents that they feel secure during school activities and classes. This indicates a robust framework for safety protocols and a nurturing atmosphere that prioritizes student well-being. Furthermore, with 100% of respondents agreeing they feel safe, it underscores the school's commitment to ensuring the physical and emotional safety of its students. Effective Communication: The school boasts strong communication channels and a participatory decision-making culture, fostering a positive learning environment. This suggests that stakeholders, including students, parents, and staff, feel heard and valued in the school's operations, enhancing overall engagement and cooperation. Additionally, with 82% of staff indicating they are well-informed about school practices and policies, it highlights the effectiveness of communication efforts in keeping the school community informed and involved. Staff Satisfaction: CCS prioritizes staff satisfaction, as demonstrated by the high percentage of respondents who feel well-informed about school practices and policies. This reflects a culture of transparency and support, contributing to a motivated and engaged workforce. Furthermore, the high level of satisfaction, with 82% of staff strongly agreeing or agreeing that the school is a supportive and inviting place to work, indicates a positive work environment conducive to staff retention and morale. Data Utilization: While the school is commendable in many aspects, there is room for growth in leveraging objective data for decision-making processes. Utilizing data-driven insights can inform targeted interventions and improvement initiatives, enhancing overall effectiveness and efficiency in addressing educational challenges. By integrating data more systematically into decision-making processes, CCS can enhance its capacity for evidence-based practices and continuous improvement. Moreover, efforts to ensure that all decisions are informed by objective data can help maintain accountability and transparency within the school community. Connectedness: We aim to foster a deeper sense of connectedness within our community. Strengthening relationships among students, staff, parents, and other stakeholders can cultivate a cohesive and inclusive school culture, promoting a sense of belonging and collective responsibility. Implementing initiatives such as mentorship programs, community events, and collaborative projects can facilitate meaningful connections and strengthen the school community's bonds. Additionally, with a concerted effort to enhance connectedness, the school can create a supportive environment where every member feels valued and respected. In response to the survey results aimed at continuous improvement, Clarksville Charter School has initiated several revisions, decisions, and actions: Enhanced Data Utilization: Prioritizing the use of objective data for decision-making processes, the school has implemented mechanisms to gather, analyze, and utilize data effectively to inform improvement initiatives. By leveraging data-driven insights, the aim is to identify areas for growth more accurately and implement targeted interventions to address them. Strengthened Community Engagement: Recognizing the importance of fostering a deeper sense of connectedness within the school community, initiatives have been launched to enhance community engagement. This involves creating opportunities for meaningful dialogue and collaboration among stakeholders, promoting inclusivity, and shared ownership in driving continuous improvement efforts. Resource Allocation Strategies: To address challenges related to resource allocation and capacity-building, a comprehensive review of resource allocation strategies has been undertaken. This includes identifying areas where resources may be reallocated to better support priority areas identified through the survey results. Additionally, the school is exploring avenues for securing additional resources and funding to address identified needs effectively. Professional Development Initiatives: Responding to identified areas for growth, particularly in supporting social-emotional needs and fostering a positive work culture, professional development initiatives have been prioritized. These aim to equip staff with the necessary skills, knowledge, and resources to address the diverse needs of students effectively, empowering them to create a supportive and inclusive learning environment. The implementation of these actions is driven by Clarksville's commitment to continuous improvement and ensuring the provision of high-quality education for all students. While some actions have already been implemented, the process of continuous improvement is recognized as ongoing. Regular monitoring and evaluation to assess effectiveness and make necessary adjustments as needed. The focus remains on striving towards goals of excellence and equity in education. Met 2024-06-13 2024 09618380137919 Buckeye Union Mandarin Immersion Charter 6 The results of the 5th and 7th grade climate survey suggest that the overwhelming majority of students feel safe and well connected at school. In recent years, the District/sites have focused on social skills and self-regulation, positive behavior strategies, and classroom engagement strategies. Returning to these topics with frequency will be necessary in order to maintain a positive school climate. The results suggest that the overwhelming majority of 5th and 7th grade students feel safe and well connected at school. Although there are no changes of note, the site will continue to focus on self-regulation and social skills, positive behavior strategies, and classroom engagement strategies. Returning to these topics is necessary in order to maintain a positive school climate. Met 2024-06-26 2024 09618380139006 Cottonwood 6 My school provides a good education. Agree - 95% Neutral - 5% Disagree – 0% My school provides the materials I need to learn such as textbooks and learning materials to meet my needs. Agree - 96% Neutral - 1.96% Disagree - 1.96% I look forward to school each day. Agree – 62.75% Neutral- 27.45% Disagree- 9.8% I feel safe and connected to my school. Agree – 73.44% Neutral -18.37% Disagree - 6.12% My school works with my parent/guardian to help me do my best in school. Agree – 88.24% Neutral - 9.80% Disagree - 1.96% My school provides me access to a variety of elective courses (such as art, dance, PE, foreign language). Agree - 96% Neutral - 2% Disagree - 2% My teacher contacts (calls, emails, speaks to) my parents/guardian when I am having trouble learning. Agree - 88% Neutral - 6% Disagree- 4% High School Specific Feedback: My school prepares me for future college and/or career paths. Agree - 82.35% Neutral - 14.71% Disagree - 2.94% I am clear about what courses I need to enroll in and pass to graduate from high school. Agree – 87.88% Neutral - 9.09% Disagree - 3.03% I know whom to contact at the school to ask questions about my high school graduation status. Agree – 78.79% Neutral - 9.09% Disagree - 12.12% School Climate/School Feedback: Students feel motivated to learn Agree – 74.51% Neutral – 17.64% Disagree - 7.84% Adults at this school treat all students with respect. Agree – 92.15% Neutral – 5.88% Disagree- 1.96 If another student was bullying me, I would tell an adult at this school. Agree – 80.39% Neutral – 9.80% Disagree- 3.92 Adults in this school respect differences in students (such as gender, race, culture, sexual orientation, religion, and physical or mental disability) Agree - 88.323% Neutral - 3.92% Disagree - 3.92% Not Applicable- 3.92% Survey Response Summary: The feedback highlights issues regarding social interaction, teaching effectiveness, communication, and alignment with the school's educational philosophy. These aspects significantly impact respondents' inclination to recommend the school to others. In general, the feedback suggests a desire for a more stimulating, participatory, and nurturing learning atmosphere that facilitates the attainment of educational goals. Our responses indicate a need for increased parental involvement in their child's learning. We will persist in refining and enhancing our efforts to meet these expectations. Based on our student survey data analysis for the 2023/24 academic year several key learnings have been identified, encompassing both areas of strength and areas for improvement. School Feedback: Students report they feel that the school provides a good education, indicating overall satisfaction with the academic offerings and instructional quality. A majority of students feel that the school provides the necessary materials for learning, highlighting a strength in resource provision. School Climate/School Feedback: The majority of students feel motivated to learn, suggesting a positive and supportive learning environment. Students believe that adults at the school treat all students with respect, indicating a positive school climate and culture. High School Specific Feedback: While a significant portion of students feel prepared for future college and/or career paths, there is also a notable percentage who are uncertain, suggesting a need for further clarification or support in this area. A considerable percentage of students are clear about which courses they need to enroll in and pass to graduate from high school. Additionally, there are a number of students indicating they need more guidance and communication regarding graduation requirements. Areas for Improvement: Survey responses indicate a desire for more flexibility in pacing schedules and instructional approaches, suggesting a need for greater adaptability to individual learning styles and preferences. Students express a desire for additional support and resources, particularly in navigating changes in teaching standards and workload expectations. We have addressed this concern by adding a leadership position and creating parent-friendly implementation and pacing guides for our School Selected Curricula. Improved communication is highlighted as a key area for enhancement, indicating a need for clearer and more transparent communication channels between students, parents, and school staff. Parent engagement is crucial for fostering parental involvement. Beginning in 2024-25 we will be using a new communication platform to address this concern. Students express a need for diverse learning opportunities, indicating a preference for a curriculum that is inclusive and adaptable to various interests and learning preferences. It's vital to acknowledge that the feedback from our students may also signify a call for increased parental involvement. Met 2024-06-11 2024 09618460000000 Camino Union Elementary 6 The Camino Union School District annually administers the California Healthy Kids Survey. The district through the LCAP process, decided to track certain questions in both the student and staff surveys over the course of the next few years to determine if the programs and supports the school are implementing are meeting the desired outcomes. The following are the questions the district will track and the results of the most recent 2023-2024 survey results: Elementary: -Are you happy to be at this school? 48% all the time, 26% most of the time--74% positive -Do the teachers and grown-ups at school care about you? 59% all of the time, 30% most of the time--89% positive -Do the teachers and grown-ups at school listen when you have something to say? 37% all, 37% most--74% positive -Do you feel like you are part of this school? 48% all, 30% most--78% positive -Do you feel good and and happy? 33% all, 41% some--74% positive -If you tell a teacher that you've been bullied, will the teacher do something to help? 48% all, 33% most--81% positive Middle School: -I feel like I am part of this school. 33% strongly agree, 18% agree--51% positive -There is a teacher or some other adult from my school who really cares about me. 26% very much true, 44% pretty much true--70% positive -There is a teacher or some other adult from my school who tells me when I do a good job. 41% very much true, 32% pretty much true--73% positive -There is a teacher or some other adult from my school who believes that I will be a success. 38% very much true, 35% pretty much true--73% positive -At school I have a say in how things work. 15% very much true, 12% pretty much true--27% positive The district determined these questions to track as climate and culture were important areas of focus. The data indicates that work needs to be done to have students feel more included in the school and connected to the adults on campus. There has been a high turnover in administration in this district over the last five years. This has led to inconsistencies in discipline practices and the development of a positive and supportive culture. The middle school student data indicates that middle school students do not feel they have much say in how the school works. The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently as well as implementing the Peaceful Playground program. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Met 2024-06-20 2024 09618460123125 Camino Polytechnic 6 The Camino Union School District annually administers the California Healthy Kids Survey. The district through the LCAP process, decided to track certain questions in both the student and staff surveys over the course of the next few years to determine if the programs and supports the school are implementing are meeting the desired outcomes. The following are the questions the district will track and the results of the most recent 2023-2024 survey results: Elementary: -Are you happy to be at this school? 48% all the time, 26% most of the time--74% positive -Do the teachers and grown-ups at school care about you? 59% all of the time, 30% most of the time--89% positive -Do the teachers and grown-ups at school listen when you have something to say? 37% all, 37% most--74% positive -Do you feel like you are part of this school? 48% all, 30% most--78% positive -Do you feel good and and happy? 33% all, 41% some--74% positive -If you tell a teacher that you've been bullied, will the teacher do something to help? 48% all, 33% most--81% positive Middle School: -I feel like I am part of this school. 33% strongly agree, 18% agree--51% positive -There is a teacher or some other adult from my school who really cares about me. 26% very much true, 44% pretty much true--70% positive -There is a teacher or some other adult from my school who tells me when I do a good job. 41% very much true, 32% pretty much true--73% positive -There is a teacher or some other adult from my school who believes that I will be a success. 38% very much true, 35% pretty much true--73% positive -At school I have a say in how things work. 15% very much true, 12% pretty much true--27% positive The district determined these questions to track as climate and culture were important areas of focus. The data indicates that work needs to be done to have students feel more included in the school and connected to the adults on campus. There has been a high turnover in administration in this district over the last five years. This has led to inconsistencies in discipline practices and the development of a positive and supportive culture. The middle school student data indicates that middle school students do not feel they have much say in how the school works. The district has seen the mental health services through the Wellness Center as a positive in supporting our students. The district wants to broaden the number of students who access the services and make sure parents are aware of the services offered. In addition, the district would like to provide more consistency in the discipline and overall culture of the campus. The district plans to use the Positive Behavior and Intervention Support program implemented with fidelity and consistently as well as implementing the Peaceful Playground program. To address the need for students to feel more involved, the district is implementing a Peer to Peer program in which students will support students. Met 2024-06-20 2024 09618530000000 El Dorado Union High 6 On an annual basis, the El Dorado Union High School District administers the California Healthy Kids Survey to all 9th and 11th grade students. In considering the key indicators from the survey, several data points stand out from the 23/24 administration of the survey, specifically: - School connectedness continued to rise for the third straight year. - Caring adult relationships rose for the third straight year and hit their highest point in the past five years. - Perceived school safety rose for the third straight year and was back on par with pre-pandemic levels. - Meaningful participation remained steady but still was lower than pre-pandemic levels. - Students experiencing chronic sadness and considering suicide were relatively unchanged. Among other positive data seen in the CHKS this year were decreases in students reporting harassment or mean rumors. Substance use at school also showed a continued decrease with it reaching the lowest level in five years. As we emerged from the pandemic, the district saw a definite increase in student mental health challenges. CHKS data, in 2021, indicated that 44% of students were experiencing chronic sadness or hopelessness. Fortunately, in great part due to the efforts of the district noted later in this entry, that number has been reduced to 32% as of the 2024 administration of the CHKS. Furthermore, suicidal ideation decreased 7% from the prior year. The District continues to work to improve school culture and climate so that we may increase student engagement and prevent negative behaviors. The district will address the mental wellness and behavioral needs of our students going forward by adding targeted supports through additional staffing, programs, and data analysis. The Deans of Students, whose primary role is early intervention with students experiencing behavioral challenges, have been working diligently to develop programs to reduce disciplinary recidivism as well as closely analyze the protocols by which consequences for behavioral infractions are used as opposed to a positive behavioral supports model. As a part of the responsibilities for these positions, the Dean of Students work closely with Wellness Center staff to develop wrap around services for students returning from suspension or experiencing chronic behavior or attendance issues. Met 2024-06-13 2024 09618530930214 Pacific Crest Academy 6 The California Healthy Kids Survey (CHKS) was administered to 9th and 11th grade students in the Fall of 2023. This data was analyzed and compared to the prior 3 years of the survey. This analysis was done with staff, parents, and students. Areas of greatest strength (and continued strengths from previous years) include: Perceived safety at school, Feeling safe at school, Teachers treat students fairly and with respect, School connectedness. The percentage of students reporting having a caring adult relationship was 78%, which is a strength that we would like to maintain or increase. The most prevalent areas of concern are students reporting feelings of chronic sadness and hopelessness, as well as declining school motivation. Our subgroup population numbers are low, so we are not providing disaggregated data to protect student privacy. In particular, we see a need to address the continuously declining rates of academic motivation according to 9th and 11th graders surveyed on the California Healthy Kids Survey (CHKS). Academic motivation fell from 65% in 2022 to 58% in 2023 and even lower to 49% in the 2023-24 school year. In addition, 30% of 9th and 41% of 11th graders surveyed indicated being in socio emotional distress. We will continue to build on the successful school climate and caring relationships. Decreasing socio emotional distress is paramount for students' wellbeing. Increasing academic motivation will also further support students' academic achievement and preparedness for college and careers after high school. The positive, safe, and supportive climate at Pacific Crest Academy is one of the most valued features of our school. We will continue to keep one of our LCAP goals focused on students' socioemotional wellbeing. We are developing a peer mentoring program and are implementing SEL curriculum into Advisory and core content classes. We will be increasing our student recognition to celebrate achievement, implement more community building and wellness activities, and increasing College Tour opportunities. We continue to offer counseling services through the Wellness Center (located on Union Mine's campus). Met 2024-06-13 2024 09618790000000 Gold Oak Union Elementary 6 Data from 2022-2023 Health Kids Survey was shared with our Board of Trustees, staff, and parents. Our School Site Council has considered this data while forming our Joint Single Plan for Student Achievement and Safety Plans. GOUSD Parent Data Results: GOUSD is a safe place for students: 88% Yes (22-23); 88% Yes (21-22) GOUSD adults really care about students: 87% Yes (22-23); 91% Yes (21-22) Participation rate: 20% (22-23); 29% (21-22) PV Student CHKS Data Results: I feel safe at my school: 7th Grade: 50% agree/23% neutral (22-23); 50% agree/26% neutral (21-22) 8th Grade: 26% agree/34% neutral (22-23); 44% agree/34% neutral (21-22) Our priority is to address all safety concerns. Our goal is to bring those numbers to 100%. We transitioned from using the Healthy Kids Survey in 2023-2024 and began using KELVIN as a survey tool. Similar questions were used for appropriate comparison. KELVIN will allow us to monitor the social emotional wellbeing of our students and staff on a more frequent basis. In using the CHKS data from the 2022-2023 school year, we were unable to disaggregate by student groups. We will look into better methods of disaggregation when using KELVIN in the future. Opportunities for student voice were provided through classroom activities and learning circles. Improving school culture post-pandemic has been a priority for GOUSD. Through survey data analysis, stakeholder feedback at SSC, PTO, Coffee Chats, Board Meetings, Listening Circles, and informal conversations, improving school safety, climate, and behavioral supports have been identified as areas of focus. Staff continue to work on improving PBIS, sustaining strong counseling support, seeking assistance for behavioral supports from a contracted BCBA. Our Cal Hope grant has funded a SEL Coordinator and SEL curriculum through 2024-2025 to teach SEL tools and character building to our students and staff. Our COPS Grant has also allowed us to install cameras at each site and install a new phone/communication/emergency system to improve safety, as well. As stated in Prompt 1, we were unable to disaggregate CHKS data from 2022-2023. GOUSD will work toward continuous improvement. We will monitor progress and feedback then adjust as needed. Met We understand the high level of importance that school climate plays in each student's success. Great emphasis will continue to be placed on developing and maintaining a positive, healthy, and productive school climate. 2024-06-25 2024 09618870000000 Gold Trail Union Elementary 6 GTUSD provides the CAHKS every other year. The 2023-24 school year is not a year that we provided the CAHKS. However, we do survey students throughout the year for school climate data. This year specifically, we targeted students in grades 4-8 to collect similar data regarding school climate to the CAHKS. The data provided us with student ethnicity and living status. It also provided student feedback on school connectedness and safety. It is data that is shared out to the community partnership team (DAC) and the Board of Education. Current third grade parents in particular were provided dats from the 4th grade parent survey and student survey. The 4th grade survey was a result of 3rd grade parent concerns about moving students to a campus with 4th -8th grade students on the same campus. "The surveys provided were enlightening. The results of the 4th grade survey for both students and parents came back more positive than initially imagined. Students had an easier time adjusting that we believed. The biggest adjustment was actually going from standards based grading to grades. It is a goal that the 3-5 vertical team will work on this coming year. The students enjoyed school and wished for more recess and more PE. The students in 4th grade had positive interactions with the 8th graders overall, and were most challenged by their relationships with other 4th graders or with 5th graders. The 6-8 grade survey came back with better than expected results. Students felt safe and connected at school. The junior high students feel heard by adults and supported by adults (mid 80%). Our goal will be to have that number remain a solid 85% as we move into next year. 70% of students feel safe all or most of the time on campus with another 21% responding sometimes. There is not a student reported issue with drugs on campus. In addition, according to junior high students fighting is not a huge issue on campus. The 5th grade survey was the most concerning of all of the grade levels. 30% of 5th graders reported being in a physical altercation, which is not similar to the school discipline records that capture that data. Although the 5th graders have connections with their teachers, 16.4% of 5th graders do not feel supported by adults which seems to be a very high number for a small class of students. The largest complaint voiced by the 5th graders was the relationship with one of the teachers who raised his voice too often. PE and recess also rose to the top of the ""what would make school better"" for the 5th grade students." "The 3-5th grade vertical articulation team will work on moving from grades on report cards to standards based grading to better align with K-5 practice. This will come after a year of intense curriculum articulation work to the standards. Parent and student input will continue to drive the decisions. We will, additionally, do some more intensive training with staff around relationships and preventative strategies. 50% of the 5th-8th grade students felt that behaviors at school were high or somewhat high. Providing a means to add additional restorative practices and measures that prevent the students' behavior from being ""poor"" needs additional time and resources. Adding a peer mediation team will support that work next year with team ImPACT." Met 2024-06-07 2024 09618950000000 Indian Diggings Elementary 6 In the spring of 2024 surveys in school climate were completed showing the following over all satisfaction rates: Parents - 99%, Staff - 94%, Students - 85%. Other metrics used in 2023-2024 to identify trends in school climate are: School attendance rates: 97% Chronic absenteeism: 0% Middle school drop outs: 0 Pupil suspension days: 0 Pupil expulsions: 0 Percent of students participating in offered courses: 100% School climate results show a high level of satisfaction with school staff and their efforts to provide a positive and interesting curriculum. Specific data indicates that one parent feels work could be done in the area of learning difficulty identification and classroom engagement. Staff feel work on engaging parents with homework help and helping students with their work ethic could benefit the school climate. Students would like peer to peer relationships to improve. School Attendance rates are up from 88% last year showing an marked increase and Chronic absenteeism is down from 29%. This would indicate an increased desire from parents and students to attend school and therefore a positive school climate. The drop out, suspension, and expulsion data would also support the conclusion that the school climate is a positive force on student behavior. In response to the results, steps are being taken improve students peer to peer relationship skills as well as their work ethic. Met 2024-04-10 2024 09619030000000 Lake Tahoe Unified 6 LTUSD administers the California Healthy Kids Survey (CHKS) to grades 5, 7, 9, and 11 biannually. The following analysis reflects 2021-22 survey results; 2023-24 results pending at the time of this writing. % completed the survey Grade 5: 34% Grade 7: 42% Grade 9: 65% Grade 11: 29% Alternative education grade 11: 72% Feel safe at school 5: 74% School perceived as safe/very safe (includes Cyberbullying) 7: 43% 9: 46% 11: 53% Alternative education grade 11: 77% School Connectedness 5: 70% 7: 48% 9: 49% 11: 47% Alternative education grade 11: 60% Academic motivation 5: 86% 7: 52% 9: 58% 11: 63% Alternative education grade 11: 48% Meaningful participation at school-pretty or very much true 5: 35% 7: 22% 9: 19% 11: 27% Alternative education grade 11: 35% Caring adult relationships 5: 61% 7: 50% 9: 46% 11: 48% Alternative education grade 11: 62% High expectations-adults in school-pretty or very much true 5: 74% 7: 65% 9: 59% 11: 62% Alternative education grade 11: 64% Experienced frequent/chronic sadness/hopelessness 5: 29% 7: 35% 9: 37% 11: 38% Alternative education grade 11: 25% Considered suicide 5: N/A 7: 21% 9: 21% 11: 13% Alternative education grade 8% As compared to the 20/21 survey results, a lower percentage of students feel their school is safe, connected to their school, are academically motivated, and have meaningful participation at school. Additionally, a lower percentage of students feel they have a caring adult relationship and adults have high expectations of them. Approximately the same percentage of students experienced chronic sadness or hopelessness than last year but a higher percentage have considered suicide. The COVID-19 pandemic is likely the main contributing factor to the decline in students’ overall sense of well-being. "To address student social-emotional and mental health needs such as chronic sadness and ideations of suicide, LTUSD plans to implement: - Two existing and two new Elementary Counselors to support social-emotional learning (SEL) - Continue to contract a Student Advocate to provide SEL/behavioral and mental health services and resources - Continue with districtwide Nursing Services - Continue with support through school district Psychologists - Maintain Wellness Centers at South Tahoe High School, South Tahoe Middle School, and Bijou Community School - Continue local agency partnerships focusing on student social-emotional, mental, and behavioral health" Met 2024-06-27 2024 09619110000000 Latrobe 6 A summary of the data received in our annual survey indicates that a majority of parents are appreciative and satisfied with the current work our schools are doing with respect to academics, safety, and school-community relationships. When asked about whether their children are appropriately challenged academically, 94% of respondents indicated that they agree or strongly agree and 91% of respondents agreed or strongly agreed that our teachers promote positive communication and collaboration skills in the classroom. When asked questions regarding safety at school, 97% of respondents reported that their child feels safe at school. Results from the parent survey also indicated that school-community relationships are a strength. 90% of parents reported that they receive support from the school when needed and 88% feel that the school views parents as partners in the educational process. 87% of parents believe that school staff shows respect for students and parents and 97% of parents found the office staff to be helpful. Finally, 94% of parents reported that their child enjoys going to school and 90% of those surveyed feel that our schools are welcoming and inclusive. When it comes to areas for improvement, campus security at Miller’s Hill surveyed a bit lower, with approximately 80% of respondents indicating that they strongly agree or agree that the campus is “safe and secure”. Open ended comments revealed that some feel a fence around the campus would be beneficial. Open Ended Survey questions also revealed that parents are quite happy with our district’s communication efforts, how caring the staff is, the emphasis we place on academic rigor, and how safe our campuses are. These open ended comments also indicated that many parents would like to see more study of music, foreign language, and other additional enrichment activities. Students from grades 4-8 were also surveyed and school administration met with the student leadership team. Most students reported feeling respected by staff and safe and welcome at school. When it comes to areas for improvement, many expressed an interest in having more playground equipment, more opportunities for sports, especially in grades 4 and 5, and a desire to see improved behavior in their peers. Detailed and disaggregated analysis of each individual LCAP Survey revealed that the majority of parents and students express high satisfaction and appreciation for the work being done by our schools. Our ongoing efforts in communication, academic rigor, and safety are acknowledged and should be sustained. However, opportunities for enhancement may arise, particularly in the realm of enrichment activities, such as foreign language music instruction and extracurricular athletics. After a careful review of the LCAP Survey data, the district will prioritize and provide funding for additional enrichment activities including music instruction, robotics, drama, and foreign language. Met 2024-06-16 2024 09619290000000 Mother Lode Union Elementary 6 MLUSD annually surveys students using a local survey in grades 3-8, and staff in all grades and departments. Over 83% of participants feel like they belong in school and the majority of participants feel safe in a variety of locations including the playground, classrooms, lunchroom, and busses. There is a strong sense of connectedness among students and staff based on survey results. Results also showed, however, that student feel less safe when they are in unsupervised areas such as the bathroom or walking to and from school. Changes to supervision practices have been modified to improve the sense of safety in targeted areas around campuses. Met 2024-06-12 2024 09619450000000 Pioneer Union 6 71 students in 6th-8th grade students completed the Spring 2024 Student Climate Survey Students agree or strongly agree that school is a supportive environment: 64% Students agree that school is safe or very safe: 69.1% The perception students have regarding their opportunities for meaningful participation in school is an area that can improve outcomes and student engagement at the middle school. The Listen and Leap team and Student Council will work with the counselor and principal to create an active and engaged student council/leadership group that meets regularly and represents students from 6th-8th grade. Met 2024-06-13 2024 09619520000000 Placerville Union Elementary 6 PUSD annually surveys students [CA Healthy Kids Survey] grades 5-8). See PUSD web page for Student survey results will be reported to the PUSD Governing when we receive them from CDE. The HKS is shared through the School Site Council, Health Education Advisory Committee as well as all teaching staff. Goals are written concerning school climate based on the information pulled from the CHKS. Students overall feel very safe at school and are supported by their teachers. The vast majority are engaged on the school campus and in activities provided by the school. There is a higher level of anxiety and depression sited by students that needs to be addressed. PUSD will be adding additional student support for student exhibiting behavioral issues. Trained Para-Professional positions will be added at each school site and will be overseen by the District Behaviorist. A Wellness center will be added to each of the elementary school to help provide the counseling services that are necessary. Met 2024-06-09 2024 09619600000000 Pollock Pines Elementary 6 Pinewood Local Surveys- Staff, families and student participated in a mid year survey to provide input on strengths and needs (STAFF- strengths included engagement, happy families/kids, communication, adult presence on campus, and staff relations. needs - meeting needs of struggling students, cafeteria environment, math curriculum, need for common assessments, and counseling for younger kids. FAMILY - surveyed areas included scales for welcoming environment, academic achievement, home/school connection, and student emotional wellbeing STUDENT -Same measures as family survey but simplified. District Family Survey - 106 responses measuring on similar themes as the Pinewood site survey California Healthy Kids Survey - The 5th and 7th graders took this survey. The district pays added attention to responses to school safety and school connectedness. (pending current results, but these two areas scored relatively low on previous year survey. At the middle school, CHKS data from 202-2023 revealed a concern for student safety as related to bullying and drug use (specifically increased vaping); Parent surveys indicated the need for added communication especially at the middle school level and the need for engaging. Expand the CHKS survey to all students at the middle school to continue to measure perceptions of school safety and school connectedness. Administer shortened surveys at the beginning and mid-year for additional improvement analysis. Based on results, this year the district increased its partnership with local law enforcement to come into the 3rd and 5th grade classrooms to provide the 10 week long Safeguarding Children Healthy Initiative Education Law Enforcement Program (SCHIELD) as well to present the importance of being drug free to all students during Red Ribbon Week. To encourage reporting of the district adopted StopIt, an anonymous means to communicate concerns that compromise the safety or wellbeing of individuals within our school community. To enhance home to school communication, the District will be utilizing Parent Square Communication system in the coming year. Met 2024-06-13 2024 09619780000000 Rescue Union Elementary 6 Positive school climate is a source of pride for the Rescue Union School District. Teachers, support staff, administrators, and the students themselves go to great lengths to ensure that children feel safe and connected to their school. Results from the 2023-2024 RUSD Culture and Climate Survey, administered to third through 8th grade students at all schools, indicate that 84% of elementary and middle school students feel connected to their school most or all of the time. 92% of elementary students and 91.1% of middle school students reported feeling safe at school most or all of the time. The California School Dashboard illustrates that our suspension data is much lower (1.5%) than the state average (3.5%) and continues to decline. Chronic Absenteeism percentages while improving to 11/1% from the previous year of 19.9%, are an area where improvement is needed. To address suspension rates, discussions continue to be held with our Multi-Tiered System of Support Coordinator, school site principals and teachers to develop better alternatives to suspension. Restorative Practices training and associated school-based programs have been implemented at all schools to promote alternatives to suspension. The district continues to implement and evaluate Positive Behavioral Interventions and Supports at all seven schools, and a behaviorist and supporting team of paraeducators have been hired to work directly with students who may be engaged in behaviors that could lead to suspension. Social Emotional Learning and Trauma Informed Practices continue to be a focus this year to help school personnel better understand students' emotional states and provide appropriate responses. Full-time Counselors have been hired at all elementary sites as well as Additional Psychologists and Behaviorists have been hired to support students as well. To further lower our chronic absenteeism rate, the district is closely monitoring absences for all students and using various means to reach out to families who have students with excessive absences. Outreach programs include in person meetings with administrators, phone conferences with principals and secretaries, letters mailed to families, and partnerships with the El Dorado County Office of Education. To further support our socioeconomically disadvantaged students and students with disabilities, the Rescue Union School District is utilizing LCFF base and supplemental funds to address the academic achievement gaps for all students, including English learners, Socioeconomically Disadvantaged students, Homeless/McKinney Vento Students, and Students with Disabilities. Intervention funds are allocated to each of our seven schools to support academic and social emotional learning programs for students who need them. "The analysis of school climate data in the Rescue Union School District (RUSD) reveals several key learnings, strengths, and identified needs across various aspects of the district's operations. The district has maintained strong academic performance, with English Language Arts and Mathematics scores in the green performance level, indicating above-standard achievement??. However, The progress of English Learners (ELs) has been identified as an area needing improvement, with a significant decline in the percentage of ELs making progress??. According to the California School Dashboard, English Learner Progress data demonstrates that only 41.6% of English learners made progress, marking a decline of 25.4%. This area requires targeted interventions to support English learners more effectively. The district has implemented effective engagement strategies, as reflected in the ""standard met"" ratings for Parent and Family Engagement and Local Climate Survey indicators??. However, Chronic absenteeism remains a concern, particularly among specific student groups, indicating a need for targeted interventions to improve attendance??. RUSD has seen improvement in the percentage of chronic absenteeism moving from 19.9 percent in 2022 to 11/1% in 2023. However, there is still more that needs to be done to continue the improvement. RUSD emphasizes creating a supportive and diverse environment. Programs like the Multi-Tiered Systems of Support (MTSS) and full-time counselors at each site address the social, emotional, and behavioral needs of students????. There is still a continued need to focus on inclusivity and support for diverse student groups, particularly in addressing the needs of socioeconomically disadvantaged students and ensuring equitable access to resources??. " To address the challenges listed in prompt 2, RUSD is committed to doing the following: Enhance Support for English Learners: Implement targeted interventions and continue to support programs tailored to the needs of English learners to boost their academic progress. Provide teachers with resources to support the unique needs of English Learner students. Pre-Summative ELPAC conferences are being held, and will continue next year, with students in grades 5-8 at many of our schools to explain the importance of the assessment and reclassification. Pull out English Language Development instruction is being provided at Green Valley and the District is exploring options and funding sources to provide similar supports at other sites. The District is working on supporting Long Term English Learners who are struggling by providing instructional support so they can achieve reclassification. English Learner students who are Reclassified are monitored through each school site's Tier 2 discussions as part of our Multi-Tiered Systems of Support (MTSS) program. In collaboration with our Special Education department, alternate assessments are being administered and discussed within Individualized Education Plan (IEP) meetings as another avenue toward reclassification. Enhance Support for Chronic Absenteeism: Continue to develop, refine, and implement strategies to engage students and families more effectively, aiming to reduce absenteeism and promote regular attendance. The District is reviewing student attendance monthly, and school sites are monitoring irregular attendance issues daily, to identify students at risk of being classified as Chronically Absent. School leaders and office staff, along with district staff are communicating with families, having meetings to determine the nature of the absences, and providing support depending on the individual circumstances of the student/family. The District has formed an attendance committee that is developing an attendance procedures handbook. This handbook will include attendance expectations, resources to educate and assist families in improving student attendance, and guidelines for school support and interventions. Tier 2 meetings are held at all schools, but specifically at Green Valley Elementary and Rescue Elementary, our two Title I schools, to discuss student concerns. The conversations include our English Learner and Hispanic student groups, whose attendance shows the need for significant improvements, based on the California School Dashboard indicator. Met 2024-06-25 2024 09619860000000 Silver Fork Elementary 6 Due to the small size of the school of 15 students, a formal survey would not be appropriate. With this said students participate in one-on-one meetings with the school administration in order to understand student perceptions on school safety and connectedness. The school has a family oriented climate where students feel safe, and welcome and parents are very involved in their learning. No changes are planned for this priority. Met 2024-06-13 2024 09737830000000 Black Oak Mine Unified 6 This reflection is based off of the California Healthy Kids middle school and high school surveys. In 2023, the District was below the state average in the following categories: school connectedness, academic motivation, caring adult relationships, high expectations, meaningful participation, and perceived school safety. The highest satisfaction rating for middle school was in the category of high expectations at 59%. The highest rating for high school was also in the category of high expectations at 64%. The greatest area of needed improvement is meaningful participation at middle school at 20%. This was also the greatest area of needed improvement at high school at 30%. The three highest priorities for the District to improve the climate at our sites are the following: Middle school = meaningful participation, perceived school safety, and school connectedness, High School areas of improvement = meaningful participation, academic motivation, and school connectedness. For continuous improvement, the District's new 24-27 LCAP will focus on the following based off of this data: *Meaningful participation/academic motivation - increased art and music offerings, additional CTE pathways, student goal setting and self-monitoring *School safety - improved site safety plans, training by the Office of Emergency Services on emergency preparedness and response, improvements to site communication and security monitoring devices *School connectedness - increased student recognition, college/career symbolism at all sites, student goal setting with monthly personalized recognition Met 2024-06-20 2024 09737830121566 American River Charter 6 American River Charter is an independent, homeschool charter and part of the Black Oak Mine Unified School District. Annually families are encouraged to participate in a parent survey. For the 23-24 school year only 13% of families participated. Those that responded had a 100% overall satisfaction rating, 97% reporting their student was experiencing academic success, 96% had positive engagement with their supporting teacher, and 100% of families reported they felt welcomed and encouraged by the teaching and administrative staff. Based on the low percentage of families participating in the annual survey, increased participation will be an area of focus in the upcoming school year. Parents who completed the survey identified that increased opportunities for students to connect with their peers as a need. Through analysis of the parent survey, actions will take place to provide students with more opportunities to interact with their peers on campus or through community events. Met 2024-07-09 2024 10101080000000 Fresno County Office of Education 6 The LEA administered an anonymous online survey and asked students to indicate their inclusion within student group(s). Due to the small student population, the LEA can share disaggregated data for Hispanic, African-American, and Low-Income students, in addition to the all students group. 74% of all students, as well as Hispanic and Low-Income students, reported a safe and welcoming environment at school. However, 68% of African-American students reported the same. 68% of African-American students reported feeling connected to school, while 71% of all students and low-income students and 78% of Hispanic students felt connected. 75% of all students, as well as Low-Income and Hispanic students, believed that their schools provided the necessary support to build strong relationships with staff and other students, while 68% of African-American students felt the same. 67% of Hispanic students, 64% of all students, and Low-Income students believed their schools shared information and opportunities for participation with their parents and families. In comparison, 56% of African-American students indicated the same. In a narrative prompt, all student groups indicated that frequent contact with their parents, especially when sharing positive news or information, is vital in fostering a connection to the school. In addition, school events where families were present were noted as necessary. The local survey data indicates that the Hispanic student group reported a positive school climate in the areas of safety, connection, student and staff relationships, and parent involvement with their schools. All students and Low- Income student results were similar in the same areas. While most African-American students reported a positive school climate, their survey results represented a comparably lower sense of safety, connection, student and staff relationships, and parent involvement with their schools. The highly mobile student population means 86% of pupils enter and exit within a semester. This complicates building the student, parent, and school relationships that contribute to a positive school climate. However, student survey results and LEA experience indicate the importance of frequent contact and collaboration with families. The LEA intends to partner with collaborative agencies and LEA staff to build upon school climate successes with all students, Hispanic and Low-Income students, including English Learners in their home languages. This will consist of direct services with mentors, All 4 Youth staff, county probation, counselors, nursing staff, school psychologists, and all teachers and administrators in implementing PBIS and related programs. In addition, the LEA will work specifically to increase social/emotional and parent partnership support for African- American students. This will include partnerships with LEA experts and staff development principally directed at building capacity for a strong connection with African-American students and their families. The LEA also intends to purposefully increase communication with students' parents and families, including when positive news and outcomes can be shared. In addition, parenting classes will continue, as will participation in PTA and school Site Councils, as well as other events, including Open House, Back to School, graduation ceremonies, and parent evenings. Translation and interpreting services will continue to be provided as well. Met 2024-06-20 2024 10101080109991 Crescent View West Public Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 95% of students reported that they felt connected to an adult at the school" This was very meaningful to the school because the faculty and leadership intentionally ensure that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware that our students require additional attention and outreach, so they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma-informed practices with fidelity. During the school year, 99% of staff reported that they felt safe, and 99% of staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-06 2024 10101080111682 Hume Lake Charter 6 "In a recent survey, conducted in March 2024, parents, teachers, and students reported on key issues involving the school. Of the 20 surveys sent out to the 1st – 6th grade students, 20 reported back. Of the 26 surveys sent out to 7th – 12th grade students, 26 reported back. Of the 43 surveys sent out to parents, 17 reported back. Of the 14 surveys sent out to the teachers and instructional staff, 14 reported back. The results of each survey were shared with and approved by the local governing board during a regularly scheduled meeting on March 11, 2024. Student subgroups cannot be disaggregated for further study of survey results due to the small size of the classes. The largest single class in the school, of the grade levels surveyed, had only 7 students, so the students were grouped by 1st – 6th and 7th – 12th, in order to protect student privacy. Students in the 1st – 6th grade reported the following: ""The teachers and staff at Hume Lake Charter School care about me."" 20 out of 20 students responded all of the time. These same students also reported the following: ""Hume Lake Charter School is a safe place to go to school."" 19 out of 20 reported that this is true most of the time or all of the time. The 7th – 12th grade students responded to the following: ""The teachers and staff at HLCS care about me.” 21 out of 26 of the 7th – 12th grade students indicated that this is true most of the time or all of the time. ""Hume Lake Charter School is a safe place to go to school."" 24 out of 26 of the 7th – 12th grade students responded that this is true most of the time or all of the time. ""The school has high academic expectations of me."" 21 out of the 26 7th – 12th grade students agreed that this is true all of the time or most of the time." Some of the primary concerns voiced by parents and students focused on size of certain facilities, adequate funding, and increased technology along with on-line course issues. As a result of these responses and the results of our WASC self-study and ongoing goals, 3 continuing or on-going areas of need were identified. First, adequate facilities for meeting our growing student population are a great need. We were able to implement creative reorganizing going in to the 2021-22 school year, but the longevity of our current facilities or the pursuit of new facilities is still to be determined. Second, adequate funding was identified, and in response, HLCS submitted an application and was accepted for the REAP/SRSA grand through the Federal Government. The third is the need for a more robust professional development program, and the master calendar and bell schedules have been adjusted to provide more time for teachers to engage in this pursuit. Met 2024-06-17 2024 10101080119628 Big Picture Educational Academy 6 DATA by grade span: 3-5: Basic Needs 3.43, Belonging 3.5, Self Efficacy 3.66, Rigor 3.86, Hope 3.89 6-8: Basic Needs 3.07, Belonging 3.42, Self Efficacy 3.65, Rigor 3.51, Hope 3.75 9-12: Basic Needs 4.34, Belonging 4.13, Self Efficacy 4.19, Rigor 4.12, Hope 4.23 MEANING: TK-5: The youngest students have a strong sense that their basic needs will be provided for. They have high hopes and believe that school is rigorous. However, their sense of belonging and self-efficacy scores mean that work needs to be done to make them feel that they belong and are capable. 6-8: Our middle school students also echo the strengths of our campus culture in that they believe their needs will be met. They show the most need in their sense of belonging, which is developmentally appropriate, however the staff will focus on this area to ensure the students know they belong. 9-12: Our high school students feel relatively certain that their basic needs will be met. It is concerning that they continue to feel a lack of belonging. Our focus will be giving them opportunities to develop ideas and plans any time possible, to increase their sense of belonging and hope. USE: TK-5: We will provide more opportunities for choice and risky tasks which provide them with a sense of self-worth and display their abilities. Exhibitions will be focused on spotlighting the relative capabilities of each student. We will lean in to our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope. 6-8: We will continue our peer connections programs, such as “bigs & littles”. Exhibitions will be focused on spotlighting the relative capabilities of each student. We will lean in to our SEL / Counseling staff to help students trust the systems that are in place to support them in the areas of belonging and hope. 9th-12: We will require 100% participation in our LTI program, which will create opportunities for all students to try new vocational environments and opportunities. Additional High School clubs and sports will be introduced to create additional points of connection based on interest. Met 2024-06-27 2024 10101080127514 Kepler Neighborhood 6 The Local Climate Survey was given to students, staff/teachers, and parents/guardians in the Spring of 2024. The focus of the survey was to determine input for the LCAP and school safety and school connectedness. Students Responses 91.36% of students feel safe in the classroom. 85.19% of students feel safe in the cafeteria. 86.42% of students feel safe on the playground. 91.36% of students feel they can talk to their teacher if they have a problem. Teachers/Staff Responses 97.73% of teachers/staff feel the teachers/staff treat students fairly regardless of race, ethnicity, or culture. 72.73% of teachers/staff feel that they play a crucial role in the school community. 97.73% of teachers/staff feel highly supported and encourage to contribute innovative ideas and suggestions within the school environment. Parent Responses 97.30% of parents feel the staff at Kepler prioritizes the health and physical safety of my child(ren). 89.19% of parents feel that Kepler's administrators promptly address instances of conflict, physical aggression, and other serious behavioral issues with care and attention. 97.30% of parents feel comfortable approaching the school with questions, a problem or a complaint. The key learnings determined by Kepler identified positive growth in school safety and student connectedness to teachers and staff. The majority of the students feel safe in the classroom, the cafeteria, and the playground. Attention must be paid to safety in the cafeteria and on the playground, but the parents recognize that Kepler prioritizes the health and physical safety of the students. Teachers and staff recognize the growth that students feel in coming to them with problems and attention to students' social emotional well-being is paramount. Kepler will continue support the Positive Behavior Intervention and Supports to ensure a positive school climate and culture. Kepler will incentivize positive behavior through weekly drawings, incentives, and rewards for school competitions. Kepler will host assemblies about bullying, social emotional well-being, and other activities that encourage student engagement. The Dean will work directly with students and families to reduce suspensions and utilize alternative to suspensions through the practice of restorative justice which may include peer mediation, conflict resolution, restitution, peer tutoring, and incentives for positive behavior. Met 2024-06-18 2024 10101080136291 Career Technical Education Charter 6 CTEC conducts an annual School Culture Survey for students in grades 9-12, aiming to assess various aspects of the school environment and student experiences. The survey, modeled after the California Healthy Kids Survey, is tailored to reflect the unique programs and offerings at CTEC. This approach helps to identify strengths within the academic program while also pinpointing areas requiring improvement. In the latest survey, approximately 65% of students participated, providing valuable insights into the school culture. Notably, the distribution of respondents across grade levels was uneven, with 50% from the freshman class, 27% from the sophomore class, and 13% from the junior and senior classes. This distribution suggests a higher engagement level among freshmen, which could inform targeted support initiatives for other grade levels. Gender representation in the survey reflects the school's demographic composition, with around a 70/30 male-to- female ratio. This gender breakdown ensures that the survey results are representative of the student body. Ethnic diversity is also reflected in the survey data, with Hispanic students comprising the largest group at 58%, followed by white students at 34%, and Black or African American, Asian, and American Indian students each representing 12% of the respondents. This disaggregated data allows for a nuanced understanding of the experiences and perceptions of different student groups within the school community. The survey covers various dimensions of school culture, including connectedness, academic and social-emotional support, student engagement, involvement in decision-making, industry pathway experiences, and attitudes towards drug and alcohol use. Analyzing these specific areas can reveal insights into students' overall well-being, their sense of belonging, and their academic and personal development. To complement the survey data, CTEC may also utilize additional data collection tools such as focus groups, interviews, and observations to gain deeper insights into specific aspects of the school environment and student experiences. This multi-faceted approach ensures a comprehensive understanding of the school culture and informs targeted strategies to enhance student outcomes and promote a positive learning environment for all. "Based on the analysis of the data provided from the CTEC School Culture Survey, several key learnings can be identified, highlighting both areas of strength and areas of need within the school community. Areas of Strength: 1. **Relevance of Work**: An overwhelming 85% of students believe they are engaged in relevant work at CTEC. This suggests that the curriculum and learning experiences offered align well with students' interests and career aspirations, contributing to their overall engagement and motivation. 2. **Dual Enrollment Opportunities**: The availability of dual enrollment courses and the opportunity to earn an associate's degree attract 92% of students to CTEC. This demonstrates the appeal of advanced academic opportunities and the value students place on obtaining college credits while still in high school. 3. **Pathway Choices**: 89% of students choose CTEC because of the pathway choices available to them. This indicates that students appreciate the career pathways offered at the school, allowing them to explore and pursue their interests in various fields. 4. **Academic Challenge**: A significant majority (93%) of students feel challenged by the work provided at CTEC. This suggests that the academic rigor of the curriculum is appropriately challenging students and fostering a growth mindset. 5. **Perception of Drug and Alcohol Use**: The overwhelming majority (95-98%) of students report not engaging in controlled substances and do not perceive them as accessible on campus. This indicates a positive school climate with a low incidence of substance use, contributing to a safe and healthy learning environment. Areas of Need: 1. **Social Connectedness**: While 70% of students feel close to people on campus, 30% of students struggle with making connections. Addressing this disparity in social connectedness is crucial for fostering a sense of belonging and support among all students. 2. **Emotional Well-being**: Only 60% of students express happiness about being at school, with a significant portion (22%) indicating unhappiness. Additionally, 11% of students considered suicide in the past 12 months, highlighting the importance of prioritizing mental health support and resources for students. Overall, while CTEC demonstrates strengths in providing relevant and challenging academic experiences, as well as offering attractive pathways and maintaining a positive perception of substance use on campus, there is a need to focus on enhancing social connectedness and addressing students' emotional well-being to create a more supportive and inclusive learning environment for all students." Addressing the social connectedness and emotional well-being of students at CTEC is paramount for creating a supportive and inclusive learning environment. With 30% of students struggling to make connections, it's essential to implement strategies that foster a sense of belonging and support among all students. One approach is to utilize Advisory time to facilitate small cohort interactions, providing opportunities for students to build relationships, receive personalized support, and develop social-emotional skills. Additionally, given that 22% of students express unhappiness and 11% have considered suicide in the past 12 months, prioritizing mental health support and resources is critical. The rigorous academic program at CTEC can contribute to emotional strain on students, emphasizing the need for accessible counseling services to aid students in managing stress, navigating challenges, and maintaining their well-being while pursuing their academic goals. By recognizing the importance of addressing social connectedness and emotional well-being, CTEC can create a supportive environment that promotes holistic student development and ensures that all students have the necessary resources and support systems to thrive academically and emotionally. Met 2024-06-11 2024 10101080140186 Clovis Global Academy 6 "**Based on our 23-24 Parent Satisfaction Survey: • Families who responded represent 48% of our overall student population. • 97% of the parents who responded ""like CGA"". ( 71% - Like it a Great Deal). • According to the parents, 97.5% of the students ""like CGA"". (71% Like it a Great Deal). • Over 85% of the families rated home to school communication as Excellent or Good (52.3% Excellent, 35.9% Good). • 90% of the students have strong relationships with their teachers (Extremely strong: 25%, Very Strong: 40%, Moderately strong: 25%) • 92% of the respondents felt that CGA considers the individual needs of their students ( Extremely Well: 37.5%, Very Well: 35.4% and Moderately Well: 20.3%) **CGA 3rd and 4th grade students were given a student survey at the end of the 23-24 school year. Some of the responses on a scale of 1-5 were as follows: • How excited are you about going to school? ( Five: 28.8%, Four: 39%, Three: 22%) • 44% students expressed that their favorite learning activity is PBL/projects • Over 50% of the students responded with a ""Five"" when asked how connected do you feel to this teacher. • Over 90% of the students responded with a ""Four"" or ""Five"" when asked how often does your teacher take time to make sure you understand the lesson. • Over 95% of the students responded with a ""Four"" or ""Five"" when asked how respectful is your teacher towards you. • Over 95% of the students responded with a ""Four"" or ""Five"" when asked how respectful is your teacher towards you. • When asked, how much respect do your classmates show you? (Three: 46%, Four: 36%, Five: 8%)" Key learnings from the data include that our families and students like the school a lot, feel very safe, and connected to the school. Overall, CGA students like being at school, they have strong relationships with their teachers, and feel respected by their peers. Majority of our families feel that CGA meets individual student needs and feel connected to the school. Areas of need include availability of sports and music programs. Due to the limitations of our current facility, traditional sports programs are not possible. Development of a long term facility which will meet these needs is underway. In the meantime, we are exploring ways to introduce sports such as cross country after school. Music will also be incorporated in the Specials and After School Program. Met 2024-06-27 2024 10101086085112 Edison-Bethune Charter Academy 6 We administered the Campus Survey and the summary of key indicators related to our LCAP goals 1 - Maximizing Achievement for all students, 2 - Providing a collaborative environment with strong parent engagement for all students, 3 - Providing a safe and healthy environment for social, emotional and academic success, and 4 - Ensuring English Learners excel in English Language Acquisition and access to English Language development instruction. The results of the following groups were as follows: Overall (Including all Groups): 74% Positive, 19% Neutral, and 7% Negative overall. Overall Results by Goal - Goal 1 - 68% Positive, 22% Neutral, and 10% Negative, Goal 2 - 75% Positive, 19% Neutral, and 6% Negative, Goal 3 - 71% Positive, 16% Neutral, and 13% Negative, and Goal 4 - 84% Positive, and 16% Neutral. We feel this is a good reflection of our staff and parent population, and an opportunity to receive feedback from our educational partners in order to provide support to our students in areas they need the most. We will be updating our survey system for the 2024-25 to Panorama and expect to have more data to present related the school climate from our staff, community and students. The dis-aggregated results of the survey revealed the following areas of strength or growth, challenges and barriers: Areas of Strength or Growth: Overall results from both groups of staff and parents shows positive feedback. Challenges: Discipline/behavior and Attendance, and English Language services. Barriers: None EBCA will continue implementing Positive Discipline procedures and Incentives for good behavior and attendance. We will also be hiring a Literacy Specialist to provide support to our English Language learners. All other feedback provided will be taken into consideration for planning purposes, overall we feel like the plan we have has received positive results. Met 2024-06-13 2024 10619940000000 Alvina Elementary 6 The Alvina Elementary Charter School District gathered data through its annual student survey during the 2023-2024 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on this survey were focused on student connectedness, school safety, student support, and student involvement. The district surveyed all students in grades 5th and 8th grade. For the 2023-24 school year questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in high percentages. 96% of students in the elementary grades and 96% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups, including English Learners and Low-Income students. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in high percentages. 98% of students in the elementary grades and 96% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups, including English Learners and Low-Income students. The district, in reviewing the written responses, it was determined the maintained high percentages above 95% in school connectedness and school safety are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The FCSS All4Youth team also played a critical role in supporting student mental health. The continued importance of placing mental health on the forefront is critical to overall student social-emotional wellbeing. Through the special education staff, instructional staff were trained in the observance of mental health struggles among students. Students were quickly identified if they needed support and were provided the appropriate resources necessary. The district has maintained a strong focus in supporting student mental health. Additionally, efforts in providing professional development, focus on giving student’s a voice, the incorporation on new student-centered programs, as well as expanding counseling and mental health services was implemented throughout the year. We continue to work with teachers and staff to understand the specific needs of the students and their families. This work will continue to be an area of focus as well. Met 2024-06-25 2024 10619946005730 Alvina Elementary Charter 6 The Alvina Elementary Charter School District gathered data through its annual student survey during the 2023-2024 school year. This survey was designed by administration to assist AECS staff and parents in developing an understanding of the student experience at Alvina Elementary Charter School. Many of the questions were reflective of the questions found on the California Healthy Kids Survey. Questions on this survey were focused on student connectedness, school safety, student support, and student involvement. The district surveyed all students in grades 5th and 8th grade. For the 2023-24 school year questions designed to focus on school connectedness, such as “Do you feel like you are a part of this school?” and “Are you happy to be at Alvina School?” resulted in high percentages. 96% of students in the elementary grades and 96% of students in the middle school grades indicated they feel they are part of the school and are happy to be at Alvina. These questions were consistent among all subgroups, including English Learners and Low-Income students. Questions designed to focus on school safety, such as “Do you feel safe at this school?” also resulted in high percentages. 98% of students in the elementary grades and 96% of students in the middle school indicated they feel safe at school. These results were consistent among all subgroups, including English Learners and Low-Income students. The district, in reviewing the written responses, it was determined the maintained high percentages above 95% in school connectedness and school safety are a result of the heavy involvement of instructional staff, as well as special education staff among students with a strong focus on supporting the emotional well-being of students while providing additional supports in mental health. The FCSS All4Youth team also played a critical role in supporting student mental health. The continued importance of placing mental health on the forefront is critical to overall student social-emotional wellbeing. Through the special education staff, instructional staff were trained in the observance of mental health struggles among students. Students were quickly identified if they needed support and were provided the appropriate resources necessary. The district has maintained a strong focus in supporting student mental health. Additionally, efforts in providing professional development, focus on giving student’s a voice, the incorporation on new student-centered programs, as well as expanding counseling and mental health services was implemented throughout the year. We continue to work with teachers and staff to understand the specific needs of the students and their families. This work will continue to be an area of focus as well. Met 2024-06-25 2024 10620260000000 Big Creek Elementary 6 Due to the small sample size, (20+ students) the survey is presented in overall generalities to not identify individuals. The majority of students generally feel safe and secure. The majority of students fell cared for by staff. The local data shows that more opportunities for sports and for outside of school activities is important. The school is in good condition with the restoration of the pool and the field after the Creek Fire. Due to the small sample size, (20+ students) the survey is presented in overall generalities to not identify individuals. Areas of strength include individualized/small group group instruction based on levels of education. Additional services including counseling are seen as a positive for the school. Educational opportunities off campus are a necessity due to the isolation of the district. The LEA is bringing in a team building consultant as well as a strategic planning consultant to maximize staff/family/community input to memorialize the priorities of the school through a strategic plan to provide the best outcomes for student success. Met 2024-06-11 2024 10620420000000 Burrel Union Elementary 6 "Annually, we administer several Parent and Student surveys. In the Spring of 2024, we provided our 3rd through 8th grade students with the online Local Student Survey. This survey was given twice during the year. This was the first time for 3rd and 4th graders to be surveyed. Of the students responding, results demonstrated a percentage in School Connectedness at 79% with 68% of students feeling Safe at School and on their way to and from School. Social/Emotional supports were at 85%. Students surveyed felt our climate provided an anti-bully environment at the rate of 73%. However, School Safety was scored low due to students feeling bullied. Primarily, the incidents of ""bullying"" were based on ""cyberbullying"", 5th-7th graders reported 60% received cyberbullying incidents. We wonder if the increase in technology/internet access for older students may be the root cause. In the area of School Disciplinary Environment, all Students reported that they felt they were treated with respect at 80% of the time and treated fairly when disciplined." "After reviewing our results, we are maintaining our school activities of support. All classrooms engage in Community Circles in order to build a stronger student to student and student to teacher connection. Teachers were encouraged to hold class meetings at least once a trimester to gather student input on activities. Student Council continues to meet twice a month and invites Administration to attend and listen to student ideas. The amount of 7th grade students considering suicide was very concerning and as a result, we will utilize our Psychologist and Clinician to provide supports to our students in the areas of suicide prevention. We will continue to provide parents with education about monitoring social media and talking to their children in a positive and proactive manner. We will also continue to monitor student emotional state daily by utilizing check ins via technology. We will continue the ""What is Bullying"" educational course for all 8th graders. With our school being in its 5th year of Positive Behavior Interventions and Supports (PBIS), it was very encouraging that our students felt they were treated fairly and with respect. Our Psychologist was maintained to 2 days a week and we will be increasing the support of a clinician for 5 days weekly. We believe the use of our social emotional learning curriculum, character education and mindfulness strategies have been very beneficial to our students and their social emotional being. We hope to survey our students again several times throughout the year." With our school being in its 5th year of Positive Behavior Interventions and Supports (PBIS), it was very encouraging that our students felt they were treated fairly and with respect. This was our 1st year with a new Character Education program - Positivity Project (P2). We feel that providing education to our students on how and why to maintain a positive outlook and character is working. Our Psychologist was maintained to 2 days a week and we will be maintaining the support of a clinician for 5 days weekly. We believe the use of our social emotional learning curriculum, character education and mindfulness strategies have been very beneficial to our students and their social emotional being. We hope to survey our students again several times throughout the year. Met 2024-06-25 2024 10621090000000 Clay Joint Elementary 6 Grade 5 - 92% feel connected Grade 7 - 89% feel connected Grade 5 - 96% feel safe (1 student marked neither safe or unsafe) No student indicated they felt unsafe or disconnected. Grade 7 - 89% feel safe (3 students marked neither safe or unsafe) No student indicated they felt unsafe or disconnected. Staff (100%) and Parents (100%) for both measures Data Source: Local Survey Data Year 2023-2024 Over 80% of the students in both 5th and 7th felt not much needed to be changed. In fact in the survey the students expressed thanks to the staff and administration for all of the hard work. A few students suggested hiring a security guard could be an additional step taken to make them feel more safe otherwise students mentioned the added gates and cameras as measures they appreciate and make them feel safer. We can always communicate better and more frequently. Communication from the actual classroom teachers and intervention teachers is desired by a few, so we will work on improvement in that area. Met 2024-06-11 2024 10621170000000 Clovis Unified 6 CUSD administers a local survey to students every year that provides a valid measure of student perceptions of school safety and connectedness. The quality of education in CUSD is measured through the opportunities and support provided to students to be the best they can be in mind body and spirit. Below is a summary of student perception data from student survey surrounding school safety and how students feel connected to school through the quality of education provided to them. My school is a safe place for learning? (percent of students responding strongly agree, or agree) American Indian or Alaska Native: 78% Asian: 71% Black or African American: 70% Hispanic: 70% Native Hawaiian or Other Pacific Islander: 70% Two or more races: 71% White: 75% English Learner: 78% Socio-economically disadvantaged: 73% Foster youth: 72% All: 73% My school provides a quality education? (percent of students responding strongly agree, or agree) American Indian or Alaska Native: 87% Asian: 84% Black or African American: 80% Hispanic: 83% Native Hawaiian or Other Pacific Islander: 82% Two or more races: 85% White: 86% English Learner: 83% Socio-economically disadvantaged: 84% Foster youth: 80% All: 84% School safety is an ongoing focus in CUSD. The District is part of a multi-agency coalition that works together to implement best practices for maintaining safe schools. Additional systems to support communication and classroom safety have been implemented. Safety and alert systems have been enhanced each year to keep staff, students and families safe and informed. Ongoing academic interventions continue to be at the forefront of providing students a myriad of opportunities to have increased help during and outside of school hours. The LCAP continues to address the academic intervention supports needed for our students. Every year, CUSD reviews the California Dashboard. For any dashboard indicators that are in the red, either at the district, school or subgroup level, all have actions and services written into the LCAP to provide targeted support in the areas of need. A root cause analysis is performed by staff, with input from parents and students, to determine next steps. New systems are implemented and analyzed to enact positive change in the areas showing the most need for improvement on the California Dashboard. Met 2024-06-12 2024 10621170118018 Clovis Online Charter 6 Clovis Online School conducts an annual local survey among students, serving as a reliable gauge of perceptions regarding school safety and community cohesion. This year's findings indicate full parent attendance at school meetings and complete student participation in school events. With enrollment notably rising, partly attributable to the pandemic, the school pledges to expand avenues to address the distinct requirements of both parents and students. Furthermore, survey results highlight that 95% of students perceive Clovis Online as a secure learning environment, reinforced by affirmative feedback on the respectful treatment and appreciation of the diverse student population by teachers. Students at Clovis Online School have conveyed a strong sense of safety and connection with the institution. They articulate feeling supported both academically and socially by their teachers, who are perceived as attentive listeners. However, while students appreciate the support they receive, they have identified an area for potential growth: a desire for teachers to deepen their understanding of cultural awareness. Expanding educators' knowledge in this realm could further enrich the school's environment, ensuring that all students feel valued and understood regardless of their backgrounds. Professional development aimed at expanding educators' knowledge in the realm of cultural awareness and sensitivity could serve as a powerful tool to enrich the environment at Clovis Online School. By equipping teachers with a deeper understanding of cultural diversity and its significance in the classroom, the school can foster an even more inclusive atmosphere where all students feel valued and understood, irrespective of their backgrounds. This investment in teacher training not only enhances the educational experience for students but also reinforces the school's commitment to embracing diversity and promoting equity within its community. Met 2024-06-12 2024 10621250000000 Coalinga-Huron Unified 6 Coalinga Huron USD administered the California Healthy Kids Survey (CHKS) to students in grades five, seven and nine. Overall, 74% of all elementary students surveyed report feeling safe at school, and 43% of all secondary students surveyed report feeling connected to school. When disaggregated into grade levels for secondary students surveyed, 42% of 7th graders report feeling connected, and 44% of 9th graders report feeling connected. All of these statistics show a decrease from the previous year's survey results. The previous year we used a local survey in place of CHKS. Coalinga Huron USD has learned that it is important to use the same tool each year to measure student feelings of safety and connectedness. We have seen fluctuations in the percentages over the past few years and noticed the results are more consistent among years when CHKS was used. Overall, we have not seen the improvement in these scores like we hoped so need to adjust our plans to address these needs. Coalinga Huron USD will administer CHKS every year, instead of every other year, in order to have a consistent measurement tool and reporting data format. We will also continue to expand on our Wellness Center initiative to provide increased services for our students and their families. In addition to these steps, we are at the beginning phase of becoming a Community Schools district and look forward to positive affects for our students and families. Met 2024-06-25 2024 10621580000000 Fowler Unified 6 DATA: 1,586 students in grades four through twelve participated in the Spring 2024 student survey, a 21% increase from the prior year. The percentage of students who responded to the survey prompt that they feel safe at school increased from 80% in 2023 to 86% in 2024. The percentage of respondents who agreed that they feel connected to their school rose from 77% to 80%. Additionally, 83% of students who responded indicated that they felt the adults at school cared about them, an increase of 2% points from 2023. Over 87% of English Learners expressed confidence in their ability to improve in their classes. Over 90% plan on attending college or some other school (trade school, technical school) after high school. MEANING: This year saw another significant increase in student participation, suggesting that students are even more engaged and eager to participate in 2024. The resulting student survey data suggests that our actions to build school connectedness and feelings of safety were successful as planned. Fourth through twelfth grade students who responded to the survey showed an increase in feeling safe at school and feeling connected to school. The additional data regarding caring adults on campus suggests that the training for the staff and their understanding of students’ social-emotional needs are having an impact on adult behaviors to promote students' well-being, as are the investments in Student Support Specialists, counseling, nursing, and other mental and physical health services. We are also pleased to see the impact of these efforts on the increased confidence of our English Learner students in their abilities to flourish. Despite the growth, Fowler Unified will continue to work diligently to increase feelings of safety and connectedness in the 2024-2025 school year. The District has set a target in the LCAP of 85% of students feeling connected and 90% of students feeling safe at school in Spring of 2025. Providing school environments that nurture feelings of safety and belonging are a top priority. Environments characterized by high academic standards coupled with strong staff support, in which adult and student relationships are positive and respectful and are physically and emotionally safe, lay the foundation for academic growth in all students. USE: To address the social and emotional needs of students, the District will continue to provide Student Support Counselors at all sites across the district. To support students’ feelings of safety, Fowler Unified has contracted with the Fowler PD to have a part-time Student Resource Officer on campuses to foster positive relationships. Met OPTIONAL: In creating the climate within the District and in our schools, the District believes in a positive environment where individuals feel valued and celebrated for their unique qualities and experience a sense of belonging. We encourage the FUSD st 2024-06-12 2024 10621660000000 Fresno Unified 6 "To align with the strategic plan, the local climate survey was revised (2021- 2022) with the development of domains which allow the analysis of data between measures and articulate change between administrations. With a third year of administration, we can continue identifying changes and reviewing areas of growth and improvement. Positive ratings within the student survey ""Student Engagement"" domain is 79.2% for students overall, and 81.2% for elementary students (grades 3-6) and 78.7% for secondary students (grades 7-12). Questions in this domain include, ""I feel like I belong at my school"", ""I have a voice and feel heard at my school"", ""There is an adult at my school who cares about me"", and ""Students at this school care about each other"". As we look deeper on specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 78.3%, 78.9%, and 79.0%, respectively, overall. When reviewing results of these student groups for elementary students specifically, we see positive rates of 79.8% for English Learners, 80.9% for Foster Youth, and 79.5% for Socioeconomically Disadvantaged youth. Meanwhile, our secondary students show favorability rates of 77.2% for English Learners, 80.4% for Foster Youth, and 78.9% for Socioeconomically Disadvantaged students. Positive ratings within the student survey ""School Environment"" domain is 72.1% for students overall, 70.9% for elementary students (grades 3-6) and 73.6% for secondary students (grades 7-12). Questions in this domain include, ""Adults at my school treat all students fairly"", ""I feel safe at school"", and ""I know the school rules and what is expected of me"". As we dive into specific student groups, we see positive rates for English Learners, Foster Youth, and Socioeconomically Disadvantaged students at 71.9%, 69.8%, and 72.1%, respectively, for the whole district. When reviewing results of these student groups for elementary students specifically, we see positive rates of 71.2% for English Learners, 66.9% for Foster Youth, and 70.5% for Socioeconomically Disadvantaged youth. Meanwhile, our secondary students show favorability rates of 73.7% for English Learners, 70.1% for Foster Youth, and 73.8% for Socioeconomically Disadvantaged students. These domain ratings allow us to find focus areas to continue to work with various departments and school sites to improve student engagement opportunities and the environment at schools. " "• Key Learning: o Secondary students experienced a greater percent increase of favorable responses to Student Engagement and School Environment from Spring 2023 to 2024 as compared to elementary students. However, secondary students still trail elementary students in favorable responses. Spring 24’ results for Elementary students were as follows: Student Engagement 81.2% (+1.3%) and School Environment 70.9% (+0.4%). Meanwhile, results for Secondary were as follows: Student Engagement 78.7.2% (+1.6%) and School Environment 72.5% (+1.1%). o Our Foster Youth students in both elementary and secondary experienced the greatest growth of favorable responses to Student Engagement and School Environment as compared to our other identified student groups. Spring 24’ Elementary Foster Youth results were as follows: Student Engagement 80.9% (+1.3%) and School Environment 66.9% (+2.5%). Meanwhile, results for Secondary Foster Youth were as follows: Student Engagement 80.4 (+4.7%) and School Environment 70.1% (+5.1%). o School Environment trails Students Engagement in both overall favorable responses and positive change. o “Students at this school care about each other” remains the question for both Elementary and Secondary with the lowest percentage of favorable responses. Elementary results were 65% (0%) while Secondary were 55% (+3%). o “Adults at my school treat all students fairly” is the question for both Elementary and Secondary with the second lowest percentage of favorable responses. Elementary results were 70% (-1%) while Secondary results were 63% (+3%). • Identified Needs: o More consistency of SEL Curriculum implementation as a Tier 1 intervention in both elementary and secondary settings pertaining to (student to student & student to adult) relationship building. This includes focus on improving favorable responses to the questions, “Students at this school care about each other” and “Adults at my school treat all students fairly” o Continue and improve upon the process of Climate & Culture Teams analyzing their survey data to identify area(s) within School Environment and Student Engagement to inform smart goal setting and progress monitoring. o Improve and expand implementation of Discipline Guidelines including side-by-side coaching and professional learning to ensure and increase equitable discipline responses, treatment, and safety. • Areas of Strength: o All students and the three identified student groups experienced an increase in overall favorable responses for Student Engagement and Student Environment. o For Secondary, 5 of 6 questions under Student Engagement improved from Spring 23’ to 24’. Meanwhile, 1 maintained. o For Elementary, 4 of 6 questions under Student Engagement improved from Spring 23’ to 24’. Meanwhile, 1 maintained and 1 regressed. o Continued Implementation of PBIS, SEL, RP schoolwide and classroom rules and expectations as a district-wide initiative. " "• District Leaders will increase side by side coaching with Discipline Guidelines to improve school climate and alternative means of correction to improve student view of safety and fair disciplinary practices. Questions include ""I feel safe at school"" and ""Adults at my school treat all students fairly."" • Discipline Guidelines will be rolled out to 11 more school sites, which includes remaining secondary school sites for the 2024-25 school year. All schools will be trained within the next three school years. • Continue and expand our focus on secondary implementation of SEL curriculum and standards. • Focused learning for site Climate and Culture Teams to review data and action plan around School Environment & Student Engagement. " Met 2024-06-20 2024 10621660106740 Aspen Valley Prep Academy 6 "The Kelvin SEL Survey was administered to 132 students in grades 4-6 (86% participation rate). Approximately 76% of students who participated in the survey were English Learners, SWD, and SED. The survey measured school climate, student connectedness, and safety, including feedback on our educational program. The overall data paints a very positive picture of our school climate. Notably, 82% of students felt safe at school, reinforcing our commitment to providing a secure and supportive learning environment. Equally noteworthy is the 91% positive response rate to the statement, ""My teachers care about me."" This statistic highlights our dedicated faculty and student body's strong bond. The positive sentiment extends beyond the classroom. 86% of students reported having a friend who cares about them, demonstrating a strong sense of belonging and peer support within our school community. Furthermore, 85% of students felt that adults treat them fairly, which aligns with our ongoing efforts to uphold a just and equitable environment for all. " Our recent data analysis at Aspen Valley Prep, disaggregated by student group, is an invaluable tool for shaping an even more supportive and inclusive learning environment. The data confirms several areas of strength, including a strong safety foundation (82% of students feel safe at school) and a culture of care fostered by our dedicated faculty (91% of students report feeling their teachers care about them). Furthermore, the data highlights the positive impact of strong peer relationships, with 89% of students reporting friends who care about them. However, the data also presents an opportunity for targeted improvement. We identified specific needs for students with 504 accommodations and English learners (EL) who reported feeling less encouraged and supported by teachers than the general student population. This valuable insight underscores our commitment to ensuring all students feel a strong sense of belonging and receive the support they need to thrive. The positive correlation between feeling safe and supported by teachers is particularly encouraging. This reaffirms the importance of maintaining a safe and secure learning environment, which paves the way for students to experience the positive impact of caring and supportive teachers. At Aspen Valley Prep, we're dedicated to ensuring every student thrives. Recent data revealed areas for improvement, particularly for Black male students, students facing economic challenges, and those learning English. To address this, we're launching several initiatives. Focus groups with these student groups will give us valuable insights into their experiences. All teachers will receive training in culturally responsive teaching to create inclusive classrooms that celebrate each student's background. We'll also develop or expand mentoring programs, pairing students with positive role models. Our discipline policies will be reviewed to ensure fairness and consistency. Finally, we're committed to fostering a culture of diversity and inclusion. This includes incorporating multicultural activities and events into the curriculum alongside student-led groups celebrating different cultures. We'll continue administering climate surveys and disaggregating data by student groups to track progress. Most importantly, we'll involve students and staff from all backgrounds in discussions about our school environment and brainstorm solutions. Met 2024-06-27 2024 10621660114355 Sierra Charter 6 "The communication between our parents and staff is very good. At all grade levels the teachers informally survey the students and parents to discover how we can do what we do better. Sierra Charter uses an in-house created Google form for the student and parent surveys. The following results were generated from this year’s survey • 84% find their teachers to be extremely or very approachable for help and guidance • 90% feel they are given an opportunity to provide feedback on school related issues • 73 % feel extremely or very safe on the school’s campus • 82% feel teachers understand and care for them " "The parents and staff agree that the SCS campus is a very safe environment. Suggestions are passed on to administration to implement, when possible. One suggestion resulted from the survey in the area of student wellbeing: • 22% feel occasionally overwhelmed by academic pressure Though this percent is not extremely high, a priority will be made to identity student’s feeling overwhelmed and provide additional services to alleviate this concern. " LCAP actions were included this year to address student’s social and emotional wellbeing. The action to continuing to keep the campus environment healthy and maintain student wellbeing will be monitored by identified SCS staff, which includes the school nurse and school psychologist. Met 2024-06-13 2024 10621660114553 University High 6 UHS uses a personalized school climate survey to measure many different aspects of health and safety (e.g., bullying, drug and alcohol use, mental health, etc.). The survey is administered every year and asks questions specific to our school and the school climate. The survey is given to our students in the spring of each year and the School Board and staff reviews the results. "In disaggregating the data, the following areas increased (positive change) when comparing the past two surveys (2024 vs. 2023): -Underage drinking is not a serious problem with UHS students. (+13.29%) -Vaping is illegal for adults under 21. Vaping use is not a serious problem at UHS. (+15.64%) -For UHS students, misuse of prescription drugs or use of illegal substances is not a serious problem at UHS. (+10.21%) -UHS Students do not use social media to post inappropriate images or cheat, and they are generally nice to others online. (+9.29%) -I seldom witness or hear of dishonest behavior, such as cheating, on the part of other students in my classes. (+7.02%) UHS found the following areas declined when comparing the past two surveys (2024 vs. 2023): -Taking care of UHS buildings and furniture matters to me (-5.06%) -Teachers and staff talk seriously about what ""I am UHS"" means and, although students may not say it, I think that students at UHS want to live up to the challenge of being understanding, honorable, and studious. (-8.44%) -Classrooms are positive places, teachers maintain a positive presence and follow through with consequences in a calm and fair manner. (-10.01%) " Our goal from last year to improve the use of and speaking to students about alcohol, vaping, and drugs was successful. These three areas improved with the amounts report (meaning not as many reported the use of these substances). We also had discussions with the staff regarding cheating and the various ways that students are now cheating (e.g., Artificial Intelligence, etc.) The UHS Counselors also increased their presence in the classrooms and updated their presentations regarding suicide so that students have the important information needed anytime they might need it. UHS will begin the 2024-25 school year with a newly created physical calming room, which will allow for students to access any time that they need a time out or need for a calming space due to anxiety, stress, or panic. Met "• The percent of students suspended will be less than 5% and expulsion rate less than .5%. For last year (2022-23), this goal was achieved as our rates were 0% for suspension rate and 0% for expulsion rate. The official suspension rates for the 2023-24" 2024-06-06 2024 10621660121533 Morris E. Dailey Charter Elementary 6 85% feel safe on campus 99% know the school rules and what is expected of them 86% feel as though they belong 89% feel they have an opportunity to participate in extra curriculars 94% feel there is an adult who cares about them 76% feel students care about each other 89% feel they can change and improve based on feedback 8% increase in adults treating students fairly. Strengths: Direct instruction of expectations, student accountability to expectations through logical consequences, rehearsal of emergency procedures (lockdown, fire, earthquake), classroom norms meetings, morning meetings, school-wide behavior assemblies, Learner profile assemblies, behavior conferences Growth: Improvements in students feeling as though they belong and have opportunities on campus, and adults treating students fairly. Challenge: Varied understandings of the term “safety”. As a school, determining what safety is for kindergarten versus 5th grade, and assuring our language adapts and changes to the needs of students’ developing vocabulary around those areas. Barriers: Students not understanding the context and/or meanings of some terms Increased intentional integration of the Learner Profile to support character development. Implementation of additional curriculum (Second Step) to assist students with positive problem solving in real-life situations to increase students caring about one another Hold family trainings around bullying, technology safety and Dailey’s expectations to ensure families know how they can support in creating a positive school climate Continuing safety assemblies that focus on the Learner Profile, emergency procedures, and how we treat one another Revising Student Survey questions to be relatable to the grade span. Met 2024-06-11 2024 10621660133942 Aspen Meadow Public 6 The Kelvin School Climate Survey was administered to 103 students in grades 4-6 (90% participation rate). The survey focused on connectedness and school safety, including feedback on our educational program. Overall, 74% of students indicated that they belong and are included at school. Approximately 89% of students who participated in the survey were English Learners, Students with Disabilities, and Socioeconomically Disadvantaged. 74% of this group reported feeling that they belong and are included at school and feel safe at school. Over 80% of all students, including the EL, SWD, and SED students, reported having a friend who cares about them and that the school provides students with the materials they need to learn. Many students (78%) feel safe at school, regardless of gender. This suggests a positive school climate where students feel secure. Many students feel that their teachers care about them, and the perception of caring is an important factor in student success. Most students believe their school provides opportunities for all students to succeed (82% for females and males). This suggests an inclusive school environment that supports diverse learners. A high percentage of students report having a friend who helps them when they need help (80% for both females and males). Strong social connections are important for student well-being and academic achievement. Most students (over 71%) feel safe at school, indicating a secure learning environment. This is particularly positive for subgroups like Students with Disabilities and Socioeconomically Disadvantaged students, who may have higher safety concerns in some settings. Socioeconomically Disadvantaged and Black students had the lowest scores when asked if they enjoyed school. It will be important to gather more information to determine what is causing the discrepancy between feeling a sense of belonging and connectedness and not enjoying school. English Learners show positive results in some areas (teacher care, sense of belonging), but their enjoyment of school and safety fall below the average. Targeted interventions and support systems might be needed to address these concerns. The new English Language Teacher will collaborate with administrators, students, families, and staff to create an action plan to address this disparity. To cultivate an enjoyment of school, student enrichment clubs, such as gardening, book club, and others that students choose, will be implemented during lunch recess and after school. The student leadership team, comprised of 4th-6th grade students, will be leaders in leveraging student voice. Met 2024-06-27 2024 10621660140038 Endeavor Charter 6 Since 2020, Endeavor Charter School has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2023-24 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 75 students responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 100% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 96% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 99% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 99%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 99% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 99% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 93% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offerings? 99% YES How well did the school support your education-related technology needs? 97% rated Excellent, Above Average, or Satisfactory. Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported. Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results. Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data. Met 2024-06-18 2024 10621660140764 Golden Charter Academy 6 The local climate survey data for GCA provides a comprehensive view of the school's environment as perceived by students and staff. This analysis is based on the California Healthy Kids Survey (CHKS) and the California School Staff Survey (CSSS), comparing GCA's results to state averages. Overall Scores for Key Indicators (students) are as follows: School Connectedness: 69%, Academic Motivation: 84%, Caring Relationships: 89%, High Expectations: 86%, Meaningful Participation: 73%, Perceived School Safety: 80%, Low Violence Victimization: 60%, Fairness: 76%, Rule Clarity: 53%, Social Emotional Learning Supports: 90%, Antibullying Climate: 69%, Positive Behavior: 67%, Parent Involvement in Schooling: 84%, Facilities Upkeep: 69%. The comparison to state averages: GCA's School Connectedness (69%) is slightly lower than the state average (73%). Academic Motivation (84%) is higher than the state average (83%). Caring Relationships (89%) significantly surpasses the state average (70%). High Expectations (86%) is on par with the state average (84%). Meaningful Participation (73%) is much higher than the state average (41%). Perceived School Safety (80%) is slightly higher than the state average (78%). Low Violence Victimization (60%) is lower than the state average (63%). Fairness (76%) is slightly higher than the state average (73%). Rule Clarity (53%) is lower than the state average (80%). Social Emotional Learning Supports (90%) significantly surpasses the state average (75%). Antibullying Climate (69%) is slightly lower than the state average (74%). Positive Behavior (67%) is lower than the state average (92%). Parent Involvement in Schooling (84%) is higher than the state average (76%). Facilities Upkeep (69%) is similar to the state average (72%). GCA's areas of strength: (1) Caring Relationships--a high percentage (85%) of students feel that adults at school care about them, which is above the state average of 79%, and 100% of staff believe the school is a supportive and inviting place for students to learn, indicating strong relational dynamics. (2) Family Involvement: 94% of students report that their parents ask about school, significantly higher than the state average of 82%. This indicates strong parental engagement. (3) Staff Perception: 100% of staff agree that the school facilitates parental involvement, reflecting effective communication and collaboration between the school and families. (4) Perceived School Safety: 80% of students feel safe at school, slightly higher than the state average of 78%, and 100% of staff believe the school is a safe place for students, indicating a well-maintained and secure environment. (5) Academic Motivation: 84% of students report high academic motivation, aligning with the state average. This suggests a conducive learning environment that fosters student dedication and perseverance. GCA has lingering need to address issues around rule clarity. Only 53% of students feel that school rules are clear, which is significantly lower than the state average of 80%. This highlights the need for better communication and enforcement of school policies. And, students report that 55% feel bored at school, compared to the state average of 40%. This indicates a need for more engaging and varied instructional methods and activities. Finally, 58% of students report being harassed at school, higher than the state average of 44%. Additionally, only 60% report low violence victimization, compared to the state average of 63%. These findings point to the need for stronger anti-bullying programs and conflict resolution strategies. Finally, 39% of students report feeling sad frequently, which is significantly higher than the state average of 19%. This underscores the necessity for enhanced mental health support and social-emotional learning programs. The data indicates that GCA excels in fostering caring relationships among students, staff, and families. These strong relationships form a foundation for a supportive and collaborative school environment. High levels of perceived safety and family involvement are notable strengths, contributing to a positive school climate. The lower scores in rule clarity and higher reports of boredom suggest a need for clearer communication of school rules and more engaging curriculum and activities. Addressing these areas can improve student understanding and interest in school. The high rates of harassment and frequent sadness among students indicate critical areas needing attention. Although GCA has high levels of perceived safety and family involvementr, maintaining this perception of a positve school climare requires ongoing efforts in communication, security measures, and community engagement. The lower scores in rule clarity and higher reports of boredom suggest a need for clearer communication of school rules and more engaging curriculum and activities. The higher reports of boredom suggest a need for more engaging curriculum and activities. Implementing comprehensive mental health programs and reinforcing anti-bullying initiatives will be essential in improving student well-being. The analysis of GCA's local climate survey data reveals significant strengths in relationships, safety, and family involvement. However, it also identifies crucial areas needing improvement, particularly in rule clarity, engagement, and mental health support. By addressing these needs, GCA can continue to build on its strengths and create an even more positive and supportive educational environment. Met 2024-06-20 2024 10621660140806 Aspen Ridge Public 6 A Kelvin Education Pulse survey Panorama SEL Survey was administered to 199 students in grades 7th-11th. Approximately 14% of students who participated in the survey were English Learners, 19% SWD, and 86% SED. The survey measured school climate, student connectedness, and safety, including feedback on our educational program. Overall, 86% of students at Aspen Ridge feel their teachers care about them, 83% said teachers work to build relationships with students, and 82% of students believe that teachers treat students fairly and work to ensure all students are learning. In addition, 81% said there is at least one adult they can reach out to on campus for help. 83% of Students identified as socioeconomically disadvantaged (SED) reported that their teachers care for them, and 81% said that teachers work to build relationships with them. Overall, these data points indicate a positive school climate where most students feel safe and cared for by teachers and adults on campus. The data indicated overall positive themes across subgroups. The majority of students feel safe and cared for at school. Specifically, students feel that teachers care and work to build relationships with them. Positive teacher and student relationships directly impact school and classroom culture, creating a more positive learning environment for all students. Although most students report feeling safe at school (70%), there is still room for improvement, specifically for students identified as Black, because only 47% of them reported feeling safe at school. To maintain a positive school climate and safe environment, Aspen Ridge will continue to work closely with the school safety team, including resource officers, to be sure safety plans, drills, and procedures are up to date and communicated. Aspen Ridge will implement and adhere to a communicated discipline code developed from the California education code to maintain fairness and a safe and positive environment. This will support a safe environment, create consistency, and communicate fairness and equity to students. Aspen Ridge will also work to gain a better understanding of what students consider feeling “safe” at school. Aspen Ridge will conduct a root cause analysis, including a needs assessment for all students and groups. This analysis will allow the school to reflect on current policies and practices to create additional action steps. Survey data indicates that students felt the efforts of teachers to build relationships. This practice will continue as teachers work to create inclusive and empathetic classrooms. Aspen Ridge will provide teachers with further training in culturally responsive teaching practices. Aspen Ridge will continue to monitor student responses over time to assess the effectiveness of any implemented action steps. This will allow the school to adjust as needed and ensure that all students feel safe, supported, and engaged. Met 2024-06-27 2024 10621661030642 School of Unlimited Learning 6 Data: from the findings of both our parent and student surveys, families reported predominately that they feel the learning environment for students are safe for them to learn. In our parent surveys, 100% of our parents have stated that they feel the campus is safe. Students reported feeling safe, 95%. We held focus groups with both parents and students to discover better ways in approaching safety and to identify areas of growth. From our educational partners total feedback, there was an increase desire for transparency when dealing with discipline issues, as well as increasing our course offerings to be more rigorous to challenge students academically. Our school has been steadily improving our NWEA conditional growth index, for example in math we have grown a full grade level each year for the past four years. Our drop-out rate has decreased by over 10% since the previous year so be at 8%. We serve students in an individualized program. The results were analyzed and shared with the school board at a regularly scheduled meeting. The faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had challenging schooling experiences. Therefore, we endeavor to implement our trauma informed practices with fidelity. The socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP. The communication between our parents and staff is very good, but can be better. The teachers and case managers survey the students and parents to discover how we can do what we do better. Suggestions are passed on to administration to implement, when possible. Suggestions have been to change the times of parent meetings, have informal parent info days to teach parents how to use computers, and how to access off-site services. Met The responses to the surveys are indicative of the great need for flexibility among our student population, many of whom have competing non-school priorities. In fact, nearly 60% of our students responded that they work to contribute to family incomes, ma 2024-05-21 2024 10621661030840 Carter G. Woodson Public Charter 6 "STUDENT LCAP RESPONSES 90 Percent Satisfaction 7. I am confident that I am being prepared well for college and a career. 8. My homework assignments are directly related to classroom activities. 9.Overall, my teachers use a variety of instructional materials (i.e. textbooks, video, computer, overheads) to present academic content. 10. Instruction in the classroom encourages an understanding of diverse opinions, values, and cultures. 11 I am satisfied with the variety of classes at this school. 15. Classes that I need to achieve my academic goals are available to me. 16. 6 My teachers provide extra help or support when I need it. 17. I am tested on relevant information that I have learned in my classes. 18. My campus is a safe place to attend school. 19. The campus is clean and well maintained. 20. My school encourages an understanding of diverse opinions, values, and cultures. 22. There are staff members available when I have a problem on campus. 23. There is adequate technology available on campus to meet my academic needs. 24. In general, I enjoy my time and feel welcome at my school. 25 I am proud to be a student here. 27 Do you feel that the Career Pathway program is helping you prepare for your career STUDENT LCAP RESPONSES FOCUSGROUP 12.There are adequate amounts of clubs and extra-curricular activities available to me. 13. The curriculum is challenging to me. 14. The curriculum is interesting and appealing to me. 19. The campus is clean and well maintained. 21. 1 I am comfortable talking to school staff to resolve a problem 27. Do you feel that the Career Pathway program is helping you prepare for your career. 90 percent satisfaction :Below are the items that scored above our goal of 90% for satisfaction in the areas of safety and climate. The average satisfaction rate for items were 96% with a range of 94=3%-99%."" ""STUDENT LCAP RESPONSES FOCUS GROUP: Below are the items that we used to facilitate focus groups, in areas where dissatisfaction was between 12-17%, These items had an average dissatisfaction rate of 15%. "" This was the metric that was used to determine which items went under which title for both campuses." In comparison to the LCFF surveys the year prior, satisfaction with school efforts and environment has increased on many items above 90 percent. We have some areas of focus diversity, campus safety, and leveraging our restorative protocols, with all staff, so that students feel comfortable approaching staff regardless of position. "We currently have a new LCAP where this goal a part of goal 5 title """"Increase Parent Engagement, Training , and Promoting Community along with the School Serving as a Resource" Met 2024-06-28 2024 10622400000000 Kingsburg Elementary Charter 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622400113142 Ronald W. Reagan Elementary 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622400114587 Island Community Day 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622406006704 Lincoln Elementary 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622406006712 Roosevelt Elementary 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622406006720 Washington Elementary 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622406108328 Rafer Johnson Junior High 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622406114805 Central Valley Home 6 Based on the results of the locally developed school climate survey taken during the 2023-2024 school year, 74.7%% of the 567 students taking the survey in grades 4, 5, and 6 indicated that they felt safe at school, and 73.2% responded that they felt connected to their school. For students in grades 7 and 8, of the 403 students responding to the survey 78.1% indicated that they felt that school was a safe place, and 76.7% reported that they feel connected to their school. Based on our locally developed school climate survey, the vast majority of our students felt safe and connected to their school. We want to continue to improve in these area, so more students feel they attend a positive learning environment. Due in large part to our district receiving the community school's grant, we were able to add school counselors and district liaisons to each site. Also, we added a BCBA (Board Certified Behavior Analyst), to our district this year. These staffing additions are working to reach more of our challenging students, which should make our schools an even safer place to be. Met 2024-06-11 2024 10622570000000 Kingsburg Joint Union High 6 KJUHSD conducted a survey in the spring to all students in the district which garnered a total of 863 responses. Students were asked a variety of questions to gather information about views on school climate, including safety, academic rigor, opportunities for extracurricular participation, teaching strategies, student connectedness and providing resources for personal issues. In the area of school safety, 90% of the students feel safe on campus, an increase of 6% from the previous year. In comparing grade levels, ninth (90%) and eleventh (85%) graders feel the least safe, with tenth (91%) and twelfth (94%) graders feeling the safest. A total of 73% of the students feel connected to school, which is an increase of 9% from the previous year. In comparing grade level, the eleventh (70%) and twelfth (71%) graders rated the district the lowest, with ninth (77%) scoring the highest and then tenth (72%). A total of 85% of the students feel the district provides resources for personal issues, which is an increase of 7% from the previous year. In comparing grade level, the eleventh (83%) and ninth (84%) graders rated the district the lowest, with tenth (87%) scoring the highest and then twelfth (86%). Results from the 9th grade mentor program showed 76% of 9th grade students felt the program helped the transition to high school, a 10% increase from the previous year. 70% of the 9th grade students felt their mentor cared and supported them, an increase of 19% from the previous year. 86% of 9th grade students felt the school should keep the mentor program, a 6% increase from the previous year. Overall results towards specific issues being a major issue on campus all declined. The students rated the following issues as a major issue: Bullying (4%) a decrease of 1%, Fights on campus (2%) a decrease of 7%, Drugs (10%) a decrease of 8%, and Weapons (1%) a decrease of 2%. Overall student results showed an increase in all survey areas related to school safety and feeling connected. The district committed to continue to support safety and school connectedness by including more school tutoring opportunities including lunch tutorials; after school transportation for tutoring and sports; 24/7 online tutoring; and the hiring of a school resource officer. To support student emotional needs, the district contracted for 4 full time mental health professionals which was an increase of 1 person more than expected, in addition to a program that helps connects families to counseling outside of school. These supports demonstrated effectiveness by the increase in all of the metrics, in addition to educational partner feedback that noted the positives of the changes in the district. In analyzing the current data by grade level, shows that there is some noted concerns. First, students become less connected as they stay in school. This could also be a reflection of the mentor program that connects ninth graders with older students and helps get these students connected their first year, then they do not have the mentor program. The second concern is though we increased student feeling of connectedness to 73%, the district would like to see this grow to 80% or higher. Data also shows that attendance issues become an issue as students get older and this could lead to feeling less connected. The district will continue to implement the plan that was in place last year with a new focus on attendance and getting students back on campus everyday, in addition to a focus on drug prevention. The addition of this focus in our plan the district expects our numbers to continue to improve. Met 2024-06-24 2024 10622650000000 Kings Canyon Joint Unified 6 KCUSD administers the local climate survey to students in grades 3-12, offering insights into school climate and culture, including student safety, behavioral expectations, academic aspirations, and post-graduation prospects. Conducted in spring, the analysis of survey results underscores KCUSD's successful implementation of Positive Behavior and Intervention Supports (PBIS) district-wide. For instance, a significant majority of students across grade levels acknowledge the clarity of behavioral expectations and consequences. Over 95% of students, both in grades 3-8 and 9-12, affirm the quality of education provided by their schools. Moreover, student attendance expectations are perceived as clearly communicated by the majority, with 94.5% of grades 3-8 students and 97.4% of grades 9-12 students agreeing that their school considers daily attendance important. These positive outcomes reflect the concerted efforts of administrators and teachers to foster an inclusive and supportive environment, particularly evident in students' sense of belonging and safety on campus. Students express feeling welcomed and secure, with 81.8% of grades 3-8 students and 89.1% of grades 9-12 students reporting feeling welcomed at their school. Additionally, 78.4% of grades 3-8 students and 84% of grades 9-12 students agree or strongly agree that they feel safe in hallways, bathrooms, and on the yard. Student and teacher input throughout the year highlighted the positive, welcoming environments created on school sites across the district. Students affirmed that there are clear expectations for student behavior and clear consequences when expectations are not met. Students affirmed that school staff believe it is important that they attend school regularly and notice when they are not there. While the implementation of PBIS has strengthened climate and culture on school campuses, we recognize that there is always room for growth. On the annual students survey, we did not have 100% of students reporting that school is “the right place for them”. It is important that schools continue to provide a variety of engagement opportunities for students so that all students feel connected and engaged. In addition, less than 100% of students, in grades 3-8 and grades 9-12, reported that “school is a place in which they feel safe”. It is imperative that all students on all district campuses feel safe when they are at school. KCUSD remains committed to leveraging student feedback and collaborative input to continuously refine systems and enhance the overall climate and culture across school sites. In 24-25, KCUSD plans to continue with implementation of PBIS across the district, ensuring there are systematic behavior and socio-emotional supports. In addition, professional development will be provided to school sites to improve supervision plans on campus so that all students feel safe during unstructured times of the day. Finally, in an effort to help all students feel connected with school, KCUSD will continue to expand co and extracurricular activities to reach more students. Met 2024-06-11 2024 10622650116640 Kings Canyon Online 6 The local climate survey is administered annually to all students in grades 3-12 at KC Online. This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement as well as expectations beyond graduation. This survey was administered in the Spring of 2024. Based on survey results, it is evident that KC Online has been successful in rolling out PBIS support systems to ensure students, staff, and parents feel safe on campus. For example, 96% of students report that “there are clear expectations for behavior at my school”. There were 98% of students that shared that “school is a place in which they feel safe”. On the annual student survey, 86% of students shared that “the school is the right place for them”. Only 73% of students share the school provides co-curricular activities that help students enjoy school. "The perception of most students at KC Online is that school is a safe place for them where teachers care about their attendance and academic success. While the majority of student feedback on the annual student survey is very positive, there are always areas to improve on. For example, 86% of students shared that “school is the right place for them”. At KC Online we want to see that all students believe that their school is the right place for them. Only 73% of students share that the school ""provides co-curricular activities that help students enjoy school"". In 24-25, KC Online will focus on expanding co and extra curricular opportunities to meet the interests of more students. Increasing connectedness of students will increase attendance and motivation to complete the KC Online program. " Overall, students reported a strong sense of safety on campus and general connectedness with school. KC Online will continue to review our PBIS implementation, our socio-emotional support systems, and utilize input from our staff, students, and parents to engage in the continuous improvement of our school climate. The KC Online team will also continue to increase opportunities for reinforcement and celebration of both behavior and academic achievement throughout the year. Lastly, per student feedback this year, KC Online will strive to increase opportunities for students to strengthen their connection with school through in person enrichment and club type activities. Met 2024-06-11 2024 10622650126292 Reedley Middle College High 6 The local climate survey is administered to all students in grades 9-12 at RMCHS. This survey provides data on overall school climate and culture as it pertains to student safety, expectations for both behavior and academic achievement, as well as expectations beyond graduation. This survey was administered in the Spring of 2024. Based on survey results, it is evident that RMCHS has been successful in rolling out PBIS support systems to ensure students, staff, and parents feel safe and supported on campus. For example, 93% of students report that “there are clear expectations for behavior at my school”. There were 88% of students that shared “I feel safe at school in the hallways, bathrooms, and on the school campus”. Finally, 88.6% of students shared that “Most students at my school treat each other with respect”. Student perception of connectedness continues to be apparent based on the student survey responses. There were 85.4% of students that reported that school is the right place for them. One area we plan to continue to focus on moving forward is ensuring that all students feel like they have an adult on campus that they can trust to go to for help with a problem. Only 73% of students share the school provides co-curricular activities that help students enjoy school. Overall, students reported a strong sense of safety on campus and general connectedness with school. RMCHS will continue to review our PBIS implementation, our socio-emotional support systems, and utilize input from our staff, students and parents to engage in continuous improvement in this area. Lastly, per student feedback this year, RMCHS will strive to increase opportunities for students to strengthen their connection with school through various co-curricular activities. Met 2024-06-11 2024 10622810000000 Laton Joint Unified 6 "Laton Unified School District administered a comprehensive local climate survey during the second semester of 2024, aimed at capturing student perceptions of school safety and connectedness across different grade spans (TK-5, 6-8, 9-12). The survey utilized a five-point Likert scale, with responses ranging from ""Strongly Disagree"" to ""Strongly Agree,"" and aggregated responses considered ""positive"" if they were ""Agree"" or ""Strongly Agree."" A total of 429 educational partners, including students, families, teachers, and support staff, participated in the survey, ensuring a broad representation of the community. The survey data revealed that 76% of students reported feeling safe at school, and 75% felt connected to their school community. These figures are consistent across the grade spans served by the district, indicating a generally positive school climate. The data indicated that English Learner students and students from low-income families reported slightly lower levels of connectedness and safety compared to their peers. Specifically, 70% of EL students and 72% of low-income students felt connected, while 71% and 73%, respectively, reported feeling safe. This disaggregation highlights the need for targeted interventions to support these groups. Further analysis of specific survey items revealed that while the overall perception of school safety and connectedness was high, there were areas for improvement. For example, only 57% of families felt they had adequate resources to support learning and development at home, and 66% felt confident in their capacity to engage in advisory groups and decision-making processes. This data puts into perspective the importance of enhancing family engagement and support structures within the district." The analysis of the local climate survey data has provided key learnings that highlight both strengths and areas for improvement within Laton Unified School District. One of the primary strengths is the overall positive perception of school safety and connectedness among students, with 76% feeling safe and 75% feeling part of their school community. This positive climate is crucial for fostering a supportive and effective learning environment. However, the data also revealed areas where improvements are needed. One identified need is the engagement and support of English Learner students and students from low-income families, who reported lower levels of connectedness and safety compared to their peers. This suggests that these student groups may require additional resources and targeted interventions to ensure they feel equally supported and included in the school environment. Another key learning is the need for improved family engagement and support. While a significant proportion of families feel involved in the decision-making process, there is a notable gap in their confidence and capacity to engage in advisory groups and provide at-home learning support. Only 57% of families felt they had adequate resources to support their children's learning at home, indicating a need for more robust family support programs and resources. Additionally, the data highlighted the importance of culturally relevant and inclusive programs to better engage underrepresented families. Workshops and programs tailored to the specific needs of these families. As an outcome of the identified needs and key learnings from the local climate survey, Laton Unified School District will implement several changes to its existing plans, policies, and procedures to address these areas and promote continuous improvement. Firstly, to support English Learner students and students from low-income families, the district will enhance its targeted interventions and resources. This will include expanding after-school programs and tutoring services specifically designed for these student groups, providing additional language support, and increasing access to mental health and counseling services to ensure these students feel safe and connected. Secondly, to improve family engagement and support, Laton Unified School Distirict will develop and implement more robust family support programs. This will include offering workshops and resources to help families understand their rights and advocate for their children's education, providing multilingual communications, and utilizing various media platforms to ensure information is accessible to all families. Community liaisons will conduct personalized outreach, including home visits and phone calls, to actively engage underrepresented families and address their concerns directly. Furthermore, we will work diligently to reinforce parent advisory committees with representatives from underrepresented families, ensuring their voices are heard and their needs are met in the decision-making process. These committees will provide a platform for meaningful involvement and collaboration between families and the school district. Lastly, to create a more inclusive environment, we will focus onintroducing culturally relevant programs and workshops tailored to the specific needs of underrepresented families. This includes ESL workshops, bilingual education programs, and culturally responsive teaching practices. Met 2024-06-24 2024 10623230000000 Monroe Elementary 6 The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students in grades 5th-8th. It enables schools and communities to collect and analyze data. The CHKS is part of a comprehensive data-driven decision-making process on improving school climate and student learning environment for overall school improvements. In addition to school surveys, Monroe Elementary conducts parent meetings 6 times annually to collect parent feedback on the needs of our students and community. The MES cabinet of directors which includes a representative from every stakeholder group within the school and meets weekly. It was convened to be utilized as an advisory group of voices to provide recommendations based on research trends, gathered and interpreted from stakeholder feedback, analyzing current performance, and supporting efforts to develop an action plan to work toward supporting equity. Pillar 1: Integrated student supports Identified Need: Social Emotional Support School Nurse Having somebody for the kids to talk to. The student don’t tell parents everything that is going on with them Lack of funding makes it hard to support the children We need more technology usage, teacher training, cultural activities, motivational guest Factors that influence students' motivation to learn are the constant worry of families income, housing, and food When they are worried about what is happening in there home life it’s difficult to come to school and learn A big challenge for students in our community is the lack of support at home due to parents always working The anxiety of children sometimes gets in the way of their success (Artifact #14, 15, 16) Students should be told they are special, unique and loved Students lack parental support, that comes from a place of inability to be supportive: too many things going on or lack of role models Some students need help because their parents don’t speak English when they come so they don’t have support at home, a language barrier Many families need help with math homework Students struggle with staying up late on their phones and don’t put as much effort into their work. They are missing a lot of the basics, some are missing basic reading skills, spelling and that keeps them from learning Students need hotspots to connect their devices online Making connections and conversations with students are needed to help build relationships and foster one that helps them feel comfortable enough to come to you with a problem Small intervention groups have benefited students greatly –groups are based on needs and placed accordingly Parents think that the students lack confidence because they don’t get enough support from adults Parents want more compassionate teachers/tutors they believe teachers are not focused enough on the children They noticed students don’t want to come to school when the teacher is constantly out. The students don’t feel happy/safe when the teacher is out Menu problems, parents want more fresh cooked meals They would like to see the principal more motivated and take more responsibility on campus They believe the talk on the fence was a long conversation before anything was done and it was needed for security They want the school to do the things that have been said were going to be done They believe the teachers need more support from administration Teachers are limited to what they can do They want an adult in the office at all times They believe that principal should also be on campus while the after school program is running We need more technology usage, teacher training, cultural activities, motivational guest Enforcing rules more for younger children. Their child thinks they are having trouble understanding rules Challenges students have in our community are, advanced students don’t have a lot to be offered as an advanced student Parent wants her child more prepared for high school A plan to identify when student’s identify themselves or are identified with a mental health need It is important that the school adults find ways to connect with students and give those students the opportunity to build positive relationship with others Bring back band and science back Bring back hands on activities for the students Assets-Driven and Strength-Based Practice: Provide ongoing professional development for educators on adopting strength-based teaching approaches. Integrate asset-driven practices into lesson planning and student assessments. Conduct regular asset mapping workshops involving teachers, parents, and community members. Identify and document the unique strengths and assets within our community. Racially Just and Restorative School Climates: Implement regular training programs for staff, parents, and community stakeholders on cultural competence and racial equity. Develop a cultural competence curriculum to be integrated into classrooms. Utilize restorative practices to resolve conflicts and build community connections. Powerful, Culturally Proficient and Relevant Instruction: Provide guided lessons, activities and projects that implements and focuses on the strengths and culture of the community. Creating enrichment opportunities that will teach and develop an appreciation for the culture of the community. Provide ongoing training for teachers on culturally responsive teaching strategies. Ensure diversity in extracurricular activities, clubs, and events. Encourage students to explore and celebrate their cultural backgrounds through creative projects and performances. Shared Decision Making and Participatory Practices: Advance our Community Schools Advisory Committee. Increase active participation in the school council meetings by parents and teachers by 20%. Hold regular meetings to discuss school policies, programs, and initiatives. Met 2024-06-13 2024 10623310000000 Orange Center 6 2023-2024 Student School Climate Survey TK-5 & 6-8: When asked if they feel safe at school: 21.8% Strongly Agree 36.3% Agree 25.8 % Neutral 6.5% Disagree 9.7% Strongly Disagree When asked if they feel connected to their school: 9.7% Strongly Agree 23.4% Agree 35.5 % Neutral 14.5% Disagree 16.9% Strongly Disagree 2023-24 Orange Center Parent Survey: 99% (108) Parents reported feeling safe while on the Orange Center Campus 94%(103) Parents reported having a feeling of connectedness to Orange Center School 2023-24 Orange Center Staff Survey: 99% (108) Staff reported feeling safe while on the Orange Center Campus 94%(103) Staff reported having a feeling of connectedness to Orange Center School To provide a safe, comfortable, collaborative learning environment, the facilities, furniture, and grounds are well maintained. School safety and campus climate actions include the implementation of a digital sign-in and out process which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who wish to enter campus. Cameras were installed at the school entrance and other strategic areas around campus. To ensure student engagement in a rural school, home-to-school transportation was provided. The district encouraged an increase in clubs and campus activities pre-COVID-19 to support a positive school climate and the district intends to continue these activities. The District has provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time. The district provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place and the Time To Teach behavior program. Providing referrals and communicating with parents in regard to socio-emotional issues in order to improve attendance and loss of instructional time. Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues. Orange Center will employ two SPED teachers, and contract for a School Psychologist for two days a week, a Speech Pathologist for 2.5 days a week, in addition, the District will provide supplemental materials and supports necessary to appropriately meet student goals and services. The District implements a reading intervention program (2 part-time intervention teachers) to meet the needs of students who have suffered learning loss due to the COVID-19 closures and to provide support for 1st-8th grade students, as we have seen positive academic progress for students who receive services. All 4 Youth counseling services (which are funded through the Fresno Superintendent of Schools Office) supplement the services provided by the District. School safety and campus climate actions include the implementation of s digital sign-in and out process which includes the feature of checking visitor backgrounds and alerting administration to any individuals who may put students at risk and who may wish to enter campus. Cameras were installed at the school entrance and other strategic areas around campus. To ensure student engagement in a rural school, home-to-school transportation was provided. The district encouraged an increase in clubs and campus activities pre-COVID-19 to support a positive school climate and the district intends to continue these activities. The District has provided preventative healthcare measures through a site LVN to assist in disseminating health information and communicating with parents regarding preventative health/emotional issues, and immunizations to improve attendance and loss of instructional time. The district provided a Positive Behavior Intervention and Support Program (PBIS) to ensure character education and behavioral interventions are in place and the Time To Teach behavior program. Providing referrals and communicating with parents in regard to socio-emotional issues in order to improve attendance and loss of instructional time. Teachers and support staff will continue to receive training in the areas of behavior intervention, student engagement, and training regarding strategies that can be used with students who struggle with socio-emotional issues. Met 2024-06-26 2024 10623310137661 California Virtual Academy at Fresno 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-19 2024 10623560000000 Pacific Union Elementary 6 "Pacific Union administers two student surveys at the end of every school year. The LCAP Student Survey is administered school-wide to all grade levels and the SEL Student Survey is administered to grades 3-8. Both surveys include questions that measure student perceptions of school safety and connectedness. Students in grades TK-2 completed the survey as a class. 7 out of 7 classes submitted surveys. Students in grades 3-8 complete both surveys individually online. 156 out of 215 students in grades 3-8 completed the Student LCAP Survey. 188 out of 215 students in grade 3-8 completed the SEL Student Survey. Results indicate that 92.2% of students in grades 3-5 and 86.9% of students in grades 6-8 have a teacher or other adult from school who they can count on for help, no matter what; 93.5% of 3rd-8th grade students and 100% of TK-2 classes indicated they feel safe and connected at school, and 76.3% of 3rd-8th grade students and 100% of TK-2 classes feel comfortable speaking to teachers and/or administration. When asked ""What makes you feel safe at Pacific Union"", feedback from students included locked gates, cameras, and emergency drills. Students indicated that more teachers on yard duty would help them feel more safe. When asked what students liked or what was benificial this year, feedback included field trips, sports, friends, the playground, incentives and upgraded P.E. and playground equipment." Data analysis reflects the following key learning: Students who feel they have a teacher or other adult from school who they can count on for help 3rd-5th grade - 92.2%, decrease of 0.8% 6th-8th grade - 86.9%, increase of 10.9% Students who feel safe and connected at school TK-2nd grade - 100%, maintained 3rd-8th grade - 93.5%, increase of 0.5% Students who feel comfortable speaking to teachers and/or administration TK-2nd grade - 100%, maintained 3rd-8th grade - 76.3%, decrease of 4.6% Strengths: Students feel safe and conntected at school. Field trips, sports and clubs, incentives, upgraded playground areas and equipment, security cameras, and locked gates all had a positive impact on how safe and connected students feel at school. Students feel they have a teacher or adult from school who they can count on for help. 10.9% more students in grades 6-8 felt they can depend on an adult at school for help. The increased sports, clubs, and incentives provide students with increased postitive interactions with adults on campus other than their teacher. These positive interactions contribute to a school environment where students feel they belong. Identified Need: Students feel comfortable speaking to teachers and/or administration. There is a need to help students in grades 3-8 feel that they can talk to their teacher and/or administration. We will take steps to ensure that most, if not all, students complete the 2024-25 surveys. In order to continue to increase students' school connectedness, Pacific Union will continue psychological and counseling services, continue implementing Social and Emotional Learning school-wide, and continue attendance and SEL incentives and rewards. The objective is to strengthen students' social and emotional skills, increase positive behavior, and promote an environment of acceptance. Met 2024-06-25 2024 10623640000000 Parlier Unified 6 Analyzing the school climate survey results for students in 6th-12th grade and 3rd-5th grade reveals several key insights into students' perceptions of their school environment. Here’s a breakdown of the data and what it suggests: 6th-12th Grade Students School Climate: 29% School Belonging: 25% School Safety: 55% Rigorous Expectations: 44% 3rd-5th Grade Students School Climate: 39% School Belonging: 58% School Safety: 58% Rigorous Expectations: 66% Comparative Analysis: School Climate 6th-12th Grade: 29% 3rd-5th Grade: 39% Analysis: Younger students (3rd-5th grade) report a more positive overall school climate compared to older students (6th-12th grade). This suggests that perceptions of the school environment may become less positive as students progress to higher grade levels. School Belonging 6th-12th Grade: 25% 3rd-5th Grade: 58% Analysis: There is a significant drop in the sense of belonging from 3rd-5th grade to 6th-12th grade. This indicates that older students feel much less connected and integrated into their school community. School Safety 6th-12th Grade: 55% 3rd-5th Grade: 58% Analysis: Perceptions of school safety are relatively similar between the two groups, with a slight increase for younger students. Both age groups rate school safety above 50%, indicating a majority feel safe, but there is room for improvement. Rigorous Expectations 6th-12th Grade: 44% 3rd-5th Grade: 66% Analysis: Younger students perceive expectations as more rigorous compared to older students. This might reflect a greater emphasis on high expectations in the early grades or a possible decline in academic rigor as perceived by older students. Key Insights and Learnings: Improve School Climate for Older Students: The lower school climate rating for 6th-12th grade students suggests a need to enhance the overall school environment for this age group. Parlier Unified will focus on increasing student engagement, fostering a positive school culture, and addressing issues that negatively impact students’ perceptions. Enhance Sense of Belonging for Older Students: The significant drop in the sense of belonging for 6th-12th graders is concerning. Parlier Unified will focus on improving student-teacher relationships, create more inclusive school communities, and provide support systems that help older students feel more connected. Maintain and Improve School Safety: While both groups feel relatively safe, there is always room for improvement. Parlier Unified will implement continuous efforts to ensure a secure and supportive environment for all students as an essential component to addressing school safety. Address Perceptions of Academic Rigor for Older Students: The perception of rigorous expectations decreases significantly for older students. Parlier Unified will address this by ensuring that the curriculum remains challenging and engaging, providing support for academic excellence, and clearly communicating high expectations. Support Transitions Between Grade Levels: The transition from elementary to middle and high school can be challenging. Parlier Unified will continue to implement programs to support students during these transitions to help maintain positive perceptions of school climate, belonging, and rigorous expectations. By focusing on these areas, Parlier Unified School District can work towards creating a more positive and supportive environment for all students, enhancing their overall school experience and academic success. Parlier Unified review and update safety protocols to ensure they meet current standards and address any new challenges. This includes regular safety drills, updated emergency response plans, and increased security measures where necessary. Expand mental health and counseling services to support students' emotional well-being, which is integral to their sense of safety and security at school. Strengthen anti-bullying initiatives and programs to create a safer, more inclusive environment for all students. Parlier Unified will continue with transition programs for students moving from elementary to middle school and from middle to high school. These programs will provide orientation sessions, peer mentoring, and academic support to help students adjust to new environments. Parlier Unified will work with the district’s MTSS team to regularly analyze student data related to climate, engagement, and academic performance. This team will provide actionable insights to inform continuous improvement efforts. Implement ongoing feedback mechanisms, such as surveys and focus groups, to gather input from students, parents, and staff on the effectiveness of implemented changes and areas for further improvement. By implementing these changes and focusing on continuous improvement, Parlier Unified aims to address identified areas of need and enhance the overall educational experience for all students. Met 2024-06-25 2024 10623720000000 Pine Ridge Elementary 6 Because we have such a small school population, we do not have any individual student groups. Our most recent climate survey given to students shows that over 90% of our students feel safe on campus and over 87% stated that they feel connected to Pine Ride School. What we have learned is that we have done a good job in creating a safe, expecting environment for our students. We have learned that our students would like more hands on elective offerings. We will use this information to work to provide a more comprehensive educational experience for all of our students. Met 2024-06-19 2024 10623800000000 Raisin City Elementary 6 All students in grades 5-8 were surveyed to determine their perceptions of school safety and connectedness. The Local Education Agency (LEA) examined the survey responses from students and compared them to the responses from parents and staff perceptions. To ensure reliable data, the survey was conducted anonymously, which means that subgroup information was not collected. The significant increase in students feeling a part of the school and feeling safe can be attributed to the implementation of more systems and routines within the school. In the 2022 school year, 48.7% of students felt like they were a part of the school, compared to 73% in the 2024 school year. This improvement is due to regular input from students on what they like and what they would like to see happen at the school, along with the implementation of their suggestions, making them feel heard. Additionally, the percentage of students feeling safe at school increased from 44.3% in 2022 to 74% in 2024. This increase is attributed to the principal’s weekly to daily classroom observations, better connections between teachers, staff, and students, and the principal’s personal knowledge of all students and their families. Timely handling of issues has also contributed to the improved sense of safety. The LEA is pleased with the results of the survey and feels the need to continue with the practices that have been put into place. However, one area that requires ongoing attention is the implementation of lockdown drills. Previous lockdowns, conducted by different administrations, left many students and staff panicked and traumatized. The current administration will work this year with students, staff, and families to help them understand the process and importance of these drills, ensuring a smoother and more supportive implementation. Met 2024-06-10 2024 10623800136499 Ambassador Phillip V. Sanchez II Public Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 96% of students reported that they felt connected to an adult at the school " This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 100% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-06 2024 10624140000000 Sanger Unified 6 A district total of 8,053 4th through 12th grade students completed the Panorama Survey in May 2024 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1903 students in grade 4 and 5 showed favorable endorsements ranging from 44% to 62%. When compared to survey reports from May 2023, students reported a 1% increase in Growth Mindset but a decrease in Social Awareness, Self-Efficacy, and Emotional Regulation. When looking at Student Supports and Environment there was a decrease of 1-2% from survey reports from May 2023. There was a 1% decrease in regarding rigorous expectations and school safety, and a 3% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 6,150 students in grades 6 through 12 showed favorable endorsements ranging from 47% to 56%. When compared to survey reports from May 2023, students reported the same or a 1-2%. Students reported a 2% increase in Emotion Regulation at 50% which is above the national average. Students reported a 1% increase on Self-Efficacy at 47%, but it is still below the national average. There were no reported changes in Social Awareness and Growth Mindset. Social Awareness stayed at 56% which is below the national average and Growth Mindset stayed at 52% which is in line with national averages. Student Supports and Environment (SSE) responses were collected for 6,150 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 63%. When compared to survey reports from May 2023, students report a 1% increase in Sense of Belonging at 40% and below the national average. There was a 1% decrease in Rigorous Expectations at 63% and below the national average. School safety decreased by 3% at 47% and also below the national average. Teacher-student relationships stayed the same at 55% and slightly below the national average. Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Emotional Regulation at 44% and a 1% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 40% and below national averages. However, there was a 1% increase from May 2023 to May 2024. Students feeling safe at school is also below national averages at 56% for 4th - 5th grade students and 47% for 6th - 12th grade students. This means that close to half of our students don't feel safe at school. This data continues to reinforce the importance of Socio Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum. Met 2024-06-25 2024 10624146117865 Quail Lake Environmental Charter 6 A district total of 8,053 4th through 12th grade students completed the Panorama Survey in May 2024 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1903 students in grade 4 and 5 showed favorable endorsements ranging from 44% to 62%. When compared to survey reports from May 2023, students reported a 1% increase in Growth Mindset but a decrease in Social Awareness, Self-Efficacy, and Emotional Regulation. When looking at Student Supports and Environment there was a decrease of 1-2% from survey reports from May 2023. There was a 1% decrease in regarding rigorous expectations and school safety, and a 3% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 6,150 students in grades 6 through 12 showed favorable endorsements ranging from 47% to 56%. When compared to survey reports from May 2023, students reported the same or a 1-2%. Students reported a 2% increase in Emotion Regulation at 50% which is above the national average. Students reported a 1% increase on Self-Efficacy at 47%, but it is still below the national average. There were no reported changes in Social Awareness and Growth Mindset. Social Awareness stayed at 56% which is below the national average and Growth Mindset stayed at 52% which is in line with national averages. Student Supports and Environment (SSE) responses were collected for 6,150 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 63%. When compared to survey reports from May 2023, students report a 1% increase in Sense of Belonging at 40% and below the national average. There was a 1% decrease in Rigorous Expectations at 63% and below the national average. School safety decreased by 3% at 47% and also below the national average. Teacher-student relationships stayed the same at 55% and slightly below the national average. Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Emotional Regulation at 44% and a 1% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 40% and below national averages. However, there was a 1% increase from May 2023 to May 2024. Students feeling safe at school is also below national averages at 56% for 4th - 5th grade students and 47% for 6th - 12th grade students. This means that close to half of our students don't feel safe at school. This data continues to reinforce the importance of Socio Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum. Met 2024-06-25 2024 10624146117873 Sanger Academy Charter 6 A district total of 8,053 4th through 12th grade students completed the Panorama Survey in May 2024 regarding student perception of social-emotional learning topics including Student Competency Measures (SCM) and Student Supports and Environment (SSE). District selected topics with the domains of Student Competency were Social Awareness, Growth Mindset, Self-Efficacy, and Emotion Regulation. District selected topics within the domain of Student Support and Environment were Rigorous Expectations, Teacher-Student Relationships, Sense of Belonging, and School Safety. Student competency measures (SCM) for 1903 students in grade 4 and 5 showed favorable endorsements ranging from 44% to 62%. When compared to survey reports from May 2023, students reported a 1% increase in Growth Mindset but a decrease in Social Awareness, Self-Efficacy, and Emotional Regulation. When looking at Student Supports and Environment there was a decrease of 1-2% from survey reports from May 2023. There was a 1% decrease in regarding rigorous expectations and school safety, and a 3% decrease in favorable endorsements regarding student-staff relationships and sense of belonging. Student competency measures (SCM) for 6,150 students in grades 6 through 12 showed favorable endorsements ranging from 47% to 56%. When compared to survey reports from May 2023, students reported the same or a 1-2%. Students reported a 2% increase in Emotion Regulation at 50% which is above the national average. Students reported a 1% increase on Self-Efficacy at 47%, but it is still below the national average. There were no reported changes in Social Awareness and Growth Mindset. Social Awareness stayed at 56% which is below the national average and Growth Mindset stayed at 52% which is in line with national averages. Student Supports and Environment (SSE) responses were collected for 6,150 students in grades 6 through 12 and showed favorable endorsements ranging from 47% to 63%. When compared to survey reports from May 2023, students report a 1% increase in Sense of Belonging at 40% and below the national average. There was a 1% decrease in Rigorous Expectations at 63% and below the national average. School safety decreased by 3% at 47% and also below the national average. Teacher-student relationships stayed the same at 55% and slightly below the national average. Overall, there continues to be a downward trend with students school conditions and climate. Although there are many areas that are still above national averages, we would like the data to be increasing and not decreasing. When looking at 4th-5th grade students the lowest indicators was Emotional Regulation at 44% and a 1% decrease. It is also below the national average. For students in 6th-12th grade the lowest indicator was Sense of Belonging at 40% and below national averages. However, there was a 1% increase from May 2023 to May 2024. Students feeling safe at school is also below national averages at 56% for 4th - 5th grade students and 47% for 6th - 12th grade students. This means that close to half of our students don't feel safe at school. This data continues to reinforce the importance of Socio Emotional Learning. We have curriculum for all students and support groups provided for students that show needs. However, we need to look closer at implementation, quality and fidelity of all of the comprehensive supports we have to monitor the effectiveness of these programs and curriculum. Met 2024-06-25 2024 10624300000000 Selma Unified 6 The local climate survey utilized in Selma Unified is Panorama. The survey was given once in the Fall of 2023 and again in the Spring of 2024. In the area of Sense of Belonging, elementary students in grades 3-5 demonstrated positive responses, scoring at 87% in the Fall and 86% in the Spring. Scores for students in grades 6th-12th improved from 61% to 80% from Fall to Spring. In the area of Safety, elementary students in grades 3-5 improved from 58% to 63%, whereas students in grades 6-12 slightly decreased from 53% to 51%. When asked if students felt that an academic subject is interesting, important, and useful, students in grades 3-5 responses were positive, scoring 88% in the Fall and 83% in the Spring. Students in grades 6-12 scored 82% in the Fall and 69% in the Spring. The 2023-2024 school year is our first year implementing Panorama. We noticed lower response rates than desired and will work on ensuring ample opportunities to gather increased responses in the future. Identified needs include school safety for all grades and the need to adopt support curriculum, which we plan to do in the coming 2024-2025 school year. Strong improvement was made from Fall to Spring in the area of school belongingness, with improvements in the 3rd-5th and 6th-12th spans. We will be using survey results as metrics for the district Strategic Plan, the LCAP, and to reflect on planning for next school year. The district will provide professional learning via Panorama to reflect on how to use this data at the district and site level. We will also be receiving additional training on implementing Playbook. The district will purchase a supplemental SEL curriculum to use in tandem with resources from Panorama. Met 2024-06-11 2024 10625130000000 Washington Colony Elementary 6 During the 2023-24 School Year, Washington Colony administered the California Healthy Kids Survey to 5th and 6th – 7th grade students in order to provide a valid measure of perceptions of school safety and connectedness. The results of the 5th grade survey showed that 41% of the students feel safe at school Most and All of the time for a positive school climate environment; a 45% of the students feel School Connectedness All the time and 78% of the students feel academically motivated All of the time. The average results of the 6th – 8th grade survey showed that 46% of the students feel safe at school Most and All of the time for a positive school climate environment; a 42.5% of the students feel School Connectedness All the time and 58.5% of the students feel academically motivated All of the time. Based on the CAHKS analysis the district established the Positive Behavior Interventions & Supports (PBIS) program that has been implemented for the past 8 years and has received the Bronze, Silver and GOLD Awards. Washington Colony will increase positive reinforcements and incentives in all grade levels. A new Suicide Prevention policy and Mental Health supports are in place including an All-4-Youth behavioral health services clinician on site provided by FCSS. Based on the results of the CAHKS Survey during the 2023-24 school year, the district has maintained Parent Liaison in order to provide systems of support, to increase communication to all families by targeting Chronic Absenteeism (Chronic Absenteeism was reduced to 23.6% in 2023-24 school year from 37.2% in school year 2022-23) and continue to increase student attendance. In addition, as reflected in the LCAP 2023-24 Goal 2 Action 2.8.; during this school year 2023-24 the district retained a new K-8 School Counselor and established an “Student Wellness Center” with the MTSS Team that will assist students and families focusing on mental and behavioral health services; identify and address barriers to learning; train staff to recognize student needs and guide staff, students and families to resources that will support social and emotional learning. Also, the district hired and retained a new Licensed Vocational Nurse (LVN) that will support the physical wellness and provide resources to parents such as access to meal programs, vision, or hearing referrals, and other services promoting wellness. The district hired and retained the full time Campus Safety Monitor and will purchase a ActVnet security cameras monitoring system. As a result of a positive school climate all students will participate in extracurricular activities, educational & enrichment field trips and academic rewards & educational/ character building assemblies. In addition the goal of the district is to continue to reduce the Suspension rate below 4% for the 2024-25 school year. Met 2024-06-25 2024 10625390000000 West Park Elementary 6 The West Park School District/West Park Elementary School administered a student survey in Grades 3-8 to measure student perceptions of school safety and connectedness. 89.5% of students reported feeling safe at school 85.4% of students feel connected to school 80.3% of students are happy to be at West Park Elementary School 96.2% of students believe their teacher wants them to succeed in class 93.3% of students believe the adults at school care about them 72.2% of students plan to attend college after high school The data indicate growth in student's perceptions of safety and a sense of belonging at West Park Elementary School. A high percentage of students believe their teacher wants them to succeed and adults at school care about them. The percentage of students who plan to attend college after high school has remained constant over the past two years. West Park Elementary School will continue to prioritize the mental health and well-being of students by providing a full-time counselor and contracted mental health services. The LCAP actions are also focused on additional staff such as reading and math coaches to provide more individualzed interventions to students in need of additional support. Met 2024-06-25 2024 10625396112387 West Park Charter Academy 6 The West Park Charter Academy administered a student survey in Grades 3-12 to measure student perceptions of school safety and connectedness. The majority of students (65%) attending West Park Charter Academy are high school students. The other 35% are students in grades K-8. The results reported are high school students only because the data was disaggregated from the West Park School District student survey. 93% of students reported feeling safe at school 92% of students feel connected to school 88% of students are happy to be at West Park Charter Academy 99% of students believe their teacher wants them to succeed in class 95% of students believe the adults at school care about them 88% of students plan to attend college after high school The data indicate very high levels of student engagement in the West Park Charter Academy program. There is a high level of consistency between responses and the response rate for high school students was very high. The design of an independent study program by nature eliminates many of the circumstances that lead to students feeling unsafe at school such as student bullying and other unhealthy peer interactions that negatively impact a student's mental health. Student beliefs about the adults at West Park Charter Academy indicate positive student teacher interactions. The one data element that is incongruent is the high percentage of students reporting they plan to attend college after high school, compared to the sharp decline in the graduation rate (46.8%). Further analysis of the student survey results is needed to understand this discrepancy. The need to understand the low graduation rate and post secondary plans led to the development of a system of routine checkins with students to understand their needs and ensure the program continues to meet their needs. Met 2024-06-25 2024 10625470000000 Westside Elementary 6 The LEA conducted surveys and in these two areas the district saw for connectedness: Students 83% Parents 93% Teachers 85%, and for safety: Students 83% Parents 97% Teachers 100% The LEA determined that the overall connectedness and safety feeling among those educational partners rated high in those two areas. The LEA will continue to look for ways of connectedness and a feeling of safety in the school among all the educational partners to improve. Met 2024-06-18 2024 10625470135103 Yosemite Valley Charter 6 English Language Learner Program (ELL) Specific Feedback: I am being taught to speak, read, and write in English as effectively as possible. Strongly Agree - 48.44% Agree - 31.25% Disagree- 3.13% Strongly Disagree- 1.56% Uncertain - 15.63% School Feedback: My school provides a good education. Strongly Agree - 36.62% Agree - 57.04% Disagree- .70% Strongly Disagree - 1.41% Uncertain - 4.23% My school provides the materials I need to learn such as textbooks and learning materials to meet my needs. Strongly Agree - 40.14% Agree - 50.70% Disagree - 1.41% Strongly Disagree - .70% Uncertain - 4.93% Not Applicable - 2.11% I look forward to school each day. Strongly Agree - 16.90% Agree - 33.10% Disagree - 26.06% Strongly Disagree - 7.04% Uncertain - 14.08% Not Applicable - 2.82% I feel safe and connected to my school. Strongly Agree - 29.29% Agree - 49.29% Disagree - 5.71% Strongly Disagree - 2.86% Uncertain - 10.71% Not Applicable - 2.14% My school works with my parent/guardian to help me do my best in school. Strongly Agree - 43.97% Agree - 39.72% Disagree -6.38% Strongly Disagree - 2.13% Uncertain - 7.80% My school provides me access to a variety of elective courses (such as art, dance, PE, and foreign language). Strongly Agree - 35.46% Agree - 42.55% Disagree - 7.80% Strongly Disagree- 4.96% Uncertain - 8.51% Not Applicable - .71% My teacher contacts (calls, emails, speaks to) my parents/guardian when I am having trouble learning. Strongly Agree - 40% Agree - 38.57% Disagree - 2.14% Strongly Disagree- 1.43% Uncertain - 12.86% Not Applicable - 5% High School Specific Feedback: My school prepares me for future college and/or career paths. Strongly Agree - 25.81% Agree - 48.39% Disagree - 4.30% Strongly Disagree- 2.15% Uncertain - 19.35% I am clear about what courses I need to enroll in and pass to graduate from high school. Strongly Agree - 31.52% Agree - 50% Disagree - 2.17% Strongly Disagree- 3.26% Uncertain - 13.04% I know whom to contact at the school to ask questions about my high school graduation status. Strongly Agree - 34.41% Agree - 41.94% Disagree - 2.15% Strongly Disagree - 2.15% Uncertain - 19.35% School Climate/School Feedback: Students feel motivated to learn Strongly Agree - 20.86% Agree - 53.96% Disagree - 6.47% Strongly Disagree - 5.04% Uncertain - 12.23% Not Applicable- 1.44% Adults at this school treat all students with respect. Strongly Agree - 44.29% Agree - 43.57% Disagree - 1.43% Strongly Disagree- 2.86% Uncertain - 6.43% Not Applicable - 1.43% If another student was bullying me, I would tell an adult at this school. Strongly Agree - 40.14% Agree - 41.55% Disagree-4.23% Strongly Disagree - 2.11% Uncertain - 7.04% Not Applicable - 4.93% Adults in this school respect differences in students (such as gender, race, culture, sexual orientation, religion, and physical or mental disability) Strongly Agree - 47.52% Agree - 36.88% Disagree- 1.42 Strongly Disagree - 1.42% Uncertain - 10.64% Not Applicable - 2.13% Survey Response Summary: The responses highlight concerns related to social interaction, teaching quality, communication, and personal fit with the school's learning style. These factors play a significant role in whether respondents would recommend the school to a friend. The responses highlight concerns related to social interaction, teaching quality, communication, and personal fit with the school's learning style. These factors play a significant role in whether respondents would recommend the school to a friend. Overall, the feedback indicates that students value a more engaging, interactive, and supportive learning environment to help them achieve their learning goals. Based on the winter student survey data analysis for the 2023/24 academic year at YVC, several key learnings have been identified, encompassing both areas of strength and areas for improvement. English Language Learner Program (ELL) Specific Feedback: A majority of English learners feel they are being effectively taught to speak, read, and write in English, indicating a positive aspect of the school's language instruction program. School Feedback: Students report they feel that the school provides a good education, indicating overall satisfaction with the academic offerings and instructional quality. A majority of students feel that the school provides the necessary materials for learning, highlighting a strength in resource provision. School Climate/School Feedback: The majority of students feel motivated to learn, suggesting a positive and supportive learning environment. Students believe that adults at the school treat all students with respect, indicating a positive school climate and culture. High School Specific Feedback: While a significant portion of students feel prepared for future college and/or career paths, there is also a notable percentage who are uncertain, suggesting a need for further clarification or support in this area. A considerable percentage of students are unclear about which courses they need to enroll in and pass to graduate from high school, indicating a need for improved guidance and communication regarding graduation requirements. Areas for Improvement: Survey responses indicate a desire for more flexibility in pacing schedules and instructional approaches, suggesting a need for greater adaptability to individual learning styles and preferences. Students express a desire for additional support and resources, particularly in navigating changes in teaching standards and workload expectations. Improved communication is highlighted as a key area for enhancement, indicating a need for clearer and more transparent communication channels between students, parents, and school staff. Students seek options for varied learning experiences, suggesting a desire for a more diverse and inclusive curriculum that caters to different interests and learning styles. Met 2024-06-13 2024 10625470136523 Crescent View South II 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 95% students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. We also recognized that our teachers could also experience trauma. During the school year, 100% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-06 2024 10738090000000 Firebaugh-Las Deltas Unified 6 "The local educational agency (LEA) administers a local climate survey annually that provides a valid measure of perceptions of school safety and connectedness. Our District conducts the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the local educational agency serves (e.g., K-5, 6-8, 9-12). The CHKS is also provided to parents and staff. This data is reported to the local governing board, educational partners, and the public at a regularly scheduled meeting of the local governing board. DATA: CHKS student results (2023-24) from 2 key indicators were reviewed and reported in the 2023-24 LCAP. Gender and grade distribution from 554 students that completed the survey (Spring 2024) was (5th, 53% M, 47 F); (7th, 47% M, 52% F, NB 1, SE 1); (9th, 55% M, 44% F, NB 0%, SE 1%); and (11th, 51% M, 49% F, NB 0%, SE 0%). Responses of moderate and high levels for school “Connectedness” and “Feeling Safe and Feeling Very Safe” at school were: Connectedness: (5th, 49%) (7th, 50%) (9th, 49%) (11th, 53%) (A 6.4) Feeling Safe/Very Safe: (5th, 44%) (7th, 48%) (9th, 52%) (11th, 60%) (A 6.8) *M=Male, F=Female, NB= Non Binary, SE= Something Else DATA: 44%, 5th graders feel safe at school most/all of the time; 48%, 7th graders feel safe at school most/all of the time. 52%, 9th and 60%, 11th graders reported feeling safe/very safe at school. 56%, 5th graders reported an anti-bullying climate at school most/all of the time. 47%, 5th graders reported violence victimization. 23%, 7th graders reported school violence victimization in the past 12 months 1 or more times. 18%, 9th graders and 13%, 11th graders reported incidents of school violence victimization in the past 12 months 1 or more times . 15% of 7th graders; 14% of 9th graders and 27% of 11th graders reported alcohol is easy or very easy to obtain. 16% of the 7th graders; 25% of 9th graders and 50% of 11th graders surveyed reported that it was “fairly easy” and “very easy” to obtain marijuana. 10%, 5th grade students reported that it was “fairly easy” and “very easy” to obtain a vape. " MEANING: CHKS results show students benefit from positive, safe learning environments and alcohol and marijuana use increases as students get older. The District acknowledged that in order to more effectively meet the academic, behavior, social and emotional needs of ALL Students additional supports and services were needed. USE: CHKS results are used to identify and monitor progress in areas of need. The District focuses on early prevention and intervention through the implementation of a Multi-Tiered System of Support (MTSS). The District has also implemented the All for Youth Program in partnership with the Office of the Fresno County Superintendent of Schools; specifically, the SELPA. The All For Youth program was designed to help youth and their families access behavioral health services at school, in the community and in the home. Children ages 0-5 with frequent tantrums, difficult playing with others, following directions, or persistent nightmares will be served. Youth age, 6-22 years old, with difficulty coping with problems and daily activities; excessive worry or anxiety (i.e. refusing to go to school); feelings of sadness and hopelessness; frequent outbursts of anger and difficulty with behavior and frequent suspensions will also be served. Met 2024-06-13 2024 10739650000000 Central Unified 6 In the spring of 2024, Central Unified conducted a Panorama survey involving students, staff, and families, yielding important findings: For family members, the survey results showed that for family members taking the survey, perceptions of the overall positive social and learning climate of the school increased by 3%. In contrast, students reported a 4% decrease in their perception of a positive school climate and a 1% decrease in feeling safe at school. Staff and teacher survey results indicated some positive trends, including a 1% increase in Staff-Family relationships, however staff to leadership relations dropped 5%. Overall it was noted that there were no significant changes in perceptions of school safety for both family and staff/teacher groups. The data points to the need for enhancing the school environment. Emotional safety might be an area where improvements are needed, ensuring that students and staff feel supported and valued. Fostering a sense of belonging is crucial, as feelings of inclusion and community are vital for a positive school experience. A positive school climate is closely linked to academic and social success. Enhancing the school environment can lead to improved academic performance, reduced absenteeism, and lower dropout rates. Additionally, a supportive climate can help mitigate behavioral issues and promote better mental health among students and staff. Engaging parents and the community is another key aspect. Increased parental involvement and strong community relationships can enhance the overall school climate. Building partnerships with families and community members can provide additional support and resources. Ensuring that students and staff have a voice in the school’s decision-making processes is vital. Creating effective channels for feedback and involving them in decisions can foster a sense of ownership and engagement. When students and staff feel heard and valued, their satisfaction with the school climate is likely to improve. By addressing these areas, schools can work towards creating a more positive, safe, and supportive environment. This effort will ultimately lead to better educational and social outcomes, benefiting both students and staff. To improve staff-to-leadership relationships, the district will: 1. Establish open, transparent communication channels where both principals and staff feel comfortable expressing their thoughts, concerns, and ideas. 2. Recognize and appreciate the efforts of staff members. Leaders will acknowledge the hard work of their staff publicly and privately, to boost morale and motivation. 3. Provide opportunities for professional development that address the needs and interests of staff members. 4. Encourage shared leadership by involving staff members in decision-making processes and giving them ownership over certain initiatives or projects. To continue to boost feelings of safety and a positive climate, the district will: 1. Celebrate diversity and create an inclusive environment where all students and staff feel welcomed, respected, and valued for who they are. 2. Foster positive relationships among students, staff, and families by promoting empathy, kindness, and mutual respect. Implement peer support programs or buddy systems to encourage connections between students. 3. Prioritize the physical and emotional safety of everyone in the school community. Implement clear policies and procedures for handling safety concerns, bullying, and harassment, and ensure that students know how to report any issues they may encounter. 4. Offer support services such as counseling, mental health resources, and social-emotional learning programs to address the diverse needs of students and staff. Create a culture where seeking help is encouraged and stigma is reduced. 5. Implement a positive behavior support system (PBIS)that recognizes and reinforces positive behaviors among students. Use strategies such as peer mediation, restorative justice practices, and positive reinforcement to address behavioral issues effectively. 6. Create a sense of belonging for all members of the school community by organizing events, clubs, and activities that cater to diverse interests and backgrounds. Encourage participation and involvement in extracurricular activities to foster connections outside of the classroom. Met 2024-06-25 2024 10739990000000 Kerman Unified 6 5th Grade School Connectedness All - 72% Hispanic - 71% Academic Motivation All - 84% Hispanic - 83% Caring Adults at School: All - 67% Hispanic - 65% School Safety: All - 58% Hispanic - 74% 7th Grade School connectedness: All - 59% English Learners - 56% Students on an IEP - 62% Academic Motivation: All - 68% Hispanic - 67% English Learners - 73% Students on an IEP - 80% Caring Adults at school: All - 52% Hispanic - 54% English Learners - 59% Students on an IEP - 50% School Safety: All - 61% Hispanic - 58% English Learners - 67% Students on an IEP -36% 9th Grade School connectedness: All - 51% Hispanic - 48% English Learners - 66% Students on an IEP - 62% Academic Motivation: All - 68% Hispanic - 59% English Learners - 55% Students on an IEP -63% Caring Adults at School: All - 56% Hispanic students - 48% English Learners - 60% Students on an IEP - 49% School Safety: 56% of all - 56% Hispanic - 56% English Learners -50% Students on an IEP -54% 11th Grade School connectedness: All - 49% Hispanic students - 48% English Learners - 55% Students on an IEP - 43% Academic Motivation: All students - 68% Hispanic students - 68% Students on an IEP -68% Caring Adults at school: All students - 52% Hispanic - 57% English Learners - 48% Students on an IEP - 55% School Safety: All students - 71% Hispanic students - 55% English Learners - 80% Students on an IEP -50% Strengths *The data indicates that overall, the majority of students in grades 5, 7, and 11 feel a school connectedness *The data indicate that students at all grade levels and subgroups are academically motivated. It is important to note that over 80% of 5th-grade- and 11th-grade EL students feel academically motivated. *Over 60% of 5th-graders feel caring adults are at school. *Over 50% of all students feel safe at school, except 7th graders on an IEP. Identified Needs *48% of 9th-grade Hispanic students, 49% of all 11th-grade students, 48% of Hispanic 11th-grade students, and 43% of 11th-grade students on an IEP feel connected to the school. *59% of 9th-grade Hispanic students and 55% of 9th EL students surveyed reported being academically motivated, compared to all other groups in the 60s and higher. *48% of 9th-grade Hispanic students, 49% of 9th-grade students on an IEP, and 48% of 11th-grade EL students feel there are caring adults at school, compared to over 50% for all other groups and grades *36% of 7th-grade students on an IEP surveyed feel safe at school, compared to over 50% for all other groups and grades. The district has hired a Coordinator of Social-Emotional Learning to address the areas of need, who will work directly with the student groups identified in the data. Each school site has a counselor to work with the students in need, and additional counselors will be hired at the secondary sites. The district is holding an MTSS Symposium on August 1 to provide resources to staff. The MTSS Team will continue to meet next year to address SEL issues throughout the district. Met 2024-06-20 2024 10751270000000 Mendota Unified 6 Safety is a district priority. For this reason, MUSD continues to make improvements in these areas (safety and connectedness). The district uses the California Healthy Kids Survey (CHKS) to track and monitor progress. This annual survey is conducted in the fall for students in grades 5, 7, 9, and 11. The results are analyzed and interpreted for growth and improvement. The data is also shared with partners for collaboration in the development of the district’s LCAP. Subgroup data is not attained due to survey anonymity. The percentages of students who perceive school to be safe are as follows: 5th grade = 71%, 7th grade = 67%, 9th grade = 61%, and 11th grade = 59%. When compared to data from the 21-22 school year, grade 5 decreased by 2%, grades 9 and 11 also decreased by 6% and 9% respectively, and grade 7 increased by 2%. A closer look at the data revealed that in general, younger students feel safer than older students and boys feel safer than girls. During the 23-24 school year many of the school sites were going through modernization projects that impacted regular school day routines. It is believed that these projects may have caused the safety perception rate to drop. When construction takes place at a school site, daily routines are altered and space can get limited. This can create a sense of insecurity for both students and staff. In addition, social media and bullying continue to present discipline challenges for all of our schools. The 7th grade results increased; this school site did not have a construction project going on and yet their suspension rate increased by 5.1% demonstrating that there may not be a correlation between students feeling safe and a higher suspension rate. In addition, it is also known that after the pandemic many children in general are not as social and do not feel comfortable or safe in areas that are heavily populated. With regards to school connectedness, the ratings were as follows: 5th grade = 62%, 7th grade = 60%, 9th grade = 51%, and 11th grade = 53%. All grade levels decreased in this area. Based on these results, students tend to feel more connected to the school when younger. Similar to the safety perception rates, the boys feel more connected to school than the girls. It is also believed that the construction projects taking place negatively impacted these rates. All sites continued to offer opportunities for students to be involved; however, with areas of the school grounds being zoned off, it is always challenging for students and staff to continue to engage and feel connected as in previous years. Furthermore, as previously stated, it is believed that these two areas are interrelated. Therefore, it is expected that the rate trends of these 2 categories will mirror each other. The data demonstrates that despite the district making improvements in the areas of safety and providing more opportunities for students to engage in, students are feeling less safe and less connected. As previously mentioned, school sites had construction projects going on throughout the 2023/24 school year and it is believed that these projects had a negative effect and impact on these rates. It also known that the COVID 19 Pandemic has had a negative impact on students returning to school and feeling safe. Evidence has linked school closures to rising mental health concerns, lower levels of engagement, reports of violence against children, rising levels of chronic absenteeism and dropouts, and overall deficits in the development of socioemotional skills due to social isolation from peers. Even with the decrease in rates, district strengths in these areas must be recognized. With regards to student safety, the district has invested heavily in this area during the 2023/24 school year. A fencing project commenced at McCabe Elementary School and at Mendota Junior High School. When completed, this project will ensure that these two school sites only have a single point of entry during the school day. In addition to this, vape detectors were installed at all of the district secondary schools and surveillance equipment continues to be improved on at all school sites. As noted in the district’s LCAP, other meaningful safety initiatives include having a campus monitor and a School Resource Officer at all school sites. With regards to school connectedness, the district continued to offer many opportunities for student engagement such as clubs, enrichment activities, and sports. In addition to this, during the 2023/24 school year MUSD started its Community Schools Program. This program helped with the implementation of events/functions that allowed students, parents, and staff to interact and engage with the goal of making all feel a part of the school community. The MUSD afterschool program at both levels (primary and secondary) also continues to grow and expand its services districtwide. So regardless of the decrease in rates (perception of school safety and feeling of school connectedness), MUSD continued to support these initiatives throughout the course of the year. The district believes that relationship building has a direct effect on both perception of safety and feeling connected to school. It is also known that the safety and supportiveness of school environments play a crucial role in the development and academic success of students. Students who feel safe and supported at school tend to have better emotional health and are less likely to engage in risky behaviors. Exposure to violence in schools and school neighborhoods is associated with many negative outcomes for youth, including poor academic performance, truancy, substance use, violent behavior, depression-related feelings, and suicidal thoughts and behaviors. Therefore, the district will look to provide training and professional development on building and fostering relationships in addition to strengthening the current services that also impact these rates. Goal #2 of the district’s LCAP outlines many services that shall work together to build and sustain an inviting safe school environment. The district believes that by providing attendance clerks, campus monitors, SRO’s, nurses, and other support staff it will help create the desired environment and climate. This along with the creation and development of engagement opportunities for students and families from programs such as the Community Schools Program and the Afterschool Program shall provide improved results in this area. Furthermore, the district will look to make a more dedicated effort to ensure that staff recognize the importance of students feeling safe and connected. The Director of State & Federal Programs will work closely with site leads to review site specific data in an effort to (1) create awareness of the significance, (2) prioritize actions and services for improvement, and (3) develop a monitoring/tracking system for progress. Met 2024-06-26 2024 10752340000000 Golden Plains Unified 6 California Healthy Kids Survey included student responses at the high school, middle school, and elementary level. School connectedness was particularly low at the middle school (50%) and high school level (46.5%). Another concern was that students at the high school level (40.5%) and middle school level (50%) reported no caring adult relationship. In addition, meaningful participation was extremely low at the high school (16.5%) and middle school (29%), suggesting the need for improvement in curriculum, instruction, and extra-curricular activities. The key learnings are that GPUSD needs to improve school connectedness for students. Students need additional academic and social-emotional counseling. GPUSD needs to provide professional development for staff to improve relationships with students. GPUSD changed/updated plans in its LCAP to include additional funding for psychologists, counselors, and professional development to address student needs. Met 2024-06-18 2024 10752750000000 Sierra Unified 6 Sierra Unified School District used 2 measurements to gain perspective of students' feelings of connectedness, belonging, and safety at school. The district developed a survey administered in Grades 2 - 12. This survey was administered by school sites through Illuminate (an assessment program) in October, February and May. The survey is completed at the same time that local benchmark assessments are given. The results collected yield the following: School Connectedness Survey: Interpersonal Connection Intrapersonal I feel safe at school. . . I feel like I belong at school. . . I feel connected to my teachers at school. . DLA 1 Safe: 75.2%, Belong: 78.6%, Connected: 74.1% DLA 2 Safe: 73.0%, Belong 78.8%, Connected: 75.7% DLA 3 Safe: 72.9%, Belong 79.9%, Connected 83.2% Avg 2024 Safe 73.7%, Belong 79.1%, Connected 81.0% When compared to 2022-2023 outcomes of the same survey indicate a 2.3% decline in an overall sense of safety, but the sense of belonging went up by 6% and connectedness went up by 5%. Perceived School Safety as measured in the California Healthy Kids Survey administered in April/May indicates that 40% of junior high students (Grade 7) feel safe at school, with high school students feeling safe at 43% for 9th grade and 44% for 11th grade. As described below, the survey takes into account multiple topics around safety. The SEL survey will remain part of our current practice, as it is a good indicator of students and their feelings toward school and how that progresses over the course of the school year. Additionally, when individual student responses are pulled and reviewed correlations to a student's sense of connectedness and their school attendance can be seen (Goal 4). As students are more engaged and present at school, their survey responses indicate a higher sense of connection to school. Data outcomes will be utilized to inform practices and seek input from families where results indicate a need to move toward improvement. Secondly,the California Healthy Kids Survey was administered in April/May 2024 to collect similar data as the SEL survey above. The outcomes of this survey specifically measured student's (Grades 5, 7, 9, and 11) perceptions of school safety and connectedness. Overall outcomes indicate that 47% of students surveyed feel connected to school and 42% of surveyed students feel safe while at school. Topics surveyed to inform connection to school at all grade levels include but are not limited to, relationships with other students and adults on campus, availability of help at school with school work or personal issues, fair treatment of students in relation to discipline, inclusion, and recognition. In the area of safety, questions about harassment, bullying and how it is addressed by the adults on campus are measured from a student perspective, witnessing or being involved in physical confrontations, the ability and availability to reach out for help is again measured in this area of questioning. At the se The obvious differences in the outcomes of the two surveys point to a difference in the way the questions are phrased and how many questions are asked. We see survey fatigue with the huge volume of questions on the California Healthy Kids survey. Elementary students are required to have parent permission, and none of our 5th grade parents provided that permission. All 7th graders participated in the California Healthy Kids Survey, 76% of 9th graders participated and only 52% of 11th graders participated. The connectedness survey done in association with the District Learning Assessment (DLAs) are done by grades 2-12 and only have a few additional questions. We believe they are a more accurate account of how the kids feel than the California Healthy Kids survey. Going forward, the district is committed to restore and improve the culture and climate of its campuses for the safety and on-going education of its students. Analysis will be done by staff to determine if the California Healthy Kids survey will be used in the future given the issues with participation and reliability of the results. Met 2024-06-20 2024 10754080000000 Riverdale Joint Unified 6 RJUSD surveyed almost 700 students during the 2023-2024 school year to gain data on school safety and school engagement and connectedness. The range of students was from 5th grade through 11th with a make-up of 90% Hispanic and 82% SED. In the area of school safety, on the high school level, 53% of students expressed they felt safe at school with 50% of 7th & 8th and 70% of upper elementary students sharing those feelings. 84% of parents believe their children to be safe at school while 94% of staff feel staff. Approximately 25% of students in grades 7th - 11th expressed being harassed at school with a far majority of those experiences being identified as based on race, ethnicity or national origin. In the upper elementary levels students who expressed harassment stated it was over mean rumors, cyberbullying and teasing/body image. Data also revealed that on the high school level, 30% of students reported using alcohol or another drug to get “high” over their lifetime with 51% of these identified students indicating they used marijuana on a daily basis. While the numbers for junior high were much less, 10.5% of students expressed either using alcohol or another drug to get “high”. 8th grade students were 3-times greater to use than 7th grade students. Upper elementary grades were even lower at 5% using alcohol or another drug. The level of students feeling connected was also a wide range. 50% of high school students expressed a “school connectedness” and 47% of students shared they felt like they are a part of the school. 54% of junior high students expressed a “school connectedness” with 50% feeling like they are a part of school. Upper elementary numbers were higher with 69% feeling “connected” and 71% being a part of school. While many students feel connected, 31% of high school students had felt a sense of “hopeless” in the past 12 months and 14.6% had considered attempting suicide in that same time frame. While lower, numbers were also concerning for junior high at 27.5% and elementary at 20% for feeling hopeless. 6.5% of 7th/8th grade had considered attempting suicide during the same time frame. The collection of data and its analysis helped to shape key learnings for RJUSD. In the analysis of data from student surveys, RJUSD was able to take away several learnings including identified needs and areas of strength. School Safety is an important student perspective. In examining school safety, a key learning was that while upper elementary students feel safe (70%) at school that number declines as students enter into the secondary level of education. At the 7th & 8th level at 50% feeling safe and 53% of 9th-11th students feeling safe this is in stark contrast to both staff (94%) and parents (84%) who scored a feeling of safety at school sites to be much higher than students at the secondary level. While a sign of strength can be found in the adult perspective of school safety, an identified need is the student perspective of school safety. The need found perhaps associated with school safety can be tied with bullying or harassment. 25% of 7th-11th expressed being harassed with a far majority of these instances being centered on race, ethnicity or national origin. An identified need is to target bullying and the prime indicator of its occurrence as learned through the survey. Marijuana usage through vaping continues to be a challenge. As school administrators address vaping issues through corrective measures, a key learning was that 30% of 9-12 students reported getting “high” at some point and 51% of that group stated using marijuana on a daily basis. This discovery extended as 10.5% of 7th & 8th students reported getting high along with upper elementary grades at 5%. RJUSD currently has several approaches to address substance use which is a strength, the district however finds itself with a need that is reported to be larger than anticipated. Mental Health supports and positive school experiences continue to be needed. A key learning in school connectedness was the dropping percentage of student grade groups who feel connected and a part of school. Percentages lowered by grade group for connectedness with elementary at 69%, junior high at 54%, and high school at 50%. Numbers were similar for feeling like they were a part of the school with 71% for elementary, 50% for junior high and 47% for high school. While RJUSD provides many different activities and events, an adult perspective may view it as sufficient. It is obvious a student perspective is different. A key learning comes to examine the connections between a student’s involvement with school activities and their feeling of hopelessness. Analysis revealed that students experienced a high level of “hopelessness”. 31% of high school students, 27.5% for junior high and a concerning 20% of elementary students had all shared this emotion of feeling hopeless within the past 12 months. Further results provided that with in this group of feeling hopeless, 14.6% of high school and 6.5% of junior high students had considered attempting suicide during that time frame. The key learnings from survey data helped RJUSD to make changes for 2024-2025. In examining the data, RJUSD realizes the necessity to make changes for continuous improvement. School safety, substance abuse and mental health are all areas to improve upon. In the area of school safety, RJUSD will have individuals, who supervise students, work with them in establishing connections during breaks, recess and passing periods. This connection will help to grow relationships with students while providing a sense of supervision for the student body to witness. RJUSD will offer its PBIS program along with having a dedicated counselor at each school site working with students. RJUSD will also expand staff awareness on the topic of bullying to assist staff in identifying behaviors that students may be experiencing. RJUSD will also examine the addition of student peer or mentor groups for students to work with one another. The district is fully committed to following through or altering their approaches to support student needs in a positive and supportive school climate. RJUSD will increase programs for students that address substance abuse. For many years RJUSD has offered and provided substance abuse rehabilitation programs that they will continue. In a proactive approach, the district will use their Community Schools Program to partner with the Fresno County TUPE (Tobacco-Use Prevention Education) Program to conduct presentations in both classroom and school wide events to address tobacco and marijuana usage. Mental Health for students continues to be a priority. In 2023-2024, RJUSD expanded their psychologist from one to two and found success in the number of students who were served. Seeing the benefit, RJUSD will continue to carry two psychologists throughout the district in 2024-2025. RJUSD has also teamed with All 4 Youth, which is a partnership between the Fresno County Department of Behavioral Health and the Fresno County Superintendent of Schools, for several years and will continue this program. RJUSD will continue to examine student needs and expand staff as appropriate. In determining student needs, RJUSD will expand their own counseling staff for the 2024-2025 school year. Data indicated a growing need at Riverdale Elementary which serves 4th-8th grade students. Additional counseling presence will help not only at the elementary but also Horizon High School and their increased need for counseling services. Riverdale Joint Unified School District will adjust their plans and procedures for continuous improvement purposes during the 2024-2025 school year. Met 2024-06-26 2024 10755980000000 Caruthers Unified 6 All students in grades 5-12th were surveyed to determine their perceptions of school safety and connectedness. The Local Education Agency (LEA) examined the survey responses from students and compared them to the responses from parents and staff perceptions. To ensure reliable data, the survey was conducted anonymously, which means that subgroup information was not collected. "The data comparison between the 2022-23 and 2023-24 school years shows no significant discrepancy. However, comparing the 2021-22 school year to now reveals tremendous gains in two focus areas: 1. Sense of Belonging: o 2021-22: 57% o 2022-23: 81% o 2023-24: 83% 2. Feeling Safe at School: o 2021-22: 50% o 2022-23: 86% o 2023-24: 85% Overall, there have been significant gains. The district continues to prioritize work with students, staff, and the community, focusing on their experiences and perceptions of the school system. The area of strength is the level of connectedness and safety, which have shown notable growth. However, these areas also remain a priority for ongoing improvement to maintain and further these gains. " The LEA is pleased with the survey results and is committed to continuing the effective practices already in place. Recognizing the importance of staying connected with students and understanding their evolving needs and perceptions, the district has established student advisory committees at each school site. These committees meet regularly to provide first-hand information and address concerns. The advisory councils are well-represented by diverse student bodies and significant subgroups, which is expected to further enhance the sense of connectedness among students on campus. Met 2024-07-22 2024 10767780000000 Washington Unified 6 Data: Washington Unified School District administered an LCAP survey that contained questions about school safety and student connectedness to students in grades 3-12. This allowed us to capture a valid measurement of student perceptions about school safety and connectedness Within at least one grade span. According to the survey, 75% of students feel safe at school and 94% feel that teachers want them to be successful. 76% reported that they are always happy, or happy most of the time at school. These results indicate that the majority of students surveyed feel safe and connected at school. Washington Unified maintains strong and effective relationships with students. The district sites are exploring a common SEL curricula that will bolster the efforts in this area even more. MEANING: Washington Unified continually works on the feeling of safety and school connectedness. A sense of school safety and connectedness is a metric in our LCAP and therefore always analyzed and processed for next steps. Our goal is for 85% of our student body to feel safe and connected to school. Consistent review of engagement activities occur throughout all of our school sites and will continue for the 2024-25 school year. "USE: We have been seeing our engagement numbers increase throughout this school year. Our schools will continue to engage students and families. Students are acknowledged for their hard work. For example, students that were reclassified this year, and their families, were invited to a big celebration in May. Each student was recognized for his/her achievement in English Language Development. Also, schools have resumed the monthly meetings, ""Coffee with the Principal,"" which are well attended by parents. Lastly, schools have held events such as Trunk or Treat, Family Literacy Night, and Bingo Night. These have all been very well received by students and families. " Met 2024-06-26 2024 10767781030774 W.E.B. DuBois Public Charter 6 STUDENT LCAP RESPONSES 90 Percent Satisfaction 7. I am confident that I am being prepared well for college and a career. 8. My homework assignments are directly related to classroom activities. 9.Overall, my teachers use a variety of instructional materials (i.e. textbooks, video, computer, overheads) to present academic content. 15. Classes that I need to achieve my academic goals are available to me. 16. 6 My teachers provide extra help or support when I need it. 17. I am tested on relevant information that I have learned in my classes. 20. My school encourages an understanding of diverse opinions, values, and cultures. 22. There are staff members available when I have a problem on campus. 23. There is adequate technology available on campus to meet my academic needs. 24. In general, I enjoy my time and feel welcome at my school. 25 I am proud to be a student here. 27 Do you feel that the Career Pathway program is helping you prepare for your career STUDENT LCAP RESPONSES FOCUS GROUP 10. Instruction in the classroom encourages an understanding of diverse opinions, values, and cultures. (Ethnic Studies Course) 11. I am satisfied with the variety of classes at this school. 12.There are adequate amounts of clubs and extra-curricular activities available to me. 13. The curriculum is challenging to me. 14. The curriculum is interesting and appealing to me. 18. My campus is a safe place to attend school. 19. The campus is clean and well maintained. 21. 1 I am comfortable talking to school staff to resolve a problem 27. Do you feel that the Career Pathway program is helping you prepare for your career (16 % not enrolled) In comparison to the LCFF surverys the year prior, satisfaction with school efforts and environment has increased on many items above 90 percent. We have some areas of focus diversity, campus safety, and leveraging our restorative protocols, with all staff, so that students feel comfortable approaching staff regardless of position. "We currently have a new LCAP where this goal a part of goal 5 title """"Increase Parent Engagement ,Training , and Promoting Community along with the School Serving as a Resource."" " Met 2024-06-28 2024 11101160000000 Glenn County Office of Education 6 All of our classes are located on various district campuses throughout the county. Despite being in regionalized programs, our classrooms actively participate in all district activities and school climate surveys. The data collected from these surveys is retained by each hosting district. This allows us to maintain a comprehensive understanding of the educational environment and climate within each district, ensuring that our programs are aligned with district goals and priorities. Although our classrooms participate in all district activities and school climate surveys, the data collected from these surveys is held separately by each hosting district. As a result, we are unable to analyze the data collectively due to its dispersion across multiple districts. This decentralized data management system makes it challenging for us to assess overall trends and make informed decisions based on the aggregated data. Unfortunately, despite our participation in all district activities and school climate surveys, we are unable to effectively utilize the data collected. This is because the data is stored separately by each hosting district, making it difficult for us to analyze and draw meaningful insights. The decentralized nature of the data management system prevents us from aggregating and analyzing the data comprehensively, hindering our ability to make informed decisions based on the survey results. Met 2024-06-28 2024 11101160124909 Walden Academy 6 The local climate survey data for Walden Academy, collected through the California Healthy Kids Survey (CHKS), California School Parent Survey (CSPS), and California School Staff Survey (CSSS), provides comprehensive insights into the school environment. The student report (CHKS) includes responses from 120 students in grades 6- 8, with a demographic breakdown of 52% female, 48% male, 60% Hispanic, 30% White, and 10% from other ethnicities. Key indicators reveal that 75% of students feel connected to the school, 80% report high academic motivation, and 65% feel safe at school. Disaggregated data shows that 78% of female and 72% of male students feel connected, while 70% of Hispanic, 60% of White, and 80% of other ethnicities feel safe. The parent report (CSPS), with responses from 85 parents (55% Hispanic, 35% White, 10% other ethnicities), indicates that 70% of parents are involved in school activities, 80% are satisfied with school communication, and 75% feel their child is safe at school. Disaggregated data reveals that 72% of Hispanic parents, 85% of White parents, and 78% of other ethnicities are satisfied with school communication. The staff report (CSSS), based on responses from 35 staff members (60% female, 40% male, 50% Hispanic, 40% White, 10% other ethnicities), highlights that 80% of staff feel supported by the school administration, 75% are satisfied with professional development opportunities, and 70% feel safe at school. Disaggregated data shows that 82% of female and 77% of male staff feel supported, while 78% of Hispanic, 73% of White, and 80% of other ethnicities are satisfied with professional development. Analysis of the survey data reveals key learnings, including identified needs and areas of strength. A significant need is improving school safety, as only 65% of students and 70% of staff feel safe. There is also a need to increase parental involvement, as 70% of parents report being involved, with Hispanic parents indicating slightly lower satisfaction with communication (72%). Additionally, there is a need for enhanced support for remote learning, as both staff and parents faced challenges during remote teaching periods. Areas of strength include high levels of school connectedness and academic motivation among students, with 75% feeling connected and 80% reporting high motivation. Staff support is another strong area, with 80% feeling supported by the administration. Furthermore, there is high satisfaction with school communication among parents, with 80% expressing satisfaction. To address the identified needs and leverage strengths, Walden Academy is already implementing several actions and planning additional measures: Increasing Parental Involvement: Current Actions: Offering flexible opportunities for parental engagement, including virtual meetings and events to accommodate different schedules. Future Plans: Improving communication strategies by sending out weekly newsletters. Feedback from parents will be regularly collected to refine these strategies. Professional Development for Staff: Current Actions: Regular professional development sessions focused on classroom management and instructional strategies. Future Plans: Enhancing these sessions with a specific focus on integrating STEM and agricultural education. Staff will have opportunities to attend workshops and conferences to stay updated on best practices. Addition of an AG/STEM Teacher: Current Actions: Hiring of a dedicated AG/STEM teacher to enhance the curriculum with a focus on agriculture and STEM education. This addition addresses the high levels of academic motivation and the need for engaging, handson learning experiences as indicated in the survey. Future Plans: Expanding the AG/STEM program to include more project-based learning opportunities and community partnerships to further enrich student learning and engagement. Formation of a Leadership Team: Current Actions: Establishing a leadership team to involve staff in decision-making processes, which aligns with the high levels of staff support indicated in the survey. This team will focus on addressing school climate issues and developing strategies for continuous improvement. Future Plans: Regular meetings of the leadership team to review survey feedback, assess the effectiveness of implemented strategies, and make data-driven decisions to enhance school climate and academic performance. Behavioral Intervention: Current Actions: Moving an interventionist to focus on behavioral interventions, addressing the need for improved school safety and student behavior management. This role will involve working closely with students to provide targeted support and implement positive behavior strategies. Future Plans: Developing a comprehensive behavioral intervention program that includes professional development for staff, resources for students, and involvement from parents to ensure a consistent and supportive approach to behavior management. By implementing these actions and planning further improvements, Walden Academy aims to address the identified needs and build on its strengths, ensuring continuous improvement in school climate and student outcomes. Met 2024-06-25 2024 11101160130724 Success One! 6 The 2023-2024 School Climate Survey feedback from Success One!’s socio-economically disadvantaged students shows strong satisfaction with the school. Respondents unanimously agree that Success One! provides high-quality instruction and a safe, inclusive environment. The school is praised for its cultural and linguistic responsiveness, aiding Foster Youth, English Learners, and economically disadvantaged students. Support systems like instructional aides, literacy coaches, and counselors are deemed effective. However, areas for improvement include increasing the visibility of school-wide motivational events and enhancing the availability of the academic counselor. Despite these, the overall feedback is overwhelmingly positive, with community members expressing gratitude for the supportive staff and inclusive atmosphere. The survey results from English Learners indicate high satisfaction with the school's instructional quality, support systems, and overall environment. Respondents overwhelmingly agree that Success One! ensures academic success for all students, including those in foster care and economically disadvantaged. The school is commended for its safe, inclusive atmosphere and effective support systems, with 60% agreeing and 40% strongly agreeing on their effectiveness. However, there's a mixed response regarding the adequacy of staff, with 60% agreeing and 40% strongly agreeing. The academic advisor's support receives positive feedback, though some responses are neutral. Suggestions for improvement include providing pantry services for new students, offering rewards for consistent performance, and expanding cafeteria facilities. Overall, the survey highlights the school's strengths in instruction and support while offering constructive feedback for enhancement. The general population survey results show that 70.5% of respondents are students, 6.8% community members, and 22.7% staff. The survey indicates a positive perception of the school's efforts in promoting college and career readiness, with 77.3% agreeing on the high-quality instruction and curriculum. Additionally, 86.4% believe the school maintains a safe and inclusive environment. Most participants feel that support systems are accessible, with 81.8% agreeing that students have everything they need for learning. The survey highlights strong satisfaction with the school's personnel and their professionalism, with 86.4% agreeing that staff is respectful and exemplifies the school's values. The administration is seen as approachable and effective in fostering positive relationships. Events like career fairs and community presentations are appreciated, motivating students to achieve their goals. Comments reflect high regard for the school and its staff, emphasizing the supportive environment and opportunities for personal and academic growth. Key Learnings The 2023-2024 School Climate Survey for Success One! reveals strengths and areas for improvement, especially among socio-economically disadvantaged students and English Learners. Respondents express strong satisfaction with the school's instructional quality, cultural and linguistic responsiveness, and supportive environment. All respondents agree that the school offers high-quality instruction and a safe, inclusive, and welcoming climate. Support systems, including instructional aides, literacy coaches, and counselors, are considered accessible and effective in promoting student success. This positive feedback highlights the school's success in meeting the educational needs of its diverse student body, including Foster Youth, English Learners, and economically disadvantaged students. However, the survey also identifies areas needing attention. There is a call for increased visibility and impact of school-wide motivational events and enhanced availability of academic counseling. While most respondents are satisfied with the support systems, they suggest improvements such as providing pantry services for newly arrived students, offering small rewards for consistent performance, and expanding cafeteria facilities. These insights provide a roadmap for the school to further enhance its supportive environment and ensure all students have the resources and motivation to succeed. Areas of Strength Success One! is commended for its culturally and linguistically responsive environment that supports the academic success of all students, including socio-economically disadvantaged students, Foster Youth, and English Learners. The feedback highlights the effectiveness of the school's instructional quality, with a high percentage of respondents agreeing that the school promotes college and career readiness. The school's safe, inclusive, and welcoming climate is consistently praised. Support systems, such as bilingual teacher assistants, literacy tutors, and counselors, receive positive feedback, indicating their crucial role in aiding student success. The professionalism, respectfulness, and helpfulness of the staff are also strongly acknowledged, contributing to the overall positive perception of the school. Survey results from the general population reflect high satisfaction, particularly regarding the school's personnel and their professionalism. The administration's approachability and effectiveness in fostering positive relationships are noted strengths. Events like career fairs and community presentations are appreciated for motivating students to achieve their educational and personal goals. The overwhelmingly positive comments from respondents emphasize the supportive environment and opportunities for personal and academic growth, showcasing the school's success in meeting its educational mission while highlighting the community's appreciation for the school's efforts. To address the the areas of need identified through the 2023-2024 School Climate Survey Success One! will implement the following strategies to enhance its educational environment and support systems. The school will enhance communication strategies, increase event frequency and variety, and involve students in event planning. Additionally, to improve academic counselor availability, the school plans to offer flexible counseling hours and increase outreach to disadvantaged students. Specific support for socio-economically disadvantaged students and English Learners will include establishing pantry services and introducing small rewards for consistent performance. For continuous improvement, the school will implement regular feedback collection, provide ongoing professional development for staff, and establish a monitoring and evaluation system to assess the impact of these changes. These efforts aim to further strengthen the supportive and inclusive environment at Success One!, ensuring all students have the resources and opportunities needed for success. Met 2024-06-28 2024 11101161130103 William Finch 6 The annual survey was administered with the following participation rates: Parent/Guardian - 52% Student - 33% Staff - 11% Community member - 4% The survey indicated significant support (<85%) for the following goals: Goal #1 - Student proficiency will be at grade level, or improved in both language arts and math. Goal #2 - Student engagement will increase by providing additional programs. Do you agree with this goal for next school year. Goal #3 - Student achievement will increase through opportunities for intervention, English language support, reading groups and writing support. Do you agree with this goal for next school year. The data set for the annual survey was too small to disaggregate. The California Healthy Kids Survey was also administered, however participation rates were low and the data set was not large enough to conduct an analysis. Parents and students indicated clear support for additional hands-on, extra-curricular and experiential learning in the form of field trips. There was a theme that families and students are not cohesively connected or engaged with one another as a school community. A strength identified was the physical and emotional safety students, families and staff reported regarding the school campus and student community. The data set for the annual survey was too small to disaggregate. Additional data and information is needed to accurately identify solutions and plans. The Community Schools Partnership Program and Community Schools Initiative planned will further inform and define areas of need. Met 2024-06-28 2024 11625540000000 Capay Joint Union Elementary 6 The climate survey conducted among students at Capay Joint Union Elementary School reveals a generally positive perception of school conditions and climate across different grade levels. For 8th-grade students, 76% feel that adults have high expectations for them, and all but 7% believe their teachers think they will be successful. Additionally, 80% of 8th-grade students feel safe at school, with 13% feeling indifferent. Notably, every student reported having a teacher or staff member who always encourages them to do their best. Across grades K-8, the majority of students feel connected and safe at school, suggesting a positive and inclusive environment. While the provided data is aggregated at the grade level, further disaggregation by specific student groups, such as gender, socioeconomic status, ethnicity, and students with disabilities, would offer more detailed insights. This detailed analysis could identify particular groups that might need additional support or targeted interventions. Key survey items highlight that high expectations and a strong belief in student success are prevalent, contributing to a motivated and achievement-oriented academic culture. The high sense of safety is crucial for a conducive learning environment, though the 13% who feel indifferent about their safety indicate an area for potential improvement. The unanimous agreement among students about having supportive staff relationships underscores the importance of these connections for student engagement and well-being. To deepen the understanding of survey responses, additional data collection tools, such as focus groups, interviews, follow-up surveys, and surveys from parents and teachers, could provide comprehensive insights into the school climate. Based on the survey data, actionable steps include enhancing safety measures to address the concerns of the 13% of students who feel indifferent about their safety, continuing to support teachers in maintaining high expectations and encouragement, and using disaggregated data to identify and support specific student groups needing additional resources. Overall, the climate survey data indicates a positive school climate at Capay Joint Union Elementary School, with high levels of perceived safety, supportive relationships, and academic expectations. Further analysis and targeted actions can help sustain and improve these conditions, ensuring all students feel connected, safe, and supported in their educational journey. The analysis of climate survey data from Capay Joint Union Elementary School reveals several key learnings, areas of strength, and identified needs. A significant majority (76%) of 8th-grade students feel that adults have high expectations for them, and nearly all (93%) believe their teachers think they will be successful, demonstrating a strong academic culture where students feel challenged and supported. Additionally, every student reported having a teacher or staff member who always encourages them to do their best, indicating robust support systems and positive relationships, which are crucial for student engagement and success. Moreover, 80% of 8th-grade students feel safe at school, reflecting a generally secure environment, and the majority of students across grades K-8 feel connected and safe, suggesting that the school has fostered an inclusive and supportive community. However, while these overall results are positive, 13% of students feel indifferent about their safety, highlighting a need for deeper investigation into their specific concerns and the implementation of measures to ensure all students feel secure. To gain more detailed insights, it is essential to disaggregate the data by specific student groups, such as gender, socioeconomic status, ethnicity, and students with disabilities. This detailed analysis can help identify if any particular groups are experiencing different levels of support, safety, or connectedness. Based on these insights, targeted interventions may be necessary for specific groups requiring additional support. Actionable steps include enhancing safety measures by conducting focus groups or surveys to understand why some students feel indifferent about their safety and using this feedback to improve safety measures. Continuing professional development for teachers on setting high expectations and building supportive relationships with students is also vital. Regularly disaggregating survey data to identify trends and needs within specific student groups will help tailor interventions and support strategies effectively. Organizing school-wide events and activities that promote a sense of community and inclusion will ensure all students feel connected to the school. In conclusion, the climate survey data highlights several strengths within Capay Joint Union Elementary School, including high expectations, supportive relationships, and a general sense of safety and connectedness. Addressing the identified needs through targeted actions, especially focusing on students who feel indifferent about their safety and conducting a detailed analysis of disaggregated data, will help sustain and enhance the positive school climate, ensuring that every student feels connected, safe, and supported in their educational journey. Based on the analysis of climate survey data and key learnings, Capay Joint Union Elementary School recognizes the need for several changes to existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. To address the concerns of the 13% of students who feel indifferent about their safety, the school will conduct focus groups and distribute anonymous surveys to understand the specific reasons behind this sentiment. This feedback will guide revisions to safety policies, including increased supervision in certain areas and the implementation of new safety protocols. To maintain high expectations and ensure every student feels supported, the school will continue and enhance professional development programs focused on fostering positive and encouraging learning environments. This will be complemented by mentorship programs where students are paired with teachers or staff members who provide additional support and guidance. To enhance the sense of connectedness and inclusion among students, the school will organize more school-wide events and activities that promote community building and inclusion, ensuring participation from all students. Policies will be reviewed and updated to ensure inclusivity and support for all student groups, particularly in areas related to discipline, extracurricular activities, and resource access. For continuous improvement, the school will implement regular data collection and analysis procedures to monitor student perceptions and identify emerging issues, conducting climate surveys at least annually and disaggregating the data by specific student groups. Establishing feedback loops for students, parents, and staff will ensure ongoing input on school policies and procedures, allowing for timely adjustments and improvements. Additionally, the school will form a safety committee consisting of students, parents, and staff to oversee the implementation of new safety measures and establish a regular schedule for reviewing and updating school policies. Student support teams will be created to provide targeted interventions for students identified as needing additional support based on survey data and other assessments. In conclusion, Capay Joint Union Elementary School is committed to addressing the areas of need identified through the climate survey data analysis. By enhancing safety measures, strengthening support systems, fostering community and inclusion, and implementing data-driven decision-making processes, the school aims to create a positive and supportive environment for all students, ensuring that every student feels connected, safe, and supported in their educational journey. Met 2024-06-26 2024 11625960000000 Lake Elementary 6 School Climate Surveys and California Healthy Kids Surveys were administered to students. In addition, parents and staff completed the California Healthy Kids Survey. Overall, survey results were very positive but did shine a light on areas for growth. Percentage of students scoring always and often in grades 3-8: The School is a safe place to learn: 3rd: 90%, 4th: 70, 5th: 85, 6th: 90, 7th: 94, 8th: 36. Adults care about students: 3rd: 95%, 4th: 79, 5th: 90, 6th: 84, 7th: 89, 8th: 52. Academics: Overall, middle school scores reflect students are motivated academically at 86%, far above the state average. 98% of middle school students state the school has high expectations for them. Students in grades 3-5 scored 75%, 50%, 72% in their belief they do well in school, however when asked if the school wants them to do well, they scored 100%, 97%, 85%. In grades 3-5, students state their teacher helps them be successful always or often: 95%, 83%, 90%. Life satisfaction: In the area of life satisfaction and sadness, middle school students had a high life satisfaction score of 73% but 23% stated chronic sadness. Conflict: 85% of middle school students stated they'd never been in a physical fight on campus and 8% stated they had been in 1 physical fight on campus. 88% of middle school students stated they'd not had their property stolen or damaged, and 8% stated they'd had it stolen 1 time. Students in grades 3-5 state they get along with students in their class always or often: 3rd: 55% 4th: 41% 5th: 86% Students in grades 3-5 state they get along with students at school always or often: 3rd: 60% 4th: 73% 5th: 70% Lake's Strengths: Students feel safe on the Lake School campus and most students believe there are adults on campus that care about them. They have a very high life satisfaction rating and a low conflict rating. Lake students are motivated to achieve academically with average scores for students in grades 3-5. Areas for growth: Lake school would like every student to feel safe on the school campus, have a high level of life satisfaction and get along with their peers. To address the areas of growth above, we are addressing these areas on the 24-25 LCAP in these ways: 1. School site safety upgrades of fencing and gates, 2. Pedestrian gate to monitor more closely those on campus, 3. Teachers will communicate more often with students about their academic success, 4. Purchase social-emotional curriculum for grades 3-5, 5. Train K-2 staff regularly in Toolbox Project socio-emotional curriculum. Met 2024-06-25 2024 11625960139550 Lake View Charter 6 At Lake View Charter School, there is a strong emphasis on safety and support to enhance the educational experience for staff, parents, and students. The majority of stakeholders are satisfied with the school's policies and rules, showing a commitment to creating a secure and conducive environment for learning. Staff feel valued and involved in decision-making processes, but there is room for improvement in using objective data for informed decision-making. Parents emphasize the need for additional support tailored to students' individual talents and special needs, highlighting the school's dedication to inclusivity and personalized learning. Similarly, students feel safe and supported, but they express a desire to be more involved in decision-making processes. Lake View is dedicated to fostering a culture of collaboration, inclusivity, and continual improvement to ensure every student thrives. Lake View Charter School (LVCS) stands out for its strong emphasis on safety, with all respondents unanimously feeling secure during school activities, a testament to its robust safety protocols and nurturing environment. Effective communication channels are another cornerstone, fostering a participatory culture where stakeholders—students, parents, and staff—are well-informed and engaged. Ninety-seven percent of staff members affirm they are knowledgeable about school practices, highlighting transparency and inclusivity in decision-making. Staff satisfaction is notably high, with 86% expressing strong agreement that LVCS is a supportive and motivating workplace. This positive environment is crucial for staff retention and professional growth, contributing to the overall success of the school community. While LVCS excels in these areas, there are significant opportunities for growth. Enhancing data utilization for decision-making processes is a key objective, aiming to implement targeted interventions and improve educational outcomes systematically. By integrating objective data more effectively, LVCS can strengthen its evidence-based practices and ensure accountability across all levels. Community connectedness is another focus for LVCS, aiming to foster deeper relationships among students, staff, and parents. Initiatives such as mentorship programs and collaborative projects are envisioned to cultivate a cohesive school culture where every member feels valued and supported. However, LVCS faces challenges as well. Addressing social-emotional needs comprehensively remains a priority, requiring innovative approaches and dedicated resources. The school is committed to supporting the holistic development of its students by exploring partnerships with mental health professionals and implementing social-emotional learning programs. Resource allocation presents another complex challenge, necessitating strategic planning and collaboration to optimize limited resources effectively. By leveraging partnerships with stakeholders and community organizations, LVCS aims to maximize its impact and ensure equitable access to educational opportunities for all students. In conclusion, while LVCS excels in safety, communication, and staff satisfaction, its commitment to data-driven decision-making, community cohesion, and overcoming challenges in student well-being and resource management will enhance its educational impact and foster a supportive learning environment for all stakeholders. In response to the survey results aimed at continuous improvement, Lake View Charter School has initiated several revisions, decisions, and actions: Enhanced Data Utilization: Prioritizing the use of objective data for decision-making processes, the school has implemented mechanisms to gather, analyze, and utilize data effectively to inform improvement initiatives. By leveraging data-driven insights, the aim is to identify areas for growth more accurately and implement targeted interventions to address them. Strengthened Community Engagement: Recognizing the importance of fostering a deeper sense of connectedness within the school community, initiatives have been launched to enhance community engagement. This involves creating opportunities for meaningful dialogue and collaboration among stakeholders, promoting inclusivity, and shared ownership in driving continuous improvement efforts. Resource Allocation Strategies: To address challenges related to resource allocation and capacity-building, a comprehensive review of resource allocation strategies has been undertaken. This includes identifying areas where resources may be reallocated to better support priority areas identified through the survey results. Additionally, the school is exploring avenues for securing additional resources and funding to address identified needs effectively. Professional Development Initiatives: Responding to identified areas for growth, particularly in supporting social-emotional needs and fostering a positive work culture, professional development initiatives have been prioritized. These aim to equip staff with the necessary skills, knowledge, and resources to address the diverse needs of students effectively, empowering them to create a supportive and inclusive learning environment. The implementation of these actions is driven by Lake View's commitment to continuous improvement and ensuring the provision of high-quality education for all students. While some actions have already been implemented, the process of continuous improvement is recognized as ongoing. Regular monitoring and evaluation to assess effectiveness and make necessary adjustments as needed. The focus remains on striving towards goals of excellence and equity in education. Met 2024-06-12 2024 11626380000000 Plaza Elementary 6 The overwhelming majority of parents report that they are happy with how the District educates their children, minimizes bullying and misbehavior, and provides a safe, welcoming environment. A student survey was administered to all 5th-8th grade students. The majority indicated they enjoy the school experience, and feel safe and connected to Plaza. Areas of improvement focused on additional outdoor activities for PE and recess. One area of growth is educating students and parents on internet safety in order to be digitally responsible citizens. Met 2024-06-20 2024 11626460000000 Princeton Joint Unified 6 According to the latest findings from the CHKS, Princeton Joint Unified School District students report feeling safe and supported on campus. These sentiments underscore the district's dedicated efforts to create a secure, inclusive, and nurturing environment. Through various resources, initiatives, and a strong community ethos, Princeton ensures that students' well-being and sense of belonging are prioritized, enabling them to thrive academically and personally. Princeton has been consistent in supporting students in their needs and addresses any concerns in a timely manner. Student report having a positive experience in our schools We have no plans for changes other than adding additional student supports in various modalities and schedules Met 2024-06-27 2024 11626530000000 Stony Creek Joint Unified 6 Indian Valley Intermediate The 2023-2024 California Healthy Kids Survey for Indian Valley Intermediate provides valuable insights into various aspects of student well-being, engagement, safety, and substance use. School Engagement and Supports: School connectedness: 72% of students feel a sense of belonging at school. Academic motivation: 79% of students are motivated academically. Boredom: 25% of students find school boring. Caring adult relationships: 39% of students report having caring relationships with adults at school. High expectations: 67% of students believe that adults at school have high expectations for them. Meaningful participation: 32% of students feel they have opportunities for meaningful participation in school activities. Parental involvement: 47% of students feel that their parents are involved in their education. School Safety and Cyberbullying: Perceived safety: 83% of students feel safe or very safe at school. Harassment or bullying: 8% of students have experienced harassment or bullying. Mean rumors or lies: 75% of students have had mean rumors or lies spread about them. Fear of being beaten up: 17% of students have been afraid of being beaten up. Physical fights: 17% of students have been in a physical fight. Weapons on campus: 8% of students have seen a weapon on campus. Cyberbullying: 42% of students have experienced cyberbullying. Substance Use and Student Well-Being: Current alcohol or drug use: 0% of students report using alcohol or drugs. Current tobacco use: 0% of students report using tobacco. Current marijuana use: 0% of students report using marijuana. Current binge drinking: 0% of students report binge drinking. Elk Creek High The 2023-2024 California Healthy Kids Survey for Elk Creek High provides an overview of the students' perceptions of their school experience, focusing on engagement, safety, substance use, and emotional well-being. School Engagement and Supports: School connectedness: There is a decline in connectedness from 62% in 7th grade to 53% in 11th grade. Academic motivation: Similar to school connectedness, academic motivation also declines as students progress through grades. School Safety and Cyberbullying: Perceived safety: The survey does not specify the exact percentage, but concerns about safety are evident. Harassment or bullying: 27% of students have experienced harassment or bullying. Mean rumors or lies: 33% of students have had mean rumors or lies spread about them. Cyberbullying: 33% of students have experienced cyberbullying. Substance Use and Student Well-Being: Current alcohol or drug use: 14% of students report using alcohol or drugs. Current marijuana use: 14% of students report using marijuana. Current binge drinking: 0% of students report binge drinking. Very drunk or “high” 7 or more times, ever: 14% of students have been very drunk or high multiple times. Been drunk or “high” on drugs at school, ever: 21% of students have been drunk or high on drugs at school. The survey results for Indian Valley Intermediate highlight that while a majority of students feel connected and motivated, there are significant concerns regarding bullying and cyberbullying, which need to be addressed to ensure a safe and supportive school environment. The findings from Elk Creek High indicate a need for interventions to address declining engagement, bullying, and substance use, as well as to support students' emotional well-being. The survey results suggest that while some students are thriving, a significant portion faces challenges that require attention from school administrators and counselors. The LEA is working on addressing school culture and making sure students feel they have a sense of belonging. Cultural assemblies, reward systems, increase in sports programs, appeal and better communication between school and parents are all being addressed. Positive Behavior Interventions and Supports (PBIS) will be implemented next year. Met 2024-06-20 2024 11626610000000 Willows Unified 6 Based on the results of the California Healthy Kids Survey 2021-2022 and the LCAP Survey 2023-2024, students generally perceive school as a safe place, with 73% at the elementary level, 68% at the intermediate level, and 51% at the high school level. However, 5.5% of high school students and 2.6% of intermediate students reported involvement in physical altercations at school, and 0% of student behavior infractions were related to weapon possession on school property. Despite these issues, over 54% of WUSD students feel connected to their teachers and schools. The district has hired and maintains at least one full-time counselor at each school site. These counselors help increase parent and student knowledge and skills in college and career planning, understand graduation requirements, and raise awareness of intervention strategies and support programs within the community to help students reach their optimal potential. Willows High School collaborates with the University of California, Davis, to employ a full-time advisor who supports students in preparation for post-secondary studies. This advisor works with students from middle school through to graduation. Additionally, the district has added a Campus Supervisor at the high school to work closely with administrators in creating a safer environment for both students and staff. By investing in a part-time Director of Student Attendance, WUSD continues to collaborate with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist with student interventions, parent education, and staff professional development. Furthermore, the district benefits from the county-led PRISM (Promoting Resiliency In Student Mental Health) team, which provides essential social and emotional support services throughout the district via mobile operations units. The recent CCSPP grant will help foster deeper connections to these services, contributing to positive student outcomes. Even more, the paramount importance of students feeling safe at school cannot be overstated, as it has a profound impact on their overall well-being, academic performance, and social development. Here are several key reasons why student safety at school is crucial: 1. Academic Achievement Students who feel safe are more likely to be focused on their studies rather than being preoccupied with fears about their safety. This enhanced focus leads to better academic performance. In addition, students who feel safe are more likely to attend school regularly. Chronic absenteeism often correlates with feelings of insecurity at school, which negatively impacts learning outcomes and academic progress?. 2. Mental and Emotional Well-being A safe school environment reduces stress and anxiety, allowing students to concentrate better and participate actively in class. Moreover, feeling safe at school contributes to emotional stability, which is essential for effective learning and healthy social interactions . 3. Social Development When students feel safe, they are more likely to develop positive relationships with peers and teachers, fostering a supportive and collaborative school community. Maintaining safe environments promote healthy conflict resolution and decrease the likelihood of bullying and violence, leading to a more harmonious school climate . 4. Behavioral Outcomes A safe school environment reduces behavioral problems, as students are less likely to act out due to stress or fear. This results in a more conducive learning environment for everyone. Moreover, schools that emphasize safety can focus more on positive discipline strategies rather than punitive measures, which supports better long-term behavior management . 5. Long-term Impact Students who feel safe and supported are more likely to succeed in their academic careers and beyond, as they develop the confidence and resilience needed to face future challenges. Thus, schools that prioritize safety contribute to the overall well-being of the community by producing well-adjusted, successful individuals who are more likely to contribute positively to society . Thus, WUSD is committed to building safe and secure environments for our students, staff, and families will thrive. Actions to address the identified needs: The district has hired and maintains at least one full-time counselor at each school site. These counselors help increase parent and student knowledge and skills in college and career planning, understand graduation requirements, and raise awareness of intervention strategies and support programs within the community to help students reach their optimal potential. Willows High School collaborates with the University of California, Davis, to employ a full-time advisor who supports students in preparation for post-secondary studies. This advisor works with students from middle school through to graduation. Additionally, the district has added a Campus Supervisor at the high school for student supervision and will be adding a TOSA at WIS, to serve full-time in bolstering supervision and disciplinary services. In addition, WUSD has added three additional Yard Duty Supervisors to increase oversight and ensure a secure and well-managed environment for students. In addition, by investing in a part-time Director of Student Attendance, WUSD continues to collaborate with the School Attendance Review Board (SARB), the Community Health Department, and the Glenn County Office of Education to assist with student interventions, parent education, and staff professional development. Furthermore, the district benefits from the county-led PRISM (Promoting Resiliency In Student Mental Health) team, which provides essential social and emotional support services throughout the district via mobile operations units. The recent CCSPP grant will help foster deeper connections to these services, contributing to positive student outcomes. Met 2024-06-13 2024 11754810000000 Orland Joint Unified 6 The LEA recognizes the significance of the survey findings and is committed to taking action based on the results. A multi-tiered approach will be implemented to address the identified areas for improvement. This includes the results for 7 and 11 grade on the health kids survey: School perceived as very safe or safe 47% 51% Experienced any harassment or bullying 33% 24% Total school supports 49% 56% Caring adults in school‡ 53% 63% High expectations-adults in school 69% 74% Meaningful participation at school 26% 31% Strengthening school safety measures: Proactive measures will be taken to address bullying incidents and promote a safe and inclusive learning environment. This may involve implementing restorative justice practices, providing social-emotional learning opportunities, and enhancing supervision and monitoring systems. Building positive relationships: Efforts will be made to foster positive relationships between students, teachers, and staff members. This can be achieved through mentorship programs, advisory periods, and professional development for educators to promote culturally responsive and trauma-informed practices. Ongoing data monitoring: The LEA will continue to collect and analyze data on school climate to monitor progress and identify emerging trends. Regular review of survey data, incident reports, and disciplinary records will inform decision-making and guide interventions. The analysis of the local climate survey provided valuable insights into student perceptions of school safety and connectedness. The LEA acknowledges the areas of improvement identified and is committed to implementing strategies that create a safe, inclusive, and supportive environment for all students, with a specific focus on addressing the needs of marginalized student groups. Continuous monitoring and evaluation will ensure that progress is made and student experiences are enhanced. Enhanced Data Collection and Analysis: Plan: Implement more comprehensive data collection methods to capture a wider range of metrics, including socio-emotional well-being and extracurricular engagement. Action: Deploy advanced data analytics tools to better interpret and utilize data for decision-making. Outcome: More accurate identification of student needs and targeted interventions. Improved Stakeholder Communication: Plan: Revise communication policies to ensure timely and transparent updates about decisions and changes. Action: Introduce a centralized communication platform that allows stakeholders to receive updates and provide feedback in real time. Outcome: Increased stakeholder engagement and trust through consistent and clear communication. Met 2024-06-26 2024 11765620000000 Hamilton Unified 6 Prompt 1: Data The 2023-2024 Healthy Kids Survey data for Hamilton Unified School District reveals important insights regarding school conditions and climate, assessed across different student demographics including English Learners, Foster Youth, students receiving Special Education, and those in Dual Immersion programs. The data provides a comprehensive view on various dimensions such as the quality of instruction, safety, social/emotional support, and parent satisfaction levels. The overall scores for the district indicate varied satisfaction levels across different parameters with some areas like the quality of instruction and safety showing improvement over time, while others such as social/emotional support need more attention. The data also reveals significant variations in experiences and satisfaction levels when broken down by student groups, highlighting differentiated needs among these groups. Prompt 2: Meaning From the analysis of the Healthy Kids Survey data, several key learnings emerge: Strengths Identified: --Improvement in the physical condition of schools and quality of instructional materials over previous years. --High levels of parent satisfaction regarding the quality of instruction and the involvement of students and families. Areas of Need: --Social/emotional support shows lower satisfaction rates, indicating a need for enhanced support systems. --Safety perceptions vary widely among different student groups, suggesting the need for targeted interventions to ensure all students feel safe. Disaggregated Data Insights: --Foster youth and special education recipients report differing experiences and satisfaction levels, necessitating tailored approaches to address their unique challenges. Prompt 3: Use Based on the identified needs and key learnings from the Healthy Kids Survey data: Revisions to Existing Policies: --Implement targeted programs to enhance social/emotional support for students, particularly for those groups showing lower satisfaction. --Develop specific safety protocols that address the unique needs of vulnerable student groups to foster a safer school environment. New Actions and Continuous Improvement: --Introduce a comprehensive review and enhancement of the bullying prevention programs to better cater to all student groups. --Plan and execute regular assessments of newly implemented programs to ensure they effectively address the gaps identified in the survey. Future Planning: --Utilize findings from ongoing data collection to continuously adapt and improve educational strategies and policies, ensuring they remain aligned with the evolving needs of the student population. --These actions demonstrate a commitment to using data-driven insights to make informed decisions aimed at improving educational outcomes and the overall school climate in the Hamilton Unified School District. Met 2024-06-26 2024 12101240000000 Humboldt County Office of Education 6 The district administers the California Healthy Kids Survey (CHKS) every two years and also administers local surveys to all students each school year. The district reviews the data to ensure that school climate, engagement, and safety remain priorities. The CHKS survey results showed that 62% of students that completed the CHKS reported feeling safe at school; 57% of students who completed the CHKS reported feeling connected to school. The data analysis reveals several key insights and areas that require attention. The relatively low levels of student connectedness to school, particularly among Hispanic students (54%) compared to their white counterparts (68%), highlight the need for targeted efforts to foster a stronger sense of belonging and engagement across all student groups. The decline in student engagement and family involvement following the COVID-19 pandemic is concerning and necessitates strategies to reengage students and families in the educational process. On a positive note, the majority of students (62%) report feeling safe at school, which is a crucial foundation for learning and well-being. However, this statistic also suggests that a significant portion of students may not feel entirely secure, warranting further examination and appropriate measures to enhance school safety. Overall, the data underscores the importance of addressing disparities in student connectedness, revitalizing student engagement and family involvement, and maintaining a safe and inclusive school environment for all students to thrive academically and personally The district's approach to addressing the identified areas of need through the analysis of local data is comprehensive and well-rounded. The decision to establish a Student Leadership Group is a positive step towards amplifying student voices and fostering authentic engagement, which can directly contribute to enhancing student connectedness and belonging within the school community. Furthermore, the initiation of multiple Family Nights throughout the school year demonstrates a commitment to involving parents and families in the educational process, gathering their feedback, and creating an inclusive environment where they feel a sense of belonging. This strategy aligns with the goal of increasing family involvement, which was identified as a area of concern following the COVID19 pandemic. The district's proactive measures to review campus safety through the Safety Committee, implement security enhancements such as cameras and improved lockdown procedures, and continuously analyze data and surveys to ensure progress, are commendable efforts to address the critical issue of student safety on school grounds. Additionally, the increased efforts to recruit more diverse representation in the Site Council and the inclusion of a parent advisory committee for guiding the development of our community school model demonstrate a commitment to fostering a collaborative and inclusive decision-making process. Overall, the district's multi-faceted approach, involving various stakeholders and addressing multiple areas of need, showcases a comprehensive strategy to enhance student connectedness, family involvement, and campus safety, ultimately creating a more supportive and engaging learning environment for all students. Met 2024-06-12 2024 12101240134163 Northcoast Preparatory and Performing Arts Academy 6 School climate surveys indicate that the great majority of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. School climate surveys indicate that the great majority (more than 95%) of NPA students either agree or strongly agree that the school is successful in maintaining a safe and healthy climate. The data indicates that there are no statistically significant variations between student groups within the community. NPA anticipates that its ongoing survey will yield results similar to those of past surveys. School climate is an area of continuous emphasis for the school as a whole, including during its weekly all-school meetings, grade leveladvisory periods, and staff meetings. This emphasis is also reflected in NPA's LCAP, community engagement practices, and regular community-building initiatives. Met 2024-06-05 2024 12101240137364 Northern United - Humboldt Charter 6 Northern United - Humboldt Charter School administered the School Climate Survey to students, parents, and staff. At 65 responses, our participation rate has significantly increased from last year. Of the 8 students who participated in the survey, 91.6% of them felt safe at school. Of the 24 parents/guardians participated in the survey with 100% of the parents/guardians responding that they felt that the school placed a high priority on their student's safety and 95.8% responded that they are provided ample opportunities to participate in their student's education. Thirty three staff participated in the survey with 81.8% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families. 100% of staff who responded stated they are satisfied with the level of professional development being offered to them. 75.8% of the staff respondents felt connected to students. One of the most notable improvements in our data is the significant increase in staff participation, indicating growing engagement in providing feedback. Safety perceptions are high, with 91.6% of students feeling safe at school and 100% of parents believing that the school prioritizes student safety. Additionally, 95.8% of parents feel they have ample opportunities to engage in their child’s education, suggesting successful facilitation of parental involvement. Staff satisfaction with professional development is unanimous, highlighting effective and well-received efforts in this area. With only 75.8% of staff feel connected to students, indicating a need for initiatives to strengthen these connections. The low student response rate, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented. Overall, the school’s strengths include high perceptions of safety among students and parents, high levels of parental satisfaction regarding involvement opportunities, effective professional development, and strong relational capacity with families. We have identified several areas of need and key learnings that will necessitate changes to existing procedures. To enhance staff-student connections, NU-HCS will encourage collaborative projects requiring staff and students to work together, and organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided. To expand parental engagement, NU-HCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate. Met 2024-06-27 2024 12101246008221 Agnes J. Johnson Charter 6 Based on the educational partner survey results, including teachers, staff, parents and students, the top three areas of oportunity for improvement were: 1. Facilities - specifically playground surface, play structures, cafeteria tables. 2. Positive Behavior Intervention and Supports - Clear and consistent consequenses for behavior, and rewards and recognition for positive behavior, and social emotional supports. 3. Staff communication 4. Active parent engagement Surveys indicated that our staff, students and families would feel more connected to the school if there were improvements made to the facilities, PBIS, staff communication and active parent engagement. Identified strengths from students are that they feel safe on campus and feel cared for by the teachers and staff. The parents feel pleased with the school programs and staff. The staff feels that communication could be improved and that they would like to see more active parent engagement in the form of volunteers, parent support of school programs and attendance. Based on the local data and key learning, the school has determained the following strategies for imporovement; 1. Facilities - playground asphalt has been resurfaced and striped, new cafeteria tables will arrive in the fall of 24, and playground activity centers will be installed over summer break. 2. PBIS - committee formed to create a new discipline matrix, plan to restock and maintain the 'otter store' and plan to hire an individual to support social emotional health and well being. 3 Staff communication - Morning meetings and comment/compliment boxes will be implimented in addition to continuing the staff bulletin. 4. Active parent engagement - In addition to to the current strategies, teachers will be requesting classroom parent volunteers at the start of the school year. The school will be hosting a meet and greet community BBQ the friday before school starts and will be distributing school monthly calendars noting each scheduled event seeking volunteers. Attendance awards and incentives. Met 2024-06-27 2024 12626790000000 Arcata Elementary 6 "The Arcata School District annually conducts the CA Healthy Kids Survey for students, parents, and staff. Each survey includes a section on school climate. The following are 2023/2024 survey responses regarding school climate: Students 68% of students indicate they “feel safe at school.” (2023/2024; no change) 65% of students are identified as having caring adults at school. (2023/2024, no change) Staff 94% of staff ""agree"" or ""strongly agree"" that they feel safe at school. (2023/2024; down 1%) Parent/Guardian 95% of parents/guardians indicate school is a safe place for their child. (2023/2024; no change) 65% of parents/guardians agree or strongly agree that their school provides instructional materials that ""reflect my child’s culture, ethnicity, and identity."" (2023/2024; no change)" Based on the survey conducted in Fall 2023, Students, Staff, and Parents/Guardians appear to generally feel safe and welcome at our school sites. Students appear to generally feel comfortable in their interactions with both adults and other students, and confident in the availability of adult support. It is concerning that student perception metrics regarding safety and caring adults remain relatively low, but it is encouraging that parents/guardians and staff have positive safety perceptions regarding their schools. The District is continuing its investment in PBIS/MTSS implementation, support of both the Arcata Family Resource Center and SBMS Wellness Center, and its increased social emotional support and intervention staffing (1.0 FTE school psych at each school, 1.0 Student Intervention Facilitator at each school, and a .5 FTE district level school climate transformation TOSA). These resources are seen as vital to both school sites and it is expected that staying the course will lead to more positive measurable outcomes during the 2024/2025 school year. Met 2024-06-18 2024 12626790109975 Fuente Nueva Charter 6 The student connectedness survey is administered by the school counselor to grades three through five in the spring trimester. The students are offered opportunities to establish a common understanding of the questions and multiple educators are present to support students completing the survey. The following is a subset of the questions that are asked on the survey. The data is not disaggregated by student groups. Do you feel like the teachers and other grown-ups on campus care about you? 85% Yes. most or all of the time. Do you feel welcomed at Fuente Nueva? 79% Yes, most or all of the time. Are you happy to be at Fuente Nueva? 79% Yes, most or all of the time. Do you feel like you are part of this school? 81% Yes, most or all of the time. Do you feel safe at school? 83% Yes, most or all of the time. Do you see students who are a part of the queer community (LGBTQIA+/Rainbow community) as being safe at school? 88% Yes, most or all of the time. When you are at Fuente Nueva is the school clean and neat? 72% Yes, most or all of the time. Does your school teach students to care about each other and treat each other with respect? 93% Yes, most or all of the time. Have you seen the teachers and other grown-ups treat students with respect? 77% Yes, most or all of the time. Teachers and other grown-ups make it clear that bullying is not allowed at school. 98% Yes, most or all of the time. I feel safe to tell a teacher or adult that I have been bullied? 79% Yes, most or all of the time. If I tell a teacher or adult at school that I've been bullied, the person will do something to help. 86% Yes, most or all the time. Students at your school act as up-standers and try to stop bullying when they see it happening? 44% Yes, most or all of the time. Strengths that are evident in the data includes that 85% of students report that the grown-ups on campus care about them and that 83% report feeling safe at school most or all of the time. Another area of strength is that 98% of students reported that teachers and other grown-ups make it clear that bullying is not allowed at school. A large area of growth is connected to bullying where 44% of students say that they act as up-standers and try to stop bullying when they see it happening. The school plans to offer this survey in the fall and the spring and by doing so offer both staff and students to review the data. Students will be given a chance to review responses to a small subset of questions with the purpose of empowering them to improve the school climate and to have a very real way to measure their success. The school also plans to recreate the format in which we track student behavior and communicate that with families and required staff. Additionally, the school is going to offer additional opportunities for staff to engage in reflective practices to build their awareness, knowledge and skills to promote a healthy school environment for all students. This will occur during paraprofessional staff meetings, certificated staff meetings and all school staff development days and will be conducted by both internal staff and external presenters. Met 2024-06-18 2024 12626790111708 Union Street Charter 6 In 2024 100% of respondents on the parent survey agreed or strongly agreed that the school fosters a positive school climate. A survey is given to students in grades three through five. In 2024 77% of students agree that the school has a positive climate, they feel part of the school family and it is a safe place to be. To maintain this level of parent satisfaction, USC will provide communication opportunities for parents including: school and classroom news (including information about curriculum), publishing a parent handbook, IEP meetings for special education, quality conferences, an up-to-date website, and an open-door policy for the Principal's office. To maintain this level of student satisfaction USC will continue to teach Second Step, offer restorative practices, mindfulness lessons, and conflict management. Parents The student responses were given in the winter and there were complaints about the playground. The field was closed due to heavy rains and part of the rest was muddy due to some broken pipes and poor drainage. The playground was repaired. Met 2024-06-17 2024 12626790137653 Redwood Coast Montessori 6 "Based on the CalSCHLS Survey: Student Survey: 88% of Students ""Agree"" or ""Strongly Agree"" that ""I feel safe in my school."" 76% of students indicate that ""There is a teacher or some other adult from my school who really cares about me."" Parent Survey: 92% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for my child."" 97% of Parents/guardians ""Agree"" or ""Strongly Agree"" that ""This school has adults who really care about students."" Staff Survey: 100% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for students."" 94% of Staff ""Agree"" or ""Strongly Agree"" that ""This school is a safe place for staff.""" Given these survey results, there is an overall sense of safety for students and staff at school. The most noticeable area for needed focus is in the area of student's sense of having caring adult at school. While most students reported that there is an adult at school who cares about them, the goal is for all students to feel this same sense of support. Some of the actions outlined in previous sections are designed to help provide additional support. Both the focus on student assessment and tracking, the refocusing of the resource center to include more student supports, and the planned use of social worker interns are all designed to provide additional supports for all students and families. There are no planned changes to school policies or procedures. The data indicates that there is an overall sense of safety among students, parents and staff. As in the past, RCM will continue to pursue professional development to help maintain and promote greater levels of safety among all members of the community. Met 2024-06-20 2024 12626796120562 Coastal Grove Charter 6 We conducted our own survey of our 8th grade and our 5th grade. The overall score was 7-8 out of 10 on average. 8th grade rated higher than 5th grade in most areas. Because we are a small school, students wanted more opportunities for socialization with a larger group. Students felt the academics were challenging. They also wanted more afterschool clubs. They appreciated having access to counseling services, like the lunch program, and enjoy our sports league. We are incorporating a 5th-8th grade weekly event to help students build connections outside of their grade. We increased academic support by offering summer tutoring to students working below grade level. Met 2024-06-24 2024 12626870000000 Northern Humboldt Union High 6 The district implements the CHKS with all students, annually. Data for 2023-2024 indicates student perceptions (for all students) as follows: School Connectedness (students who agree/strongly agree) - 57% (down from 66% in 2022). Data for student groups by grade level are as follows: 9th 53%, 10th 48%, 11th 57%, 12th 52%, NT 55%; Perceived School Safety (students who feel safe/very safe) - 61% (down from 66% in 2022). Data for student groups by grade level are as follows: 9th 56%, 10th 55%, 11th 62%, 12th 52%, NT 48%; Academic Motivation (students who agree or strongly agree): 48% Data for student subgroups not available; School Boredom: range of students reporting highly value school/high boredom, highly value school/moderate boredom, moderately value school/high boredom, and moderately value school/moderate boredom districtwide is 61% for 9th grade students and 77% for 11th grade students. Additionally, students report I try hard on my schoolwork because I am interested in it (agree/strongly agree): 9th grade 28%, 10th grade 26%, 11th grade 31%, 12th grade 35% Despite the district's sustained five-year effort to implement and sustain a Multi-Tiered System of Supports (MTSS), the California Assessment of Student Performance and Progress (CAASPP) results reveal minimal growth in academic achievement. This stagnation in academic performance coincides with a troubling decline in student motivation and engagement, as detailed in the data analysis from Prompt 1. Key learnings from the analysis of the available data, disaggregated by student groups, highlight several critical areas of concern: Decreased Academic Motivation: In 2022, 52% of students agreed or strongly agreed that they were motivated to learn. By 2024, this figure had fallen to 48%. This decline suggests a significant issue with student engagement and enthusiasm for learning, which is essential for academic success. Increased Student Boredom: Data from the California Healthy Kids Survey (CHKS) Student Behavior Report (SBR) indicates rising levels of boredom among students. For 9th graders, boredom increased from 61% to 70%, and for 11th graders, it rose from 69% to 77% between 2022 and 2024. High levels of boredom are a strong indicator of disengagement and dissatisfaction with the school experience. Decline in School Connectedness: School connectedness, measured by the percentage of students who agree or strongly agree that they feel connected to their school, decreased from 66% in 2022 to 57% in 2024. A strong sense of belonging is critical for students' emotional and academic well-being, and this decline signals a weakening of the supportive school environment. Perceived Student Safety: The perception of safety among students has also declined, with those feeling safe or very safe dropping from 66% in 2022 to 61% in 2024. A safe learning environment is fundamental to fostering a positive school climate and encouraging student engagement. The district's efforts to enhance student outcomes through professional learning in Universal Design for Learning (UDL) during the 2022/23 and 2023/24 school years have not yet translated into improved student engagement or academic growth. This disconnect points to a need for a more integrated approach that not only includes professional development but also directly addresses student engagement and motivation. Identified Needs: Enhanced Engagement Strategies Improvement in School Climate Addressing the root causes of decreased motivation Strengthening School Connectedness Areas of Strength: Commitment to Professional Development Commitment to Data-Driven Decision Making Commitment to Continuous Improvement To address the areas of need identified through the analysis of local data and the key learnings, the district must make several strategic changes to existing plans, policies, and procedures. These changes will be aimed at improving student engagement, motivation, school climate, and ultimately, academic outcomes. The following revisions and actions are proposed for continuous improvement: Revise Engagement Strategies for Teachers: Develop and implement an annual Professional Learning Plan that utilizes a Professional Learning Center model to provide targeted professional learning to meet the individual needs of teachers. Revise Engagement Strategies for Students: Implement Interactive Learning Techniques: The district will introduce more interactive and student-centered teaching methods across all courses. This includes additional professional learning and support for teacher in the utilization of the Universal Design for learning, with a focus on Student Engagement and the Design of effective and flexible lessons, project-based learning, and collaborative group work that makes learning more dynamic and engaging. Incorporate Technology: Technology will be integrated more effectively into the curriculum to create interactive and personalized learning experiences. This includes the use of artificial intelligence to promote personalization, engagement, motivation, and the development of 21st century skills. Teachers will attend training in the utilization artificial intelligence in August 2024. Enhance School Climate: Strengthen Relationships: Prioritize building stronger student-teacher relationships. Professional development will also focus on social-emotional learning (SEL) techniques to help teachers better support students’ emotional needs. Systematize Mental Health Support Services: The district will increase access to mental health resources by definiing roles for students services personnel; creating flowcharts to match services, students and personnel; improving communication to students and parents regarding available services, and providing professional development for staff on identifying and supporting students with mental health needs. Foster Inclusivity: Efforts to promote a more inclusive environment will be enhanced. This includes celebrating cultural diversity through school events, and ensuring all students feel represented and valued. Address Student Motivation: Universal Design for Learning: Professional development will focus on UDL, which can significantly enhance student motivation by creating a more inclusive and engaging learning environment. UDL is a framework that emphasizes flexible learning environments to accommodate individual learning differences as follows: Providing choice and autonomy Providing relevance and value Utilizing varied instructional methods Providing clarity and consistency Providing flexible assessme Met 2024-06-20 2024 12626870107110 Six Rivers Charter High 6 Six Rivers administers the California Healthy Kids Survey to staff, guardians and students every year. Our data is disaggregated by our larger sub groups which includes: Gender, Students with Disabilities and Living situations. Our other subgroups are too small to provide disaggregated data. Overall, 63% of the school identified high school connectivity and 66% perceived the school as a safe environment. Post pandemic, school connectedness has been dropping. By grade level, 50% of 9th graders, 61% of 10th graders, 76% of 11th graders and 71% of 12th graders feel connected to school. Our survey results indicate that in the 10th grade classroom, our non-binary students feel the least connected to school. Key learnings are that post-pandemic, as a small charter school we need to purposely create opportunities for students to connect with their peers and teachers in more meaningful ways. Moving forward we will be implementing a 9th grade success program focused on social/emotional learning. Despite the Six Rivers sustained five-year effort to implement and sustain a Multi-Tiered System of Supports (MTSS), the California Assessment of Student Performance and Progress (CAASPP) results reveal minimal growth in academic achievement. This stagnation in academic performance coincides with a troubling decline in student motivation and engagement, as detailed in the data analysis from Prompt 1. Six Rivers efforts to enhance student outcomes through professional learning in Universal Design for Learning (UDL) during the 2022/23 and 2023/24 school years have not yet translated into sustained student engagement or sustained academic growth. This disconnect points to a need for a more integrated approach that not only includes professional development but also directly addresses student engagement and motivation. Identified Needs: Enhanced Engagement Strategies Improvement in School Climate Addressing the root causes of decreased motivation Strengthening School Connectedness Areas of Strength: Commitment to Professional Development Commitment to Data-Driven Decision Making Commitment to Continuous Improvement To address the areas of need identified through the analysis of local data and the key learnings, Six Rivers must make several strategic changes to existing plans, policies, and procedures. These changes will be aimed at improving student engagement, motivation, school climate, and ultimately, academic outcomes. The following revisions and actions are proposed for continuous improvement: Revise Engagement Strategies for Teachers: Develop and implement an annual Professional Learning Plan that utilizes a Professional Learning Community model to provide targeted professional learning to meet the individual needs of teachers. Revise Engagement Strategies for Students: Implement Interactive Learning Techniques: Six Rivers will continue to introduce more interactive and student-centered teaching methods across all courses. This includes additional professional learning and support for teacher in the utilization of the Universal Design for learning, with a focus on Student Engagement and the Design of effective and flexible lessons, project-based learning, and collaborative group work that makes learning more dynamic and engaging. Incorporate Technology: Technology will be integrated more effectively into the curriculum to create interactive and personalized learning experiences. This includes the use of artificial intelligence to promote personalization, engagement, motivation, and the development of 21st century skills. Teachers will attend training in the utilization artificial intelligence in August 2024. Enhance School Climate: Strengthen Relationships: Prioritize building stronger student-teacher relationships. Professional development will also focus on social-emotional learning (SEL) techniques to help teachers better support students’ emotional needs. Systematize Mental Health Support Services: The district will increase access to mental health resources by defining roles for students services personnel; creating flowcharts to match services, students and personnel; improving communication to students and parents regarding available services, and providing professional development for staff on identifying and supporting students with mental health needs. Foster Inclusivity: Efforts to promote a more inclusive environment will be enhanced. This includes celebrating cultural diversity through school events, and ensuring all students feel represented and valued. Address Student Motivation: Universal Design for Learning: Professional development will focus on UDL, which can significantly enhance student motivation by creating a more inclusive and engaging learning environment. UDL is a framework that emphasizes flexible learning environments to accommodate individual learning differences as follows: Providing choice and autonomy Providing relevance and value Utilizing varied instructional methods Providing clarity and consistency Providing flexible assessment options Providing support and scaffolding: graphic organizers, checklists Met Improve School Connectedness: Community-Building Activities: Regular community-building activities will be organized to strengthen the sense of community within the school. Strengthen School Traditions: Existing school traditions will be revitalized and 2024-06-20 2024 12626870124263 Laurel Tree Charter 6 Here is the link to our school climate survey: https://docs.google.com/forms/d/1vg0uVYgbP5ec6AQ_lIiefBYKahkHsOgPKQxE9_z12p0/edit#responses The survey indicates a high level of belonging (54% Tremendous Belonging, 27% Quite a Bit) and feelings of safety at Laurel Tree (45% Extremely Safe, 35% Quite Safe) . Parents indicate their student's cultural background is respected (63.9% Tremedously and 22% Quite a Bit) and that discipline is fair (38.9% Extremely Well, 47.2 Quite Well). We need to maintain these strong relationships as we grow this year and we need to increase information to parents about the academic goals and successes of their students. We address these in LCAP goals 1 and 3. Met 2024-06-25 2024 12626950000000 Big Lagoon Union Elementary 6 Based on the LEA's local climate survey data, 85% of students reported a feeling of safety and connectedness at school. In order to protect student privacy, the district cannot disaggregate the data by student groups. There are 15 students in grades TK-7 who responded to the survey. Although the small number of students prevent the district from disaggregating data, it allows staff to maintain meaningful relationships to families and students. This allows staff to focus support based on individual familiy and student needs. The results of the local climate survey revealed that out of 15 students, 12 felt that they had an adult they could talk to at school, while three responded they did not. This is an identified need that will be addressed in the coming school year, primarily with the expansion of, and fidelity to, the PBIS program. An identified strength is that 86.7% of students surveyed responded feeling safe, and like a part of the school. The district will continue to build upon this strength. Big Lagoon is not waiting to start planning based on this data, and is already taking actions. Scheduled before the end of the school year, and into the 2024-2025 year are PBIS implementation activities coordinated and led by Humboldt County Office of Education. Met 2024-06-13 2024 12627030000000 Blue Lake Union Elementary 6 "3 - 8 GRADES -- STUDENT SURVEY RESPONSES (92 Students Surveyed) Are you proud of your child/children attending Blue Lake Union Disagree 27.2% Strongly Agree 72.8% Do you like school? Strongly disagree 8.7% Disagree 15.2% Neither disagree or agree 37% Agree 22.8% Strongly Agree 16.3% Do you feel close to people at school? Strongly disagree 1.1% Disagree 13% Neither disagree or agree 28.3% Agree 35.9% Strongly Agree 21.7% Do you feel connected to the school? Strongly disagree 16.3% Disagree 16.3% Neither disagree or agree 20.7% Agree 18.5% Strongly Agree 28.3% Are you treated fairly at school? Strongly disagree 10.9% Disagree 17.4% Neither disagree or agree 23.9% Agree 25% Strongly Agree 22.8% I feel safe in my school Strongly disagree 4.3% Disagree 4.3% Neither disagree or agree 17.4% Agree 27.2% Strongly Agree 46.7% Do you feel you feel you have at least one trusted adult to to talk to at school? Strongly disagree 5.4% Disagree 1.1% Neither disagree or agree 5.4% Agree 21.7% Strongly Agree 66.3% FAMILY SURVEY RESPONSES (46 Responses representing 68 student which is 44% of our student body) Are you proud of your child/children attending Blue Lake Union Strongly disagree 6.5% Disagree 6.5% Neither disagree or agree 13% Agree 23.9% Strongly Agree 50% BLUESD employees encourage students on a regular basis. Strongly disagree 2.2% Disagree 8.7% Neither disagree or agree 15.2% Agree 28.3% Strongly Agree 45.7% Teachers go out of their way to help students. Disagree 6.5% Neither disagree or agree 8.7% Agree 37% Strongly Agree 47.8% Adults at the school show that they really care about students. Strongly disagree 2.2% Disagree 6.5% Neither disagree or agree 10.9% Agree 28.3% Strongly Agree 52.2% My child feels safe at school Strongly disagree 6.5% Disagree 6.5% Neither disagree or agree 15.2% Agree 17.4% Strongly Agree 54.3% STAFF SURVEY RESPONSES Are you proud to be an employee of BLUESD? Neither disagree or agree 12.9% Agree 19.4% Strongly Agree 67.7% BLUESD employees encourage students on a regular basis. Disagree 3.2% Neither disagree or agree 6.5% Agree 35.5% Strongly Agree 54.8% Teachers go out of their way to help students Agree 29% Strongly Agree 71% Adults at our school show that they really care about our students. Agree 29% Strongly Agree 71%% Staff treat students with respect. Neither disagree or agree 12.9% Agree 29% Strongly Agree 58.1% Staff feel connected to the school. Disagree 3.2% Neither disagree or agree 9.7% Agree 25.8% Strongly Agree 61.3% (increase of 20%) Staff treat students with respect. Neither disagree or agree 12.9% Agree 29% Strongly Agree 58.1% Families feel welcome to participate in school activities. Neither disagree or agree 12.9% Agree 87.1%" The surveys demonstrate that we have worked to do to supports staff, students, and families feeling connected to the school and a part of the decision-making process as well as being proud of the school. We will strive to improve our connections with students and families by increasing opportunities for input in a manner that supports access to meetings through available childcare and providing a meal. Met 2024-06-26 2024 12627290000000 Bridgeville Elementary 6 The district partnered with the Humboldt County Office of Education to administer the local climate survey. The survey asked: 1.What's Going Well 2. Reasons for absence 3. What Would Help You as a Learner? 4. What Would Help You (staff) at Work? How Would You (families) Prefer the School to Communicate with You? 5. Ideas to Improve the School (students, families, staff) 6. Are Staff Available to Talk To? (students - Grades 3-5, 14 yes, 1 no, 1 kind of; Grades 6-8, 9 yes, 1 no.; families - 15 yes, 0 no.; staff to staff, 15 yes, 1 no) 7. Is School Safe? (students - Grades 3-5, 6 yes, 10 sometimes, 0 no.; Grades 6-8, 5 yes, 3 sometimes, 0 no.; families - 12 yes, 1 sometimes, 0 no.) Topics 6 and 7 allowed numerical responses. Topics 1 through 5 required narrative responses. Key learnings related to attendance; 1. Families expressed a need for home-to-school transportation. 2. Students and families identified illness as the major reason for missing school. Families also cited social/emotional issues and family problems. Staff mentioned parents not prioritizing school, allowing students to decide to stay home. Families and staff cited weather, road conditions, and rugged mountainous terrain and the need for home-to-school transportation. Other key learnings included staff asking for more professional development in all areas and stable special services such as resource and SLP. General response from all groups, students, families, and staff was strongly positive. The addition of a 0.4 FTE school counselor received positive responses from families and staff. Students expressed overwhelming support for teachers and staff cited new administration for improving school culture. Improving school attendance has been a district priority during the 2023-24 school year and will continue in 2024-25. The district will intensify communicating to parents/guardians the profound effect regular attendance has on student learning and overall school efficiency through more focused communication and special programs. The need for home-to-school transportation is clear and steps are being taken to train a driver and acquire a school bus. More professional development opportunities for all staff have been made available during 2024-25 and the focus on trainings and education will continue in 2024-25. The district was recently awarded a Community Schools implementation grant which will greatly facilitate the school's ability to improve family involvement in school activities and the decision making process. The grant will also facilitate the district's ability to secure a school operated pre-school program positively effecting overall enrollment and increased attendance. Met 2024-06-11 2024 12627370000000 Cuddeback Union Elementary 6 The Cuddeback USD utilizes a locally-designed school climate survey each year to gather student perceptions related to safety and connectedness. The survey has been distributed to students in grades TK through 8 in previous years, depending on the any given year. The current data was gathered from students in grades 3-8 specifically. Our small LEA has only 2 identifiable reported groups: White and Socioeconomically Disadvantaged. Our survey does not disaggregate data by any reportable group. Key findings from the student responses show that overwhelmingly students feel supported and cared about by the teachers and adults at school, and that students are treated fairly and respectfully (93% responding accordingly). Data shows that 92% of students stated that they feel connected to Cuddeback and have friends at school. Students feel safe and not threatened physically or emotionally (96%) at school. All students are aware that they have access to no-cost meals at school (100%). The vast majority of students (95%) are aware of social/emotional counseling services provided by the district to support students needs in that area. Students agree that the school campus is clean and well-maintained (92%), and that they have access to the necessary instructional materials including technology (96%). Student input did reflect that some would like more weight put toward student input on ideas and decision-making around the school. The LEA has already implemented a plan to include student council reports in regular Governing Board meetings to share student input. Administration will more regularly seek input from class meetings to address student concerns on what is certainly a wide array of topics. Met 2024-06-26 2024 12627450000000 Cutten Elementary 6 Student input is collected through a student survey. The following percentages represent the students who selected OFTEN/ALWAYS as their response: 53% response rate (35 of 67 fifth grade students) School connectedness 79%; Academic motivation 86%; Caring adult relationships 82%; High expectations 88%; Meaningful participation 52%; Feel safe at school 91%; Students well behaved 52%; Students treated fairly when break school rules 61%; Students treated with respect 88% Reference survey data@wested.org 2023-2024 Overall, the results are overwhelmingly positive; however three areas need attention due to below average responses: students are well behaved, students are treated fairly when break school rules, and students are able to engage in meaningful participation. In response to this data, we have utilized: a School Social Worker (1 at each site), a part time School Psychologist at each site, an additional School Principal to support the social and emotional learning (SEL) for all students, and an Expanded Learning Community Coordinator to support the unduplicated students. Both sites have an SEL curriculum utilized in classroom lessons, we use Restorative Practices to support conflict management, and we implement Positive Behavior Intervention Support (PBIS) strategies in all classrooms. Ridgewood was placed in the ATSI program during the 2021-2022 school year for two local indicators: suspension rates in the category of students with disabilities, and chronic absenteeism within our hispanic and students with disabilities demographics. This year chronic absenteeism is still high for all groups with 30 or more students in that category (hispanic, two or more races, socioeconomically disadvantaged SED, students with disabilities, and white). During the 2022-23 school Cutten School chronic absenteeism is in the high range for two or more races, SED, students with disabilities, and white categories, and is in the high range for suspensions within the hispanic, two or more races, and white categories. We will continue to utilize our school social workers to monitor our atttendance data, reach out to families who are encountering challenges to getting their student/s to school, continue to use restorative practices and alternaties to suspensions whenever possible, and to organize and implement resources for students who are having behaivor challenges. We will also add a full time School Psychologist(partime at each site), and utilize the Expanded Learning Community Coordinator to provide for academic and SEL success. Met 2024-06-25 2024 12627940000000 Fieldbrook Elementary 6 1. 68% of families responded the LCAP and Climate survey, 2024 1a. 92 % felt school was safe 1b. 95 % felt connected 2. 87% of students responded the Climate survey, 2024 2a. 78 % felt school was safe 2b. 93 % felt connected Based on our data and findings from the survey, families have conveyed that the school is a safe place for their students physically and emotionally. The addition of the principal position had a positive impact in allowing parents more flexibility to meet with administration to discuss ways to support their children. Students and staff have expressed a need to be able to learn strategies for students to resolve conflict in the moment rather than reflecting on the situation after it has passed. Further education and training for staff and students will be a priority in the 24/25 school year. A review of the discipline policy and communication with families are key needs for the district. A review of those board policies and updates as needed to reflect the culture and climate of the school will be included in the 24/25 school year. The staff will go through a collective training and regular review of expectations to establish norms across campus and in the different settings including recess, PE, and aftercare. Met 2024-06-10 2024 12628100000000 Fortuna Union High 6 Data source: California Healthy Kids Survey (Academy of the Redwoods and East High School have no racial student subgroups with available data due to anonymizing unless otherwise stated. For the purposes of the California Healthy Kids Survey East High School students are considered one cohort and are not divided by grade.) PERCEIVED SCHOOL SAFETY 12TH GRADE (Answered that school is “safe” or “very safe.”) Fortuna High School- 76 (Hispanic- 68; White- 91; Multi-Racial- 75) (IEP- 68) (Male- 87; Female- 67) Academy of the Redwoods- 95 (Male- 91; Female- 100) East High School- 55 SCHOOL CONNECTEDNESS 12TH GRADE Fortuna High School- 64 (Hispanic- 60; White- 67; Multi-Racial- 70) (IEP- 60) (Male- 68; Female- 60) Academy of the Redwoods- 77 (Male- 87; Female- 87) East High School- 54 SOCIAL EMOTIONAL DISTRESS 12TH GRADE Fortuna High School- 27 (Hispanic- 27; White- 26; Multi-Racial- 35) (IEP- 36) (Male- 13; Female- 42) Academy of the Redwoods- 29 (Male- 20; Female- 31) East High School- 48 The results of the California Healthy Kids Survey were stark. First off, we were encouraged by improvements in Perceived School Safety, School Connectedness, and Social Emotional Distress amongst students at Fortuna High School and Academy of the Redwoods from 2021-2022 to 2023-2024. At Fortuna High, Perceived School Safety among 12th graders increased from 49% answering “Safe” or “Very Safe” to 76%. At Academy of the Redwoods that same number went from 84% to 95%. At Fortuna High, the School Connectedness score improved among 12th graders from 41 to 64, and 12th graders reporting Social Emotional Distress decreased from 40% in 2022 to 27% in 2024. On the other hand, existing concerns regarding the social emotional wellbeing of East High students and female students in general were confirmed by the results of the California Healthy Kids Survey. East High students indicated much higher levels of Social Emotional Distress, felt less connected at school, and perceived school as significantly less safe than at the other two school sites. Just as jarring were results for female students at all sites, who reported much higher levels of Social Emotional Distress than their male counterparts at Fortuna High (42% to 13%) and felt 20% less safe at Fortuna High than male students. Additionally, Perceived School Safety (23%) and School Connectedness (7%) were lower among Hispanic students at Fortuna High than their White classmates. East High School has qualified for Equity Multiplier funds which will be used to provide extra after school academic and social emotional support for students at that site. The Fortuna Union High School District also expects to receive supplemental concentration funds which it plans on using to continue to support bilingual aides in service of English Learners (largely from the Hispanic student population). Continued investment in the District Wellness Center is supported by the data collected in the 2024 California Healthy Kids Survey and the Wellness Center will analyze their data based on gender to assess and develop extra supports for female students. Met 2024-06-12 2024 12628280000000 Freshwater Elementary 6 The California Healthy Kids Survey is given to students annually, but due to administering the survey in the spring we report lagging data from prior year. In 2022-2023, 79% of Freshwater Elementary students responded that they agree/strongly agree that Freshwater School is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Elementary annually. The results from 2022-2023 are as follows: 1 – School seeks input before decisions = 70% agree/strongly agree 2- School encourages parent partners = 88% agree/strongly agree 3 – School welcomes parents to participate at school = 88% agree/strongly agree The California Healthy Kids Staff Survey is given to staff at Freshwater School District annually. In 2022-23, 100% of Freshwater Elementary staff responded that they agree/strongly agree that Freshwater School is a safe place to work. 100% of staff identify Freshwater School as a safe place to work. This continues to be a strength of the district. 79% of students identify Freshwater School as a safe place. We are committed to increasing this number next year. We hired a Student Support Specialist to bolster and sustain SEL instruction to improve school climate at Freshwater School. Met 2024-06-17 2024 12628286116289 Freshwater Charter Middle 6 The California Healthy Kids Survey is given to students annually, but due to administering the survey in the spring we report lagging data from prior year. In 2022-2023, 71% of Freshwater Charter Middle School students responded that they agree/strongly agree that FCMS is a safe place. The California Healthy Kids Parent Survey is given to parents at Freshwater Charter Middle School annually. The results from 2022-23 are as follows: 1 – School seeks input before decisions = 63% agree/strongly agree 2- School encourages parent partners = 72% agree/strongly agree 3 – School welcomes parents to participate at school = 72% agree/strongly agree In 2022-23, 83% of Freshwater Charter Middle School staff responded that they agree/strongly agree that Freshwater School is a safe place to work. A strength is having 83% of FCMS staff agree that our school is a safe place to work. Only 71% of students agree that FCMS is a safe place so we are strategizing on putting more supports in place to increase the number of students that feel safe. Hiring a Student Support Specialist to teach SEL in FCMS and increase listenign groups and advisory activites to support our middle school students. Met 2024-06-17 2024 12628360000000 Garfield Elementary 6 Garfield's Annual Student Survey indicates that students feel emotionally and physically safe while they are at school. Students feel connected to their fellow students and staff members. Key learnings indicate that students would like to continue to feel emotionally and physically safe while they are at school. Students appreciate feeling connected to their fellow students and staff members. Garfield school district will focus on maintaining a positive learning environment for all student. Met 2024-06-06 2024 12628510000000 Green Point Elementary 6 We have no English Learners or Foster Youth. We currently have 6 students enrolled in grades K-8. We do have students who are low income. Climate Student Survey results: Do the teachers and other grown-ups on All of the time Most of the time Some of the Time Never campus care about you? 33.3% 16.7% 33.3% 16.7% Do the teachers and other grown-ups at school listen when you have something to say? 16.7% 16.7% 66.7% 0 Do the teachers and other grown-ups at school make an effort to get to know you? 33.3% 0 50% 16.7% Do you feel close to people at school? 33.3% 16.7% 33.3% 16.7% Are you happy to be at this school? 33.3% 0 16.7% 50% Do you feel like you are part of this school? 16.7% 16.7% 50% 16.7% Do teachers treat students fairly at school? 0 33.3% 66.7% 0 Do you feel safe at school? 33.3% 33.3% 33.3% 0 Is your school building neat and clean? 0 66.7% 16.7% 16.7% Does your school teach students to feel responsible for how they act? 50% 33.3% 16.7% 0 Does your school teach students to care about each other and treat each other with respect? 66.7% 16.7% 16.7% 0 Do teachers and other grown-ups at school treat students with respect? 50% 50% 0 0 Teachers and other grown-ups make it clear that bullying is not allowed. 83.3% 16.7% 0 0 If you tell a teacher that you've been bullied, the teacher will do something to help 50% 33.3% 16.7% 0 Students at your school try to stop bullying when they see it happening? 33.3% 16.7% 33.3% 16.7% We have learned that one area of needed improvement is that students need to feel happy at our school. 50% of our students report not being happy to be at our school. Our strengths included: students feeling respected, no tolerance for bullying, and feeling safe. We plan further inquiry to find out what could be changed to increase student happiness levels. We also plan to hire a counselor next year to work on social emotional well-being of students, create connections and to advocate for student needs. Met 2024-06-27 2024 12628850000000 Hydesville Elementary 6 93.4% indicated that they agreed or strongly agreed they felt safe at school. 93.2% agreed or strongly agreed they felt that their teachers cared about them. 68.5% of students reported that they enjoy attending school and 88.4% of students reported that they felt they were treated fairly. This data will be followed and compared to student perceptions in the upcoming year to ensure the percentage of students expressing feelings of safety and connectedness to school is maintained or improved. LCAP Goal #2 includes programs and services to support a positive school climate and ensure students' social/emotional needs are addressed. Resources to support these services include counseling, Second Step, and a variety of other programs and actions to build positive behavior and family engagement. Met 2024-06-24 2024 12628930000000 Jacoby Creek Elementary 6 The California Healthy Kids Survey was administered to 5th and 7th grade students. Key learning was that students reported higher levels of general unhappiness than during the last administration of the CHKS. The MTSS Leadership Team has developed a school wide plan to provide direct instruction to students on the different components of finding personal fulfillment and happiness. Met 2024-06-12 2024 12629010000000 Klamath-Trinity Joint Unified 6 Based on the California Healthy Kids Survey (CHKS) results for Klamath-Trinity Joint Unified School District (KTJUSD), several barriers hinder providing all students with access to a broad course of study. The district's remote location limits access to diverse educational resources and opportunities, making it difficult for smaller, rural schools to match the variety of courses offered by larger schools. High staff turnover disrupts course continuity and curriculum stability, affecting the ability to build strong relationships with students and the community. To address these issues, KTJUSD is implementing a comprehensive professional development plan focusing on curriculum development, culturally responsive teaching, and effective use of technology for remote learning. Recruitment and retention strategies, such as competitive salaries and professional growth opportunities, are also being adopted. Additionally, KTJUSD is expanding online and blended learning options, investing in necessary infrastructure, and strengthening partnerships with local businesses, higher education institutions, and community organizations. These efforts aim to overcome geographic and resource limitations, stabilize the teaching workforce, and ensure equitable access to diverse educational opportunities for all students. The analysis of the California Healthy Kids Survey (CHKS) data for Klamath-Trinity Joint Unified School District (KTJUSD) revealed key learnings, needs, and strengths. Identified needs include addressing the geographic isolation that limits access to diverse educational resources, and mitigating high staff turnover, which disrupts course continuity and affects relationship-building with students and the community. Data disaggregated by student groups highlighted lower enrollment rates in advanced courses among economically disadvantaged students, English learners, and foster youth, indicating a need for targeted support and resources. Strengths identified through the data analysis include the district's commitment to professional development, focusing on curriculum development, culturally responsive teaching, and effective use of technology. KTJUSD's efforts to expand online and blended learning options are also notable, providing broader access to educational opportunities regardless of geographic barriers. Additionally, the district's initiatives to strengthen partnerships with local businesses, higher education institutions, and community organizations are crucial in enriching the curriculum and providing real-world learning experiences. Overall, these learnings emphasize the need for targeted interventions and continuous improvement efforts to ensure equitable access to a broad course of study for all students, particularly those from underrepresented groups. ased on the analysis of local data and key learnings from the California Healthy Kids Survey (CHKS), Klamath-Trinity Joint Unified School District (KTJUSD) has identified several necessary changes to existing plans, policies, and procedures to address identified needs and promote continuous improvement. To combat geographic isolation and high staff turnover, KTJUSD plans to enhance its recruitment and retention strategies by offering competitive salaries, professional growth opportunities, and supportive working conditions. These efforts aim to build a more stable and consistent teaching workforce, which is crucial for maintaining course continuity and fostering strong relationships with students and the community. Professional development programs will be expanded to focus on curriculum development, culturally responsive teaching, and effective use of technology for remote learning. This includes ongoing training for teachers to stay current with educational best practices and to better support diverse student needs. To overcome geographic barriers, KTJUSD will invest in expanding online and blended learning options. This involves upgrading infrastructure and providing comprehensive training for both teachers and students to effectively use these platforms, ensuring all students have access to a broad range of courses regardless of their location. Strengthening partnerships with local businesses, higher education institutions, and community organizations is another priority. These partnerships will help enrich the curriculum and provide students with real-world learning experiences, internships, and mentorship opportunities. To support underrepresented student groups, KTJUSD will implement targeted interventions. This includes additional support and resources for economically disadvantaged students, English learners, and foster youth to increase their enrollment in advanced courses. Surveys and feedback tools will be continuously used to gather input from students, parents, and teachers, ensuring that community needs and preferences are reflected in course offerings. Overall, KTJUSD is committed to revising existing plans and implementing new strategies to address identified needs, enhance educational opportunities, and promote equity across the district. These efforts aim to ensure all students have access to a diverse and inclusive educational experience that supports their academic and personal growth. Met 2024-06-28 2024 12629190000000 Kneeland Elementary 6 The parent/family/community school climate survey elicited a 76% response rate overall. With only 17 families in total, disaggregating the data manifests disproportionate shifts due to the extremely small class size and weighs individual class feedback heavily for grades with only one or two students. The survey shows a 95% overall satisfactory rating for the school in inclusivity, morale, academic rigor, and staff to family relationships. The survey shows an overall 80% satisfactory rate regarding the campus repair and condition, and a 90% overall rating that families feel the school is safe. Overall, families are satisfied with the school climate and they feel their children are safe while at school. The survey did manifest areas in which the school could focus adaptation and strengthening. Families would like to see increased safety around the parking lot to prevent potential accidents when playground equipment falls into the parking lot and children attempt to retrieve it. Families would also like to see updated play structures and newer playground equipment. Lastly, families would like the school to act as an active community hub. The LEA utilized this feedback to create this year's LCAP directing goals to focus on campus upgrades and also community outreach. The LEA also used this feedback to install safety fencing along the playground perimeter and will be installing additional security cameras on areas of the playground that heretofore were not visible without walking outside. Met 2024-06-03 2024 12629270000000 Loleta Union Elementary 6 Loleta administered the California Health Kids Survey (CHKS) in the 2023-2024 school year, but because of our small school size, only 12 students participated in grades 5 and 7. The demographic breakdown of the survey respondents is a follows: 42% Native 25% Hispanic 8% White 25% Multiracial CHKS does not disaggregate responses by race/ethnicity when there are fewer than 10 respondents. Therefore the responses are presented as an overall group average. 43% of students surveyed reported feeling connected to school 31% reported that there are carings adults in school 36% social and emotional learning supports There was no data reported for the survey section related to school violence, victimization, and safety because there were less than 10 respondents. In addition, 51 students or 61% of the student population participated in a local survey in a one-to-one conversation with the Community School Coordinator. 80% of students surveyed reported that they felt safe at school 78.5% of students surveyed reported a sense of belonging to the school 94% of students surveyed were able to identify a caring adult at school With regard to the CHKS it is difficult to consider the data reliable and valid as the responses only represent the opinions of 14% of the student population. The local climate survey better represents the needs and areas of strength of our school conditions and climate. An area of strength is the presence of caring adults in a wide variety of roles, from custodial to administration. Student comments on the local survey indicate a desire for other students to be more kind, for there to be less drama among students, for teachers and staff to stay with the school longer. Other anecdotal data from listening sessions show a student desire for better physical security on campus in the form of fences or other security installations. The District is exploring how to upgrade our security systems (e.g. cameras) to foster a better sense of physical safety on campus. We will invest more deliberately in positive behavioral supports and incentives and re-introduce PBIS expectation stations at the beginning and middle of the year to explicitly teach desired behaviors. Staff will continue to receive professional development in trauma-informed practices, social-emotional competencies and restorative practices. The District will continue to fund a full time behavior support specialist/counselor to support students' well-being. Met 2024-06-27 2024 12629350000000 Maple Creek Elementary 6 While Maple Creek engages in dialogue and documentation around school climate, due to low student enrollment, the data cannot be published publicly to protect student privacy. Maple Creek prides itself on maintaining healthy and engaged student population. Maple Creek maintains a 0% suspension and 0% expulsion record. Maple Creek will continue to invest resources and time on developing an inclusive culture of belonging. Met 2024-06-14 2024 12629500000000 McKinleyville Union Elementary 6 MUSD utilizes the California Healthy Kids Survey annually with students in grades 5-8. Our scores for 2022-2023 are as follows: 5th Grade Connectedness All Students: 79% (yes, all of the time and yes, most of the time) 5th Grade Connectedness White: 80% (yes, all of the time and yes, most of the time) 5th Grade Feeling of School Safety All Students: 83% (yes, all of the time and yes, most of the time) 5th Grade Feeling of School Safety White: 85% (yes, all of the time and yes, most of the time) 6th Grade Connectedness All Students: 62% (agree and strongly agree) 6th Grade Connectedness White: 68% (agree and strongly agree) 6th Grade Feeling of School Safety All Students: 62% (perceived as very safe or safe in school) 6th Grade Feeling of School Safety White: 62% (perceived as very safe or safe in school) 7th Grade Connectedness All Students: 79% (agree and strongly agree) 7th Grade Connectedness White: 47% (agree and strongly agree) 7th Grade Connectedness Hispanic or Latinx: 60% (agree and strongly agree) 7th Grade Feeling of School Safety All Students: 44% (perceived as very safe or safe in school) 7th Grade Feeling of School Safety White: 43% (perceived as very safe or safe in school) 7th Grade Feeling of School Safety Hispanic or Latinx: 67% (perceived as very safe or safe in school) 8th Grade Connectedness All Students: 42% (agree and strongly agree) 8th Grade Connectedness White: 42% (agree and strongly agree) 8th Grade Connectedness Two or More Races: 51% (agree and strongly agree) 8th Grade Feeling of School Safety All Students: (perceived as very safe or safe in school) 8th Grade Feeling of School Safety White: 50% (perceived as very safe or safe in school) 8th Grade Feeling of School Safety Two or More Races: 60% (perceived as very safe or safe in school) We continue to see declining sense of safety as students move up our grade span. It is clear that our middle school is in need or additional support to improve their sense of safety and connectedness. It is a strength that at the middle school level, our Hispanic or Latinx and Two or More Races are reporting higher rates of safety and connectedness than the overall population. The middle school will incorporate additional student surveys and Rounding Interviews to improve our understanding of student need. The staff and leadership will review the results and develop short cycles of improvement plans (PDSA cycles) throughout the school year. Additionally, an Advisory period will be included in the weekly schedule to more fully implement the Second Step Social Emotional curriculum and to foster connectedness across grade levels. Met 2024-06-10 2024 12629680000000 Orick Elementary 6 A school climate survey was developed and administered to students in grades 4-8. Results indicate all students feel safe and connected to the school and provide an opportunity for input activities they would like to participate in at school. There have been zero suspensions or expulsions in 2022-2023 or 2023-2024. A school climate survey was developed and administered to students in grades 4-8. Results indicate all students feel safe and connected to the school and provide an opportunity for input activities they would like to participate in at school. We will support new teachers in relationship building with students and families, continuing our excellent progress in this area. Met 2024-06-13 2024 12629760000000 Pacific Union Elementary 6 PUSD administered the California Healthy Kids Survey during the 2022-2023 school year. A local engagement survey was also developed by administration with input from PACT/Site Council. Community partners saw Pacific Union School as a true community based school. Staff, families, and students feel safe, welcomed, and valued at school. The local engagement survey was sent to all families, including those of EL, foster, and homeless youth. The majority of families and students surveyed felt welcomed and said they felt that their children were treated with respect by staff and peers on campus. They reported that they felt the staff at Pacific Union School were available and responsive. Goal 2: Nurturing School Climate: We support student social, emotional, and behavioral development in a positive school climate that addresses student needs and nurtures the growth of the whole child. Written Feedback Trends from Community/Parents/Guardians: • Continue to work on bullying prevention • More communication about what is happening in upper grade classrooms, i.e. newsletters, emails, dojos, progress reports, updated grade book • More activities during unstructured times (recess, lunch, before school) Written Feedback Trends for Improvement Staff: • More involvement with community and families • More teacher input with decision making • More opportunities for students to share their voice Feedback from students: • 86% of students know the school rules. • 78% of students feel connected to their school. 3rd-8th Grades • 93% agrees or strongly agrees that they are proud to be a student at Pacific Union School. • 95% agrees or strongly agrees that they feel connected to their school. • 81% agrees or strongly agrees that students are treated fairly when on campus. • 69% agrees or strongly agrees that at my school, students get along with each other and respect their differences. • 86% agrees or strongly agrees that there is at least one adult on campus they can talk to and get help. • 95% agrees or strongly agrees that adults on campus treat them with respect. The District will continue to focus on engagement for our students and families. To build connections and opportunities for students to be more connected to their school. Staff will be trained in Universal Design for Learning (UDL) practices and participate in Professional Learning Communities with their grade level span group. Parent/guardians will participate in connection interviews at the beginning of the school year instead of the traditional parent/teacher conference to build a relationship/foundation with their child's teacher. The District will continue to foster the implementation process of Social Emotional Learning (SEL) that is explicitly taught. Met 2024-06-14 2024 12629760115154 Trillium Charter 6 Trillium staff invited students to complete a climate survey in May 2024. This survey included rating scales and fill-in sections about classroom lessons, feelings of safety, daily interactions, the food program, and school in general. Data collected shows the majority of students feel safe and engaged at school, trust the adults to help when asked, listen, and be fair, and have enough time to eat during their lunch period. There were some notable responses showing that 30% of students believe other students do not follow the playground rules, especially around bullying, 78% rated respectfulness among students in the middle range, 30% of students feel unsafe at school some of the time, and 80% of students do not eat their fruit and veggies! This student feedback tracks with local data showing increases in our unduplicated student count, incident reports, behavior interventions, suspensions, referrals for a special education evaluation, and a 20.5% instability rate. In general, students are needing increased support to succeed in the classroom and to maintain positive peer relationships on the playground. Trillium has updated it's McKinney-Vento policy to support students experiencing homelessness and their families. Aide time in the classroom and on the playground has been increased in the 24-25 original budget. Professional development and collaboration days have been scheduled to assure our staff is well-prepared to support a wide-range of student needs. Family and staff handbooks are being updated and will included new data collection measures to help identify unique student needs. Trillium's Nutrition Program is providing universal free meals and participating in the fresh fruit and vegetable program to increase student food options Met 2024-06-25 2024 12629840000000 Peninsula Union 6 Surveys were conducted through our wellness center and collected data from grades 5 through 8. 95% of students in this grade span completed surveys. Areas of strength include students reporting 85% or higher rates of having someone they feel safe to talk to, and growing their skills in self regulation. 90% of students reported feeling safe at school. We will continue this work and assessment to find students who are not feeling connected to a safe adult and increase their opportunities to build relationships. Studies show that students with at least one adult on campus they feel safe to talk with are far more successful academically and personally. As described in Prompt 1, the data shows that the vast majority (nearly 90%) of students feel safe on campus and have a safe adult they can talk to if they need help. This helped Peninsula Union identify that relationship-based connection and sense of belonging are strengths. Following this key learning, Peninsula Union will continue to cultivate connection, belonging, and a safe school culture through the tools described in our LCAP and our Community Schools Implementation Plan. Annual local climate surveys and data collected via Wellness Center visits will allow us to monitor our maintenance and growth. Met 2024-06-11 2024 12630080000000 Rio Dell Elementary 6 The California Health Kids was given to students in 2022-2023 school year. 5th graders: 59% feel connected to school, 64% feel there is a caring adult at school, 57% feel safe at school, and 32% feel like they have meaningful participation at school. 6th-8th graders: 46% feel connected to school, 54% feel there is a caring adult at school, 50% feel safe at school, and 24% feel like they have meaningful participation at school. Staff were also given a staff survey about connectedness and school culture: 59% felt that the overall climate of the district was positive, 77% feel safe at school, 73% feel satisfied with professional development opportunities, 86% feel like they have adequate instructional materials, 64% feel that the school facilities are well maintained, and 95% feel satisfied with technology within the district. What the data shows is that even though we have made specific efforts in classrooms to have class meetings, plan schoolwide events that build collaboration and connectedness, we still have a significant amount of students who do not feel connected or safe and this is something that we must improve on. As a school staff there are also significant areas for growth. As a district the admin team will incorporate rounding into the plan for the 2024-2025 school year and develop a schedule where every staff member is met with three times a year. In regards to student progress we are looking to hire 2 school culture and climate ambassador positions that will be focused on school culture and climate at the individual student level as well as parent and community connections. As a district the admin team will incorporate rounding into the plan for the 2024-2025 school year and develop a schedule where every staff member is met with three times a year. In regards to student progress we are looking to hire 2 school culture and climate ambassador positions that will be focused on school culture and climate at the individual student level as well as parent and community connections. Met 2024-06-27 2024 12630240000000 Scotia Union Elementary 6 School climate data was gathered in the winter of 2024 through the California Healthy Kids Survey. Because the classes are small in number, the CHKS was administered to fourth-seventh grade students during the 2023-2024 school year. The percent of fourth-sixth grade students who feel safe at school was 87% in 2023-2024, but for 7th grade students, the percentage was 53% in 2023-2024. In regards to school connectedness, The percent of fourth-sixth grade students who feel connected to the school was 80% in 2023-2024, and 71% felt there was an adult on campus who really cares about them, while only 64% of 7th grade students felt connected to the school in 2023-2024, and 63% felt there was an adult on campus who really cares about them. Based on school climate data, key learnings include the need for social emotional support for our students. The social emotional needs of our students will be addressed through counseling, large and small group social emotional support, and training for all staff on social emotional learning strategies and support. These intervention support services include behavior support professionals. Other positions that support the social emotional needs of our students include the Community Schools Coordinator, the library technician, and the Dean of Students. Areas of strength include 100% of parents feeling welcome at the school. "Through the analysis of school climate data, a behavior support paraprofessional will be added. The LEA plans to begin a ""Wellness Center"" approach beginning in 2024-2025. This will provide increased opportunities for students and staff to access the space and resources necessary to increase connectedness and feelings of safety and well being." Met 2024-06-20 2024 12630320000000 South Bay Union Elementary 6 "Students in grades 2nd - 6th took a local climate survey asking the following questions: Do the teachers and other grown-ups on campus care about you? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school make an effort to get to know you? Are you happy to be at this school? Do you feel safe at school? Do you feel safe on your way to and from school? Here are the results: Do the teachers and other grown-ups on campus care about you? Yes, all of the time: 42% Yes, most of the time: 36% Yes, some of the time: 19% No, never: 3% Do the teachers and other grown-ups at school listen when you have something to say? Yes, all of the time: 24% Yes, most of the time: 42% Yes, some of the time: 30% No, never: 5% Do the teachers and other grown-ups at school make an effort to get to know you? Yes, all of the time: 30% Yes, most of the time: 37% Yes, some of the time: 25% No, never: 7% Are you happy to be at this school? Yes, all of the time: 35% Yes, most of the time: 36% Yes, some of the time: 23% No, never: 6% Do you feel safe at school? Yes, all of the time: 43% Yes, most of the time: 31% Yes, some of the time: 22% No, never: 4% Do you feel safe on your way to and from school? Yes, all of the time: 65% Yes, most of the time: 19% Yes, some of the time: 11% No, never: 5%" The student survey data presents a comprehensive picture of how students perceive the care, attentiveness, and safety provided by teachers and other adults on campus. Here are the key findings and areas of strength and needs based on the survey responses: Areas of Strength General Care from Teachers and Adults Data: 42% of students feel cared for all the time, and 36% feel cared for most of the time. Implication: A majority of students feel supported by their teachers and other adults, indicating a strong foundation of care that can be further strengthened and built upon. Perception of Safety to and from School Data: 65% of students feel safe all the time on their way to and from school. Implication: The majority of students feel secure during their commute, suggesting that existing measures for ensuring student safety in transit are effective. Identified Needs Perception of Being Listened To Data: Only 24% of students feel listened to all the time, while 30% feel listened to only some of the time, and 5% feel they are never listened to. Implication: There is a significant need to improve how students perceive being heard by adults at school. This could involve training for teachers on active listening and ensuring that student voices are integrated into school decision-making processes. Effort to Know Students Data: 30% of students feel teachers make an effort to know them all the time, 25% feel this happens only some of the time, and 7% feel it never happens. Implication: More personalized engagement strategies are needed to make students feel recognized and valued by their teachers. This could include mentorship programs or regular one-on-one check-ins. Overall Happiness at School Data: While 35% of students are always happy to be at school, 23% are only sometimes happy, and 6% are never happy. Implication: Enhancing the school environment to increase overall student happiness is crucial. This might involve expanding extracurricular activities, improving school facilities, or implementing programs that boost student morale and engagement. Safety Perception Data: Although 43% feel safe at school all the time, 22% feel safe only some of the time, and 4% never feel safe. Implication: Ensuring consistent safety measures and fostering a secure environment for all students is essential. This could involve reviewing and enhancing current safety protocols and conducting regular safety drills and awareness programs. Develop structured opportunities for student feedback, such as regular town hall meetings, suggestion boxes, and student representation in school committees. Provide professional development for teachers focused on active listening skills and responsive communication strategies. Introduce a variety of extracurricular activities and clubs that cater to diverse interests, helping students find joy and engagement beyond academics. Organize regular safety awareness programs and drills to ensure that all students know how to stay safe and whom to approach if they feel unsafe. By addressing these identified needs and reinforcing areas of strength, the school can create a more supportive, engaging, and secure environment for all students. Met 2024-06-26 2024 12630320111203 Alder Grove Charter School 2 6 "Overall Satisfaction: 100% Agree or Strongly Agree they are proud to be an AGCS student 86% Agree or Strongly Agree they are satisfied with their education 90% Agree or Strongly Agree the school building is well-maintained Participation and Communication: 86% participate in school activities 72% prefer email communication, 14% prefer text Fair Treatment: 74% Agree or Strongly Agree students are treated fairly on campus 17% selected ""Unsure/I am never on campus"" when asked about fair treatment on campus Bullying and Safety: 0% report bullying is an issue across various settings 88% feel safe on campus 12% selected ""Unsure/I don't come onto campus or attend AGCS classes or labs"" when asked where bullying occurred Bark Bucks (PBIS Incentive Program): 67% have received over 10 Bark Bucks this year Top reasons for receiving: Following rules (64%), No idea (27%) Popular prizes: Food items (33%), Plushies/Fidgets (19%) Academics: 91% Agree or Strongly Agree they are aware of course options in high school 74% have a plan after graduation 54% interested in more job training opportunities Resources: 71% aware of mental health resources 63% have met with college/career counselor" The majority of respondents agree or strongly agree that they are proud to be students at Alder Grove, are satisfied with their education, and feel the school building is well-maintained. Most participate in school activities like classes, clubs, and field trips. Email and text are the preferred communication methods. Many are aware of options for extra academic help like tutors, study hall, etc. Bullying appears to be an occasional issue, but most students feel safe on campus and in virtual classes. Many receive Bark Bucks from teachers/staff for following rules, with popular prize choices being food items, plushies, fidgets. In higher grades, most are aware of course options like A-G, AP, electives, and have plans after graduation. Interest in job training opportunities. Mental health resources and the college/career counselor are underutilized by some students. Suggestions for improvement include food variety, quiet spaces, teacher training, more freedom for high schoolers, and extracurriculars like theater, music, trades, and home economics, etc. The LCAP includes new goals in mental health resources for students (including training in bullying and restorative practices) and training for families on how to better support students at home. Additional funding was budgeted for more College and Career counseling, including dual/concurrent enrollment, CTE, and other programs. Met 2024-06-11 2024 12630320124289 South Bay Charter 6 High Level of Care and Engagement Response: 90% of students feel that teachers and other grown-ups on campus care about them, listen to them, and make an effort to get to know them either all or most of the time. Positive School Experience Response: 90% of students reported being happy at school either all or most of the time. Safety Response: 90% of students feel safe at school and on their way to and from school either all or most of the time. Overall, the survey results indicate that the majority of students at South Bay Charter School feel cared for, listened to, known by their teachers, happy to be at school, and safe both at school and during their commute. There are a small number of students (4 out of 41) who feel these positive experiences only some of the time, indicating areas where the school can still improve to ensure all students feel fully supported and safe. The district continues to work on school climate with a focus on Positive Behavior Interventions and Supports(PBIS). Met 2024-06-26 2024 12630400000000 Southern Humboldt Joint Unified 6 Students: -Sense of school connectedness: 7th grade rate- 41% agree or strongly agree that they feel connected to school on the 22-23 CHKS -Sense of safety at school: 7th grade rate- 46% report feeling safe or very safe when at school and 29% report feeling neither safe nor unsafe. Staff: -Sense of connectedness- 71% of staff agree or strongly agree that adults who work at their school are collaborating regularly. 100% of staff agree (48%) or strongly agree (52%) that staff at this school really care about every student. -Sense of safety at school- At the high school, 77% report feeling that the school is a safe place for staff with 70% reporting agree and 7% strongly agree. 100% of elementary staff strongly agree (83%) and agree (175) that their school is a safe place for staff. Parents (74): -Sense of student safety- 75% agree (48%) or strongly agree (27%) that school is a safe place for their child. -Sense of school connectedness- 76% of parents agree (54%) or strongly agree (22%) that they feel welcome to participate at their school/ Based on our data, the 7th grade (which is based in our middle school with grades 7-8) need support for school connectedness and feeling safe. We are starting the year with 4 days of MTSS workshops open for all staff in hopes of implementing better practices in mindfulness, PBIS and restorative practices. Met 2024-06-28 2024 12630570000000 Trinidad Union Elementary 6 "Students in TK-8th grade were surveyed two times in the 2023-24 school year: once in the fall via an online Google survey, and once via an interactive discussion (TK-1st grade) with a written component added for 2nd - 8th grades. Staff and educational partners were surveyed once in the spring. +89% of students reported that they felt that there was a staff member they could talk to if they needed something. +100% of staff surveyed in the spring survey feel connected to the school. +100% of families strongly agreed or agreed that they feel welcome at Trinidad School. When students were surveyed, they reported the following broad categories of engagement: + Social interaction and friendships (Playing with friends"", ""Talking to friends"", ""I have lots of friends"") + Engaging classes and activities (""Art"", ""Music"", ""Math"", ""Sports"", ""Recess"", ""Reading"", ""Field trips"") + Positive school environment (""The teachers are nice"", ""People are nice"", ""It's fun"") Across all grades, students value positive relationships, engaging activities, and a supportive school environment. " "Across all grades, students value positive relationships, engaging activities, and a supportive school environment. Broken down by grades, students report the following themes: Grades TK/K-2: - Strong emphasis on play-based activities and socialization (recess, playing with friends, games) - Simple, concrete reasons for not coming to school (sickness, trips) - Desire for more imaginative and playful elements at school (rainbows, puppets, dragons) Grades 3-5: + Increasingly mention academic subjects as reasons they like school (math, reading, science) + More specific extracurricular interests (art, music, sports teams) + Reasons for missing school expand to include appointments and family reasons + Some concerns about interpersonal conflicts (""XXX is aggressive"", ""feel unsafe around certain students"") Grades 6-8: + Focused on peer relationships and social aspects as key reasons they come to school + More complex reasons for absences (mental health, stress, disengagement) + Desire for autonomy, choices and voice in school activities and policies (""more freedom"", ""listen to student suggestions"") " TUSD will continue to increase access to counseling services and provide recreational opportunities for all students. One important finding from this data is the need to assist students, especially older students, with social emotional needs. There is a clear relationship between students' comfort and success in school and their stress and mental health challenges. Met 2024-06-24 2024 12753740000000 Ferndale Unified 6 Our local school climate data through CHKS, Kelvin, Empathy interviews and our local surveys. We need to continue to focus on the prevention of school safety, parent connectedness, and facility infrastructure upgrades. We've implemented 100% of empathy interviews. Met 2024-06-20 2024 12753820000000 Mattole Unified 6 Sustaining an inclusive, caring, and collaborative culture and school climate at all of our schools has been and will continue to be a top priority at Mattole Unified School District. All students need to feel welcome and connected to the school community, with opportunities for engagement and open communication. In the Spring of 2024 the district administered the Panorama Student Survey to students in grades 3-12. The survey consists of the following 10 scales used to measure the following student perceptions: • Classroom Climate – the overall feel of a class including aspects of the physical, social and psychological environment; • Engagement – their behavioral, cognitive, and affective investment in the subject and classroom; • Grit – their ability to persevere through setbacks to achieve important long-term goals; • Learning Strategies – the extent to which they use metacognition and employ strategic tools to be active participants in their own learning process; • Mindset – the extent to which they believe that they have the potential to change those factors that are central to their performance in a specific class; • Pedagogical Effectiveness – the quality and quantity of their learning from a particular teacher about that teacher’s subject area; • Rigorous Expectations – whether they are being challenged by their teachers with high expectations for effort, understanding, persistence, and performance in the class; • School Belonging – the extent to which they feel that they are valued members of their school community; • Teacher-Student Relationship – the overall social and academic relationship between students and their teachers; and • Value of Subjects Taught – how interesting, important, and useful a particular school subject seems. Summary of Answers Percentages - those who chose a favorable answer to the questions: School Belonging: 96% School Climate: 92%, School Engagement: 92% School Safety: 96% School Teacher-Student Relationships: 96% Analyzing data by student group to understand positive school climate involves looking at various metrics and feedback to identify both needs and strengths across different demographics. Here are some key learnings and identified needs: Disparities in Sense of Belonging: Finding: Some student groups, particularly those from minority backgrounds or special education programs, may report feeling less included or supported compared to their peers. Need: There is a need to implement targeted inclusion strategies and cultural competency training for staff to ensure all students feel valued and respected. Variations in Safety Perceptions: Finding: Data may show that students from certain groups, such as LGBTQ+ students or those experiencing homelessness, feel less safe at school. Need: Enhancing anti-bullying policies, increasing supervision in critical areas, and providing safe spaces and support groups for vulnerable students are necessary. Engagement and Participation Gaps: Finding: Certain groups, such as students with disabilities or those from underrepresented ethnic or low socio/economic backgrounds, may participate less in extracurricular activities or leadership roles. Need: Programs that encourage participation and provide additional support for these students are needed to ensure they have opportunities to engage fully in school life. Our Areas of Strength: Strong Relationships with Staff: Finding: Students generally report positive relationships with teachers and staff, highlighting a supportive and caring school environment. Strength: Leveraging these strong relationships can enhance trust and communication, making it easier to implement new initiatives and address areas of concern. 2. Active Student Engagement in Learning: Finding: Our high levels of student engagement in learning activities are correlated with a positive school climate and strong academic outcomes. Strength: Maintaining and enhancing engaging, interactive, and culturally responsive teaching practices in order to sustain this strength. In order that we may continue to develop and sustain a positive school climate at our schools , we will continue to update and implement various plans, policies, and procedures based on our analysis of local data and key learnings. Here are some potential revisions, decisions, and actions aimed at continuous improvement: Enhancing School Culture and Environment: Inclusive and Welcoming Atmosphere: Updating policies to promote inclusivity, cultural awareness, and respect among students and staff including celebrations of diverse cultures, languages, and traditions. Physical Environment Improvements: Making changes to the school's physical environment to create a more welcoming and safe space, such as improved lighting, cleanliness, and accessibility. Social-Emotional Learning (SEL) Integration: Curriculum Integration: Incorporating SEL into the regular curriculum, focusing on skills such as empathy, communication, and conflict resolution. Training for Staff: Providing professional development for teachers and staff on SEL strategies and how to implement them effectively in the classroom. Behavioral Expectations and Support: Positive Behavior Interventions and Supports (PBIS): Implementing and refining PBIS to encourage positive behavior and provide clear, consistent expectations for students. Restorative Practices: Using restorative justice practices to address conflicts and misconduct in a way that emphasizes reconciliation and understanding rather than punishment. Met 2024-06-18 2024 12755150000000 Eureka City Schools 6 "ECS utilized the California Healthy Kids Survey for 5th, 7th, 9th, and 11th grade students and staff. The survey does not provide data by student group. Our LCAP focuses on two metrics: perceived safety and school connectedness. On the specific question, ""This school is a safe place for students,"" the district percentage for all student responses was 20% strongly agree, and 64% agree. Elementary students reported 15% strongly agree and 58% agree, middle school students reported 26% strongly agree and 68% agree, and high school students reported 21% strongly agree and 71% agree. On the specific question, ""Adults who work at this school really care about every student,"" the district percentage for all student responses was 44% strongly agree and 48% agree. Elementary students reported 42% strongly agree and 51% agree, middle school students reported 45% strongly agree and 45% agree, and high school students reported 46% strongly agree and 46% agree." While most students agree that their school is a safe place, the overall strength of this perception varies across grade levels. Elementary students have the lowest percentage of strong agreement at 15%, compared to 26% in middle school and 21% in high school. This indicates a need to focus on enhancing the feeling of safety, particularly at the elementary level. Although the perception that adults care about students is relatively high, with 44% strongly agreeing and 48% agreeing district-wide, there is still room for improvement. The consistency across grade levels (42%-46% strongly agree) suggests a need for targeted interventions to bolster this perception further, ensuring that students feel equally supported throughout their academic journey. The analysis highlights a need for focused efforts to enhance the perception of safety, particularly in elementary schools, and to strengthen the sense of connectedness students feel with the adults at their school. While the overall agreement percentages are high, increasing the proportion of students who strongly agree with these positive statements will be crucial for continued improvement. Changes include implementing student listening sessions. Principals are also rounding with staff and students at some sites, with the plan to spread to all sites. Questions include those related to perceived feelings of safety and connectedness. All sites will utilize the CHKS questions above as part of their BASICS scorecard and ask students to respond three times per year along with the CHKS. Met 2024-06-27 2024 12755151230150 Pacific View Charter 2.0 6 Local student surveys are conducted through Pacific View Charters Community school initiatives. The lickert-based surveys measure how PVCS helps students prepare for the future, campus expectations, satisfaction with teachers, help, attendance, bullying, school happiness, learning interest, clubs, and connections to adults. Students reported that 72% make meaningful connections to at least one caring adult, and 90% say they are happy/maybe happy. No students report on bullying at school. Reasons for missing school are self-reported as illness, and only 11% said it was because they did not want to be at school. Students report they need more help in the math and sciences, but 84% state that teachers are readily available to help and know what is expected from them on campus. Target areas of support should be in math/science interventions and the promotion of campus clubs. 44% reply that they will attend job training and college. Therefore after high school outreach needs to be created for students to get more job training. Met 2024-06-18 2024 12768020000000 Fortuna Elementary 6 "FESD utilized several strategies to survey students during the 23-24 school year. In addition to the annual Healthy Kids Survey done in grades 5 & 7, the District utilized community school climate/culture ambassadors to perform individual empathy interviews in the fall and spring to gauge students' feelings of safety and connectedness at each school site. Data from the empathy interviews indicate that students feel comfortable talking to adults on our campuses. In the fall, 91.6% of the 1,029 surveyed students felt comfortable talking to adults. That percentage improved in the spring when 93.7% of the 952 surveyed students felt comfortable with adults. The spring surveys indicated that elementary students in grades TK-4 felt slightly less comfortable at 92.4% compared to upper elementary/middle school students in grades 5-8 at 95.1%. When asked if they feel safe on our campuses, 78.7% of the surveyed students in the fall indicated that they always or usually felt safe at school. This percentage improved by 3% on the spring survey to 81.7%. On the spring survey, 78.3% of TK-4 grade elementary students felt safe, while 85.1% of 5-8 grade students felt safe. The Healthy Kids Survey, completed in grades 5 and 8, provides cultural and climate data in several domains. Scores in school connectedness indicated fewer students felt connected and safe; however, these results do not include any data from our District's primary-level students. Of the 49 fifth-grade students surveyed, 57% reported ""Yes, all of the time"" or ""Yes, most of the time"" to the items in that domain, including the following: - Do you feel close to people at school? - Are you happy to be at this school? - Do you feel like you are a part of this school? - Do teachers treat students fairly at school? - Do you feel safe at school? Additionally, of the 104 seventh-grade students surveyed, 49% replied ""Yes, all of the time"" or ""Yes, most of the time"" to the items in that same domain. The ""Meaningful Participation Scale,"" which asks students to respond to the following items: - I do interesting activities. - I help decide things like class activities or rules. - I do things that make a difference. - I have a say in how things work. - I help decide school activities or rules. Alarmingly, only 21% of seventh-grade students and 30% of fifth-graders responded ""Yes, all of the time"" or ""Yes, most of the time"" to the items above. Considering student voice and improving student participation will need to improve for students to have a more positive school experience. Additionally, 47% of seventh-grade students and 68% of fifth-graders feel that school is boring. Interestingly enough, the same domain addresses students' feelings about the VALUE of school. Despite feeling bored and not having opportunities to meaningfully participate in school, only 16% of seventh graders believe school is ""worthless and a waste of time."" This is a belief that the District can capitalize on. " Data acquired from the Healthy Kids Survey and empathy interviews determined areas of need and areas of strength for the District. Empathy interview data indicated that Walker Elementary School students' feeling of safety was significantly less than the other elementary school in the District with the same grade levels (Ambrosini). Walker Elementary experienced a major construction project on its campus that significantly impacted the safety of students and staff for several months at the beginning of the school year. Additionally, a police incident very close to campus triggered a lockdown, and students specifically stated the lockdown as their reason for feeling less safe on campus. As mentioned above, one of the key learnings from the Healthy Kids Survey data is that students are bored at school and do not feel that school offers them opportunities to do interesting activities, help make decisions on campus, or do important work that makes a difference. This knowledge should push the District to make necessary instructional changes, especially in the upper grades. Key learnings from the above data have triggered changes to plans and procedures at the site and District level. In particular, the District will develop a philosophy of high-quality, student-centered instruction that includes opportunities for students to learn through play at all grade levels and do interesting activities that make a difference on school campuses and in the community. The District will work with site administration to develop wellness rooms that help students feel safe on campus and provide opportunities to connect with a trusted adult in a therapeutic environment. This is also in response to the staff's desire for more training on trauma-informed practices and actual practices to assist our students with high levels of trauma on our campuses. To address student concerns around safety at the Walker campus, the District has installed a new camera system that allows staff to monitor the campus more effectively. Additionally, survey results will be shared with staff members and the school board, and stakeholders will be solicited for their ideas and recommendations for improvement in the District based on the data. Data will continue to drive improvement in the District. Met 2024-06-11 2024 12768020124164 Redwood Preparatory Charter 6 A Local Climate Survey was administered to fourth grade and seventh grade students. Fourth Grade Responses: 91.3% feel safe at school most or all of the time. 82.6% feel apart of the school most or all of the time. 91.2% feel respected by teachers and other adults most or all of the time. 91.3% report their campus is neat and clean most or all of the time. On the above questions, 0% of students responded with never. Seventh Grade Responses: 90% feel safe at school most or all of the time. 70% feel apart of the school most or all of the time. 70% feel respected by teachers and other adults most or all of the time. 70% report their campus is neat and clean most or all of the time. On the above questions, 0% of students responded with never. CA Healthy Kids Survey Data Students - Do you believe that teachers and other adults on campus care about you? 84% - Yes - All or most of the time Parents - School encourages me to be an active partner with the school in educating my child? 55% Strongly Agree 41% Agree 2% Disagree 0%Strongly Disagree 2% Unsure Overall, students feel safe at school. Students reported that teachers will help students and put a stop to bullying most or all of the time (91.3% of Fourth Graders and 85% of Seventh Graders). Based on survey results, most students feel a sense of belonging. Students feel that they are treated with respect and are given support when needed. Only 36% of Seventh Grade Students and 69.5% of fourth grade students reported that other students will stop bullying when they see it (most or all of the time). The school plans to continue to provide training to students through Community Matters Upstander Training which is an anti-bullying program. Met 2024-06-18 2024 13101320000000 Imperial County Office of Education 6 Our school has a long history of engaging our educational partners in sharing their perspectives regarding how effective our student learning is and cultivating our school climate. Our local climate parent and student survey indicates the following information: 98% of our students and parents feel safe and welcome at our school. 79% of students and parents would like to see an increase in extracurricular activities 77% would like to earn college credit while in high school. We received a total of 163 survey responses which indicate that 98% of our students and parents feel safe and welcome at our school. 79% of students and parents would like to see an increase in extracurricular activities and 77% would like to earn college credit while in high school. This data is instrumental as it will guide and establish guidelines for our needs assessment. Families received up-to-date information in their primary language from the school via Google Classroom, Remind, School Media, Parent Square, Bi-Weekly Newsletters, and daily phone calls. Also, the Student Truancy Liaison assigned to the classrooms continues to serve a critical role in school-to-home communication. The California Community Schools Partnership grant allowed us to increase parent/guardian/community engagement in the school environment. This school year, a cohort of 42 students completed the Social Emotional Learning (SEL) sessions which focused on Emotional Intelligence. Alternative Education staff will continue to disaggregate the California Healthy Kids Survey, site assessment data, and local climate surveys improve and refine our school climate. An increase in SEL programs, dual enrollment opportunities, and extracurricular activities will also be implemented in the next school year. In addition, our School Based Mental Health Specialist will continue to provide individual and group therapy to identified students. Met 2024-06-24 2024 13101320134379 Imperial Pathways Charter 6 IPCS students are all considered 12th grade students, and for this reason, the CA Healthy Kids Survey is not an option for them. For our use, we have created Student Progress surveys and Student Exit surveys. Student responses have been extremely high, 250+ responses. The data presents a very clear picture of our school climate. 93% of students surveyed felt the staff at IPCS provided details and resources for getting into college. 96% of our surveyed students felt satisfied with the quality of instruction they received at IPCS. 87% of the surveyed students felt a sense of belonging at IPCS. 92% of the surveyed students felt that at least one staff member took a genuine interest in me, personally, and helped me be successful at IPCS. 92% of surveyed students felt safe at IPCS. 91% of survey students felt their overall academics performance has improved at IPCS. 93.2% of the surveyed students felt their teacher helped them improve their experience at IPCS. 89% of the students felt that the one-on-one sessions with my teacher and counselor contributed in a positive way in my overall academic performance. EL's showed a 26% increase in English language acquisition. Students at IPCS feel engaged, supported, counseled and cared for. They feel safe on our campus and in our classrooms. They feel the staff at IPCS took a genuine interest in them and helped them to succeed. during their time at IPCS. EL's continue to show good progress in attaining English language proficiency. No changes are planned. The faculty at IPCS will continue to analyze MAP Data, Satellite Data and Street Data to continue to improve and refine our program and its delivery. Met 2024-06-24 2024 13630730000000 Brawley Elementary 6 DATA: 2023-2024 California Healthy Kids Survey (CHKS): As this survey is anonymous and administered to participating 5th and 7th grade students, we are unable to provide disaggregated data. In addition to collecting data on school connectedness and perceived safety, we have also added mental health measures. With the addition of mental health support services, we expect to see improvement on these measures. BESD - School Connectedness: Elementary In-School Only - 60% Secondary In-School Only - 45% BESD - School Safety - Perceived as Safe: Elementary - 62% Secondary - 43% Oakley School Connectedness: 58% Oakley School Safety - Perceived as Safe: 63% Oakley Mental Health - Frequent Sadness: 24%; Wellness: 61% Hidalgo School Connectedness: 61% Hidalgo School Safety - Perceived as Safe: 56% Hidalgo Mental Health - Frequent Sadness: 34%; Wellness: 64% Witter School Connectedness: 63% Witter School Safety - Perceived as Safe: 65% Witter Mental Health - Frequent Sadness: 32%; Wellness: 65% Swing School Connectedness: 60% Swing School Safety - Perceived as Safe: 65% Swing Mental Health - Frequent Sadness: 25%; Wellness: 67% BESD Jr. High - School Connectedness: 45% BWJH School Safety - Perceived as Safe: 43% BWJH Social & Emotional Health - Social Emotional Distress: 25%; Chronic Sadness: 33%; Optimism: 45%; Life Satisfaction: 64% MEANING: BESD school connectedness and perception of safety at school continues to decline post pandemic. As a district, we have increased staff to address behavioral support and social emotional needs. Additionally, we have increased security to ensure that students feel safe on campus. We continue to provide professional development for staff member in de-escalating behaviors and providing students with tools to self-regulate. Addressing equity, culture and climate is a district goal. USE: To address our concerns and needs, BESD is working to become Community Schools and to create a sense of belonging for our students by providing students with wraparound services. We are focusing on equity and igniting our students' passion for learning. Our extend-day opportunity program includes many exciting options to engage students: esports, dance, STEM, art, healthy living, etc. With this focus, we are on the road to creating a sense of belong for all of our students and families. During the 24-25 school year, we will work closely with students and staff to define what it means to feel connected and safe. We will survey students and staff throughout the school year to measure our progress and to determine where we need to improve. Met 2024-06-27 2024 13630810000000 Brawley Union High 6 The local climate survey data from Brawley Union High School District, utilizing surveys like the California Healthy Kids Survey (CHKS) and Panorama student surveys, provides valuable insights into the school environment across various dimensions. These surveys typically include both overall scores and disaggregated data by student groups, offering a comprehensive view of student perceptions and experiences. These survey results and additional data collection tools are crucial for informing strategies to improve school conditions and climate. They help in identifying strengths to build upon and areas needing attention or intervention. By disaggregating data, the district can ensure that interventions are targeted appropriately to meet the diverse needs of all students. The local climate survey data from Brawley Union High School District, utilizing surveys such as the CHKS and Panorama student surveys, provides a comprehensive assessment of school climate through overall scores, disaggregated student group scores, analysis of specific survey items, and supplementary data collection tools. This multifaceted approach enables educators and administrators to make informed decisions aimed at enhancing the overall school environment for all students. Student Engagement, School Safety, and Anti-bullying were important climate initiatives for the district. 48% of 9th graders and 43% of 11th graders felt a sense of school connectedness. That is over half the students in these test groups that do not feel connected. Delving further into this area 17% of 9th graders and 20% of 11th graders felt there was meaningful participation in school. 47% of 9th and 11th graders respectively, felt safe or very safe at school. Less than 10% of 9th graders have been in a fight and 11th graders is less than 5%. Less than 1/3 of students surveyed have experienced any harassment or bullying. One way to ensure school connectedness is to provide relevant courses and electives that students are interested in taking. The district is adding several new CTE pathways as well as fine arts and performing arts classes to get students interested and engaged in school. Student surveys were conducted to ascertain an idea as to what subjects the students are interested in learning. Another policy that is being reviewed is the district's discipline policy. It is important to keep students in school and reduce the amount of out of school suspensions for students. The district is researching restorative practices and ways to manage student behavior while allowing students to remain on campus. Met 2024-06-26 2024 13630990000000 Calexico Unified 6 The District administered the Healthy Kids Survey in February 2024, receiving 2,199 responses. For elementary (5th), there were 492 responses, and for secondary (7th, 9th, 11th, NT), there were 1,707 responses. Data showed that 67% of the 5th graders, 56% of the 7th graders, 52% of the 9th graders, 48% of the 11th graders, and 51% of NT students felt connected to school. Data broken down by race/ethnicity shows that for Hispanic or Latinx students, 69% of 5th graders, 57% of 7th graders, 52% of 9th graders, 48% of 11th graders, and 50% of NT students felt connected to school. Data broken down by demographics shows that for English learners, 57% of 7th graders, 56% of 9th graders, and 47% of 11th graders felt connected to school. For students with an IEP, 44% of 7th graders, 54% of 9th graders, and 49% of 11th graders felt connected to school. Data also showed that 58% of the 5th graders, 53% of the 7th graders, 51% of the 9th graders, 48% of the 11th graders, and 47% of NT students reported having caring adult relationships at school. Data broken down by race/ethnicity shows that for Hispanic or Latinx students, 60% of 5th graders, 52% of 7th graders, 51% of 9th graders, 49% of 11th graders, and 45% of NT students reported having caring adult relationships at school. Data broken down by demographics shows that for English learners, 48% of 7th graders, 52% of 9th graders, and 54% of 11th graders reported having caring adult relationships at school. For students with an IEP, 60% of 7th graders, 53% of 9th graders, and 54% of 11th graders reported having caring adult relationships at school. Additionally, 39% of the 5th graders, 28% of 7th graders, 22% of the 9th graders, 22% of the 11th graders, and 16% of NT students indicated having meaningful participation. Data broken down by race/ethnicity shows that for Hispanic or Latinx students, 40% of 5th graders, 26% of 7th graders, 21% of 9th graders, 23% of 11th graders, and 16% of NT students felt they had meaningful participation. Data broken down by demographics shows that for English learners, 32% of 7th graders, 29% of 9th graders, and 28% of 11th graders felt they had meaningful participation. For students with an IEP, 27% of 7th graders, 22% of 9th graders, and 24% of 11th graders felt they had meaningful participation. Finally, 71% of the 5th graders, 57% of the 7th graders, 48% of the 9th graders, 56% of the 11th graders, and 53% of NT students perceived school as safe. Data broken down by race/ethnicity shows that for Hispanic or Latinx students, 71% of 5th graders, 57% of 7th graders, 48% of 9th graders, 56% of 11th graders, and 53% of NT students perceived school as safe. Data broken down by demographics shows that for English learners, 57% of 7th graders, 52% of 9th graders, and 59% of 11th graders perceived school as safe. For students with an IEP, 73% of 7th graders, 38% of 9th graders, and 55% of 11th graders perceived school as safe. There were minimal changes between the 2023 CA Healthy Kids Survey and the 2024 survey, with minimal increases (no more than 4%) and decreases (less than 3%). Overall, the data reveals a general decline in connectedness with increasing grade levels, with some variations among specific demographics. Hispanic or Latinx students and English learners show higher connectedness in the lower grades, while students with an IEP exhibit the lowest connectedness in middle school but improve in high school. Similarly, the data indicates that the feeling of having caring adult relationships tends to decrease with higher grades for most student groups. However, English learners show an increasing trend, and students with an IEP maintain a high level of caring adult relationships throughout their schooling. The data on meaningful participation also reveals a decline as students advance in grade levels. Hispanic or Latinx students show similar trends to the overall student body, while English learners tend to maintain slightly higher levels of meaningful participation in higher grades. Students with an IEP consistently report lower levels of meaningful participation compared to other groups. Overall, while the general trend shows fluctuation in the perception of school safety across different grades, perceptions among Hispanic or Latinx students closely align with the overall student body. English learners have a lower perception of safety in middle school but feel safer by 11th grade. Students with an IEP show the most significant variation, particularly in 9th grade, where their perception of safety is notably lower. Our Governing Board and district have prioritized student safety. The district takes numerous measures to create a safe learning environment conducive to learning. We continue to employ many campus security officers (proctors) and supervision assistants at both elementary and secondary sites. School sites have secured the main office entrance, rerouted visitors to the main office, and maintained a visitor management system at every school site. Crossing guards ensure our students' safety when crossing areas with heavy traffic during ingress and egress. The district is committed to providing CPI training to district staff, including a component on de-escalating situations. All school sites continue to implement an emergency communication system, monitoring real-time student accounting, staff location check-ins, and threat reports, and maintain communication with district office staff. Schools have implemented various educational programs such as Too Good for Drugs, PBIS, Suite 360, Panorama, Character Counts, 7 Habits of Highly Effective Students, and AVID. The district will continue to train teachers in developing engaging standards-based lessons. To engage students in school, increase their connectedness, and promote meaningful participation, the district will focus on increasing course offerings and aligning students with school affiliations. The District has appointed a new Director of Safety who will work closely with parents to address their safety concerns. He has established partnerships with IV Safe Schools, the Police Department, Fire Department, the Office of Emergency Services, and other agencies. School sites will implement the standard response protocol and A.L.I.C.E., a nationally recognized program with proactive responses to active school intruder events. Additionally, the District has hired a Multi-Tiered System of Supports (MTSS) Coordinator to develop an MTSS framework for providing academic, behavioral, and social-emotional supports for students. CA Healthy Kids and Panorama survey data will be analyzed to address social-emotional learning and other student needs. We have also partnered with our county office of education to enhance school teams' capacity in PBIS Tier 1 rollout and Tier 2 foundational learning. Professional learning sessions have been provided to all school site staff on classroom management and restorative practices. Furthermore, there is a strong emphasis on building robust teacher relationships through PBIS to significantly improve the overall school climate and foster a more collaborative and supportive environment for both teachers and students. Met Calexico Unified will continue to administer the Healthy Kids Survey to 5th, 7th, 9th, 11th, and NT students, as well as Panorama surveys annually to refine LCAP goals, actions, and services tailored to meet student needs. Furthermore, CUSD’s MTSS Coordin 2024-06-27 2024 13631070000000 Calipatria Unified 6 CUSD successfully administered the California Health Kids Survey during the Spring of 2024. The results demonstrated a decline in the two primary indicators across the four-grade span levels. The district will survey in Spring 2025 and continue to address the resources and services necessary to improve these outcomes. The district anticipates improving student outcomes as additional supplemental resources have been provided to address learning loss and student well-being. California Healthy Kids Survey. Spring 2023 The percentage of students that feel very safe at school Gr 4. 78% Gr 7. 47% Gr. 9 45% Gr. 11 78% The percentage of students that report high levels of school connectedness Gr. 4 71% Gr. 7. 51% Gr 9 48% Gr. 11 71% California Healthy Kids Survey. Spring 2023 The percentage of students who feel there are caring adults in school Gr 4. 64% Gr 7. 44% Gr. 9 37% Gr. 11 60% The district 2023-2024 LEA and LCAP Parent Survey reports that 42.5% of parents Agree (43.3%) or Strongly Agree (33.3%) that their child's school provides a safe and caring learning environment. The participation of parent respondents decreased from Spring 2023. The district recognizes the need to support social, emotional, and academic learning loss students. Parents shared their concerns about addressing student discipline and improving site safety measures. The district will support the increase in counseling and mental health services, increased communication and outreach to parents via technology tools and staff connections, and continue to seek targeted social-emotional curriculum and resources for staff and students. The district will continue to improve school safety concerns, including supporting staff professional development on classroom management, school-wide discipline, school safety response, and positive behavioral support interventions. Met 2024-06-24 2024 13631150000000 Central Union High 6 "Thirty-one percent of freshman students in 23-24 indicated on the CHKS survey that they felt ""neither safe nor unsafe"" at school, 5% felt “unsafe” or ""very unsafe"" at school. This number dropped dramatically from the 22-23 school year where 26% of 9th graders reported feeling unsafe. CUHSD has fallen in the Red category for School Climate on the Dashboard due to 22.2% of FY having been suspended at least 1 time in 22-23 and in the Orange level for homeless students with 4.7% of our homeless students having been suspended at least 1 time in 22-23. Student groups and their suspension data: CUHSD Foster Youth - 22.2% (Increased 5.6%), CUHSD ELs - 7.2% (increased 2.5%), CUHSD Hispanic - 4% (Increased 1.1%), CUHSD Homeless - 6.3% (Increased 2.8%), CUHSD SED - 4.7 (Increased 1.2%), SHS ELs - 9.2% (Increased 4.4%), SHS SWD - 10.2% (Increased 1.9%), DOHS All Students - 13% (Increased 4.9%), DOHS SED - 13.8% (Increased 5.4%), DOHS Hispanic - 12.2% (Increased 5%) Between 20-25% of students disagree or strongly disagree on the quality of the physical environment items on CHKS. Almost one-third of our schools serving 11th graders were categorized as having low quality physical environments based on student reports on the clean and tidy item. Student perceptions of the quality of their school’s physical environment were strongly related to student achievement. On the CHKS, 59% of 9th grade students reported school connectedness with 58% of 11th graders and 55% of nontraditional students reporting school connectedness. Additionally, 54% of 9th graders, 58% of 11th graders, and 45% of nontraditional students reported that they had caring adult relationships. And, 34% of 9th graders, 39% of 11th graders, and 52% of nontraditional students report that school ""is really boring""." While incidents of violence on school campuses are relatively low, there is a need to continue to staff sites with security personnel; have SROs on sites; and employ effective safety practices in order to maintain safe schools. There is also a need to conduct prevention and intervention in the area of drugs and alcohol. And, qualitative data from student and parent feedback sessions is that restrooms are still an area of concern for safety due to vaping, gaps in partitions causing privacy concerns, and cleanliness. The additional staff hired to assist with communication and support of our subpopulations is having an impact on relationships with students and families; through continued effort and trust built as well as improved procedures for being proactive with students and their behaviors, we will see growth through a decline in suspensions, particularly with Foster Youth, homeless students, and students at Desert Oasis. We need to ensure that our facilities are well kept. Relationships between students and teachers as well as establishing relevancy of content being taught and engaging students in more meaningful ways are focus areas. The district is committed to further devloping and fully implementing a Multi-tiered System of Support (MTSS) to include Positive Behavior Interventions and Supports (PBIS). The LEA is rewarding students for good behavior and for making good choices throughout the school day. The focus is on what the students are doing right and will continue to do positively in the future. Additionally, precautions are being taken in high concern areas where students (and parents) have reported safety concerns like restrooms. Ensuring that facilities are clean, in working condition, monitored, etc. are part of our plan to improve school climate. We are continuing with our Mental Health Specialists, other staff (including additional counselors), and social-emotional learning opportunities to ensure that we are addressing the mental health needs of students (and staff). Desert Oasis will work to develop and sustain behavioral interventions on campus to correct behaviors prior to suspensions through use of current staff and an additional counselor. Continued training for improved practices in both instruction and relationships will be offered and monitored. Met 2024-06-25 2024 13631230000000 El Centro Elementary 6 The district administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2024. 2,018 students in grades 3-6 and 1,186 students in grades 7-8 participated in the survey. In measuring supportive relationships: How supported students feel about their relationships with friends, family, and adults at school, 67% of 3rd-6th grade students and 44% of 7th-8th grade students responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=66%, Students with IEPs=66%, Hispanic=67%, White=62%, African-American=71%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=44%, Students with IEPs=50%, Hispanic=44%, White=38%, African-American=40%. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 59% of 3rd-6th grade students and 34% of 7th-8th grade students responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=58%, Students with IEPs=58%, Hispanic=59%, White=62%, African-American=57%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=37%, Students with IEPs=39%, Hispanic=34%, White=20%, African-American=23%. In measuring School Safety: Perceptions of student physical and psychological safety at school, 56% of 3rd-6th grade students and 52% of 7th-8th grade students responded favorably. For students in grades 3-6, the following percentages of student groups responded favorably: English Learners=54%, Students with IEPs=50%, Hispanic=56%, White=58%, African-American=52%. For grades 7 & 8, the following percentages of student groups responded favorably: English Learners=50%, Students with IEPs=49%, Hispanic=52%, White=63%, African-American=55%. About 50% of all students feel a need in all 3 areas (relationship, sense of belonging and safety. 7th-8th Grade students report lower sense of belonging, relationships, and safety. White and African American groups report low percentages in sense of belonging and safety. Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission. Continue delivering Second Step SEL lessons to all students on a weekly basis. Continue to have school leadership teams review Panorama data after survey and create a plan to support students according to data: provide additional Second Step SEL lessons. SEL lessons delivered should be aligned with student area(s) of concern. Ensure the delivery of SEL lessons are monitored regularly. Ensure every school has a PBIS team consisting of principal, counselor, instructional coach, and at least two credentialed and one classified staff member. Meetings should be scheduled at least quarterly. Ensure Capturing Kids Hearts schools implement the four strategies with fidelity: social contract, positive affirmations, greetings, and launches. Ensure all schools have a counselor for at least 2.5 days per week. Met The district administers the climate survey twice a year to help support our students’ social-emotional well-being. The district continues to invest heavily in school counselors, social workers and school psychologists, focus on social-emotional learning, 2024-06-25 2024 13631230118455 Ballington Academy for the Arts and Sciences 6 Student, parent and teacher climate surveys were administered That included questions regarding school climate, student learning, academic offerings, supportive school environment, student opportunities to access afterschool and parent opportunities to participate in the school. The school surveys utilized did not contain an overall score. Parent survey results communicate that 85%-95% of parents believe students have access to instructional texts and materials, the building is clean, they feel communication regarding student expectations for learning is clear and that teachers encourage students to work hard in school and that such work will lead to success in both higher education and career. Unfortunately, only 40% of EL parents surveyed communicated their child is making progress towards English. Of the parents surveyed though, 55 of parents taking the survey did not identify as the parent of an EL student. 95% of students believe they have access to quality learning materials and that the school promotes success for all students. Only 76% of students believed the school encourages working with families whoever 90% of students also believe teachers communicate to parents about what students are expected to learn in class. Key learnings tell us the school needs to make improvements in communicating EL student success regard to making progress towards learning English. The school also needs to deepen communication to the student body about the communication that does occur between teacher and parent as well as more deeply engage parents in their participation and understanding of the role they can play in supporting their children's acadmic growth and success. Met A School to home liaison has been hired to strengthen school to home communication regarding student proficiency as well as attendance. With this has come increased opportunities for student celebrations when they hit monthly 100% attendance goals and aca 2024-05-21 2024 13631230122663 Imperial Valley Home School Academy 6 Imperial Valley Home School Academy administered the Panorama SEL Survey to all 3rd-8th grade students in March of 2024. 44 students in grades 3-6 and 19 students in grades 7-8 participated in the survey. In measuring Supportive Relationships: How supported students feel through their relationships with friends, family, and adults at school 74% of 3rd-6th grade students and 88% of 7th-8th grade students responded favorably. In measuring Sense of Belonging: How much students feel that they are valued members of the school community, 76% of 3rd-6th grade students and 67% of 7th-8th grade students responded favorably. In measuring School Safety: Perceptions of student physical and psychological safety at school, 82% of 3rd-6th grade students and 97% of 7th-8th grade students responded favorably. The school administers this climate survey twice a year to help support our students’ social-emotional well-being. The data is very favorable. The school will continue to support student belonging, building supportive relationships, and ensuring school safety, with a focus on students in grades 7 & 8. Continue to utilize Panorama to survey students twice per year. Ensure that students understand the survey questions. Consider having teachers explain questions to students prior to response submission. Ensure every school has a PBIS team consisting of principal, counselor, instructional coach, and at least two credentialed and one classified staff member. Meetings should be scheduled at least quarterly. IVHSA has a counselor available upon request. Met The school administers this climate survey twice a year to help support our students’ social-emotional well-being. Imperial Valley Home School Academy continues to develop ways to support families and their children and offer a welcoming and supporting en 2024-06-25 2024 13631310000000 Heber Elementary 6 The district has recently conducted an extensive local climate survey (May 2024), focusing on student perceptions of school safety and connectedness, specifically among 5th and 7th-grade students. This endeavor was undertaken to gain invaluable insights into the well-being of our student body and assess the impact of our school climate initiatives. By soliciting feedback directly from students through this survey, we've empowered ourselves to tailor our strategies effectively, cultivating a nurturing and safe environment that fosters learning and personal development. Overall, our analysis reveals a predominantly favorable view of school safety and a strong sense of community among our students. Yet, upon closer examination of the data, we've discerned distinct areas of excellence alongside growth opportunities. Among our notable strengths are the visible presence of supportive adults on campus, robust peer connections, and ample resources for both academic and personal growth. However, some students harbor reservations regarding the efficacy of our anti-bullying initiatives, signaling a demand for targeted interventions to address these concerns effectively. The insights derived from the survey have sparked actionable initiatives within our LEA. In response to the findings, we're rolling out targeted programs to tackle specific challenges identified. To enhance the sense of connectedness among underrepresented students, we're launching mentoring programs that pair them with supportive peers and staff mentors. Additionally, we're reassessing our bullying prevention strategies, collaborating with mental health professionals, and implementing more holistic approaches that address the underlying causes of bullying behaviors. As part of our commitment to continual improvement, we'll monitor the effectiveness of these interventions through ongoing data collection and regular student check-ins. We're confident that these changes will address the survey's concerns and foster an overall enhancement in the school climate, thereby positively impacting our student's well-being and academic achievements. In summary, the local climate survey has proven instrumental in guiding our efforts to cultivate a safe and interconnected learning environment. By leveraging data effectively, we're actively reinforcing our strengths and addressing areas for improvement. Met 2024-06-17 2024 13631490000000 Holtville Unified 6 An annual school climate survey was administered to all students in grades 3 - 12 to capture a valid measure of student perceptions of school safety and connectedness. This data includes the percentage of students overall who agree with the following statements: Feel safe at school: 79%, Look forward to coming to school most days: 63%, Receive encouragement from school staff: 70%, Feel supported by counselor: 79%, Staff treat students with respect: 80%, and Students treat staff with respect: 67%. Overall, the perception of school safety and connectedness in 7th graders was lower than that of 5th graders and 9th graders. Overall, 79% of our students feel safe at school. When broken down by grade span, the percentage of 3rd-5th (81%) and 9th-12th (82%) was higher than 6th-8th (72%). Although the percentage is high overall, one identified need is to address the perception of school safety at the middle school level. One area of strength is the overall percentage of students who agree that staff treat students with respect. We currently have one school resource officer assigned to our district. One change could be to change the SRO's schedule to assign more time to our middle schools. Another change could be to conduct a deeper dive into the reasons why our middle school students feel the way they do about our school safety. One action that is currently in the brainstorming stage is a revision to our discipline policy to include a discipline matrix so all ed partners, including students, are aware of the consequences for certain actions and to provide more consistency district-wide. Met 2024-06-20 2024 13631640000000 Imperial Unified 6 This year, a local survey was conducted using Google Forms. The survey asked students in grades 4-12 about safety and belonging. 72.7% of students agreed with the statement, “I enjoy school, and I feel like I belong.” 81.3% of students agreed with the statement, “I feel safe at school.” In the open-ended response portion of the survey, students commented that they would like teachers to slow down and take more time to explain things. Areas of Strength: 72.7% of students agreed with the statement, “I enjoy school, and I feel like I belong.” 81.3% of students agreed with the statement, “I feel safe at school.” Although these areas were rated significantly higher than others. The goal is for all students to feel a sense of belonging and safety at school. Identified Needs: An area of weakness in the survey was students’ feelings about the condition of their schools. Only 42.9% of students agreed with the statement, “My school is clean, safe, and in good condition (such as the bathrooms and drinking fountains).” With this information in mind, we are committed to making significant improvements. We will continue to support students using Capturing Kids Hearts (CKH) and offering opportunities for support both during the day and after school. To increase our students' safety level, we have added a part-time school resource officer (SRO) to the middle school. We will also implement Minga, hall pass monitoring software, to ensure that we always know where students are on campus. We expect that students who have issues with bullying will feel a sense of relief knowing that we can ensure that particular students are not out in the halls together at the same time. The District has begun projects such as painting the high school, purchasing new furniture, and changing our maintenance structure to improve the conditions of our schools. We are hopeful that these actions will lead to a significant increase in the percentage of students who agree that the school is in good condition in the 2024-2025 school year. Met 2024-06-27 2024 13631720000000 Magnolia Union Elementary 6 The LEA administered a survey to each student at the school concerning the schools climate. For the lower grades (K-2nd) the teacher administered the survey, and posted 1 collective result per grade level. For upper grades (3rd-8th) each student took the survey electronically through Google Forms. All collection data was gathered and results posted as a whole for the school. The administrator did view each grade span separately as each grade span completed the survey at different times. 2023-24: Question: I feel safe at school. Average score = 3.54 Question: I am treated with respect by everyone at my school. Average score = 3.13 Overall the results of the survey were positive. Of note, as the results came in for each grade level (3/4 combo, 5/6 combo, 7/8 combo), the ratings for school safety and respect fell slightly with each grade level. This indicates that as a student gets older and progresses through grade levels that the amount of safety and respect they fell from their peers at school diminishes. The LEA must work to improve the climate for our older students and emphasize respect for all. The LEA will now have access to a school counselor once a week through the County Office of Education. The counselor will be used to help with SEL education, and to work with our students who need extra support from a counselor. Met 2024-06-18 2024 13631800000000 McCabe Union Elementary 6 "The McCabe Union Elementary School District administered the California Healthy Kids Survey in May 2024 to 138 out of 157 seventh-grade students which resulted in an 88% response rate. The following are three of the key indicators from the School Climate section of the survey: 55% School connectedness 59% School perceived as very safe or safe 43% Perceive that the school has caring adults" The district has taken numerous measures to promote a safe learning environment. A cornerstone for our district is the PeaceBuilder program for grades K-8. This character-building program is in its 16th year and promotes good citizenship by developing different character traits throughout the year. The district has implemented a 25-minute period in the morning to build the social-emotional learning capacity of students utilizing the Leader in Me Program focused on Sean Covey’s The 7 Habits of Happy Kids. Through this program, students have been taught how to focus on themselves and what they can control as well learning how to work well with others while building their capacity to lead. The district has two counselors that provide classroom presentations on Socio-emotional learning skills, and provide small group and/or one-to-one support for students who need additional support or counseling services. They provide various activities and events that provide students with the opportunity to discover their strengths, and passions and to identify potential career paths. The district also collaborates with local law enforcement to present information to students on student safety. MUESD is committed to supporting student supervision and safety through an increased presence of staff on campus. MUESD utilizes handheld radios for communication throughout the campus, a phone system that allows for better communication to ensure student safety, and has installed video security cameras and a modern emergency notification system that includes speakers with an LED display throughout the campus for better communication. MUESD has cameras on the buses to ensure student safety when riding to school and back home. MUESD implemented the Visitor Management System, Raptor, which scans visitor's IDs and checks them through a registry database. MUESD is also using Raptor’s Emergency Management System, a web-based communication tool to be used in case of an emergency to account for staff and students. All of these systems for safety have been aligned and are part of ongoing training for all staff on Emergency Preparedness Drills based on the Standard Response Protocol from the I Love You Guys Foundation. The district is committed to reflecting, researching, planning, and evaluating its goals of improving school climate. The district has included in their 2024-2025 LCAP an action to add Campus Security Personnel to increase safety, attendance, and a sense of security and belonging for students. All 7th and 8th grade students will have access to CTE Exploration where they will learn more about themselves and career options. Teachers will also have an opportunity to build relationships with students as they implement Multi-Tiered Systems of Support (MTSS) strategies. Training will be provided to staff that supervises students on monitoring safety, informing students of bullying reporting and related resources, and training on building connections with students. Our school counselors will provide training to staff on Trauma-Informed Practices. Met 2024-06-18 2024 13631980000000 Meadows Union 6 "The following percentages show students data on the Healthy Kids Survey from 5ht and 7th graders who stated ""Yes, most of the time"" or ""Yes, all of the time"": School Connectedness - 64% Perceived Safety - 70% Chronic Sadness - 47% Optimism - 60%" MUSD Healthy Kids Survey data showed that in the before mentioned areas, the LEA falls under the state average; therefore, the LEA will continue to enhance and strengthen relationships within the school community to raise student sense of belonging and safety on campus. MUSD is currently in the beginning stages of implementing a Positive Behavior Intervention Program that will provide incentives through many activities for both staff and students where they'll receive incentives for active participation in showing good citizenship, positive behaviors and good attendance. MUSD staff feels this is a good way of involving the community and create a strong sense of belonging and safety. Met 2024-06-25 2024 13632060000000 Mulberry Elementary 6 We conducted a Student Survey in which all students in grades 2-8 anonymously responded to questions about the school climate here at Mulberry Elementary. There were 50 student surveys returned, stating that 88% of the students feel this is a safe place to attend school, with 9% saying they were not sure, and 3% responded no. 68% of our students feel as though their teachers are concerned about their success, with 24% responding they were not sure, and 8% answering no. 85% of our students feel they are involved in and a part of things at school, while 13% stated they were not sure, and 2% responded no. At Mulberry Elementary we feel that providing a school climate that is safe, positive, and inviting to our students is a priority that we feel strongly about. When stakeholders meet and discuss the school, school climate is brought up each time. Our district is in a rural area and it is vital that our students and their families feel comfortable and safe in our learning environment. We recognize the need for all of our students to feel safe at school 100% of the time. We will continue to focus our efforts on our students' emotional well-being and character education program. After reviewing the results, although the majority of our students feel safe, involved, and that their teachers are concerned about their success, as a staff we feel it is important to address the concerns and feelings of those “not being sure” expressed by some of our students in this survey. Our current LCAP Goal #3 focuses on school climate. We plan to continue to implement the planned actions in order to provide a school climate where all of our students feel safe and connected to our school. We also have worked with the Sherriff's office in order to have resource officers who will be visiting our campus more frequentley. Met 2024-06-12 2024 13632140000000 San Pasqual Valley Unified 6 "In general, students are reporting they feel connected to people at school. Over 80% of our students report they are neutral or agree to this statement. • Most of the reasons students state they are absent are related to: o Illness o Sad, angry, hopeless, anxious, or stressed o Not getting enough sleep o Taking care of family members o Bored and uninterested 66 out of 76 (86.84%) 4th and 5th grade students feel happy or very happy at school. 35 out of 76 (46%) 4th and 5th grade students feel safe most of the time and 33 more (43.42%) feel safe all of the time. 8 students (10.5%) do not feel safe. 48 out of 76 (63%) 4th and 5th grade students feel their teachers try to keep students interested in learning. Although students are happy and feel safe most of the time, there are still students who are not feeling safe or connected to school. Surveys did not include TK-3rd grade responses, so we must assume there are at least that many students feeling unsafe and unhappy in each grade pair." There was a higher attendance rate every month compared to the same time last year. Focusing on attendance by educating families, tracking chronic absenteeism, adhering to the SART process and class and individual incentives for improved and excellent attendance. P1 +9points. Foundational reading skills continue to be a barrier to academic achievement. In addition concerns about upcoming dyslexia requirements create an additional urgency to supplement our current R/LA adoption. Another barrier to reading growth is a lack of common materials and strategies that are built from the research-driven sources. Teachers are interested in learning more about reading and intervening to accelerate learning. We have decided to incorporate a daily advisory class into our master schedule in order to enhance clarity and provide further details. Our intention is to schedule this class before the first period, enabling us to initiate our students' day with social-emotional learning (SEL) practices. During this dedicated time, students will primarily focus on building relationships with their peers and teachers. Moreover, teachers will assist students in monitoring their grades by utilizing Student Vue and conducting weekly grade checks. Additionally, advisory teachers will take the initiative to establish communication with the other teachers on each student's schedule. Recognizing the prevalence of students skipping breakfast, we aim to introduce breakfast or a more nutritious snack in the morning. By doing so, we hope to address this issue and promote a healthier start to the day for our students. The advisory period will serve as a foundational component for Tier 1 SEL within our schoolwide framework, emphasizing the importance of social-emotional development. In order to foster active student engagement, we will implement the Kagan Cooperative Learning strategy across the entire school. Through this approach, teachers will familiarize themselves with the 7 keys to a cooperative classroom, which prioritize the development of social skills and foster a sense of unity and collaboration among students. By incorporating this strategy, we aim to create an engaging and interactive learning environment for all students. The staff is eager to learn more about restorative practices and how that is connected to our SEL plan and our Positive Behavior Support Plan. We have continued to refine the “Rule of 5 System” and the work flow of Office Discipline referrals. We designed behavior incentives that students had to earn and recognized students who exhibit model behavior and improved behavior. For 3-4 weeks leading up to a given event, families were informed that a “Rule of 5” or a referral would disqualify a student from participating. Surveys reveal a need to continue a focus on anti-bullying practices. We had a group of socially influential 4th and 5th graders and several staff members trained to become Peace Ambassadors through the Safe School Ambassadors program. We have an attendance incentive plan with a variety of rewards for students to earn- individual, class, grade level and whole campus. We continue to add more incentive ideas each year. The district focused on building teacher engagement strategies by investing in Kagan Cooperative Learning training at the beginning of the school year. Met There was a significant improvement in attendance during the 2023-2024 school year which allowed us to provide more SEL, 1:1, and group sessions to assist students in overcoming personal challenges and barriers impacting their academics. During P1 our att 2024-06-18 2024 13632220000000 Seeley Union Elementary 6 The local climate survey data for Seeley Union School District, which utilizes tools such as the California Healthy Kids Survey (CHKS), provides valuable insights into the school environment and student well-being. The survey data is disaggregated by various student groups, allowing for a detailed analysis of school conditions and climate. Here is an overview and analysis of the available data: Overall Survey Scores All Students: The overall score for all students on the California Healthy Kids Survey indicates the general sentiment towards the school environment, safety, connectedness, and well-being. For example, an overall score might reflect a high level of student engagement and a positive school climate, with most students feeling safe and supported at school. Key Findings from Disaggregated Data School Connectedness: All Students: A majority of students report feeling connected to their school, with positive relationships with peers and teachers. Grade Levels: Middle school students may report slightly lower levels of connectedness compared to elementary students, highlighting a need for targeted programs at the middle school level. ELL Students: English Language Learners might report lower levels of connectedness due to language barriers, indicating a need for enhanced language support and inclusive practices. School Safety: All Students: Most students feel safe at school, though there may be variations among different groups. Ethnicity: Safety perceptions might differ across ethnic groups, with some minority students feeling less safe. This can point to underlying issues that need to be addressed through anti-bullying programs and cultural competency training. Special Education: Students in special education may have unique safety concerns, necessitating specialized support and interventions. Emotional and Mental Health: All Students: A significant portion of students report positive emotional and mental health, though there are areas for improvement. Gender: Female students might report higher levels of stress and anxiety compared to male students, suggesting the need for gender-specific mental health resources. Socioeconomic Status: Students from low-income families could report higher levels of stress and lower access to mental health resources, highlighting a critical area for targeted support. Substance Use and Risk Behaviors: All Students: Rates of substance use and other risk behaviors are generally low but present. Grade Levels: Middle school students may report higher rates of experimentation with substances compared to younger students, indicating the need for early intervention programs. Socioeconomic Status: Students from low-income backgrounds might be at higher risk for engaging in these behaviors, underscoring the importance of preventive education and support services. Analysis of Specific Survey Items Bullying and Harassment: Data may reveal specific areas where bullying and harassment are prevalent, allowing the district to implement targeted anti-bullying campaigns and support systems. Teacher-Student Relationships: Positive teacher-student relationships are crucial for a supportive school climate. Data can show how different student groups perceive these relationships and where improvements are needed. Parental Involvement: Survey items related to parental involvement can indicate how engaged parents feel in their children’s education and where the district can improve outreach and communication. Additional Data Collection Tools In addition to the CHKS, the LEA might use other tools such as: Parent and Teacher Surveys: These surveys provide a broader perspective on school climate and help identify areas for improvement from the viewpoints of key stakeholders. The climate survey data for Seeley Union School District reveals overall positive perceptions of school climate, with specific areas for improvement among certain student groups. By focusing on enhancing school connectedness, safety, emotional and mental health support, and addressing risk behaviors, the district can continue to improve the school environment for all students. Disaggregating the data by student groups allows for targeted interventions and ensures that the needs of all students are met equitably. Met 2024-06-25 2024 13632300000000 Westmorland Union Elementary 6 110 students completed a district made student survey. Below are some highlights from that survey: 61.8% of students feel close to people at school most of the time or all of the time. 46.3% of students feel involved in and a part of the school most of the time all of the time. 62.7% of students feel safe at school most of the time or all of the time. 75.4% of students feel safe to and from school most of the time or all of the time. This data was shared with our local board and will be shared with staff in fall 2024. WUED currently administers the California Healthy Kids Survey (CHKS) every other year. The 2023-2024 was a scheduled off year. We are re-examining if we want to collect data yearly. This data is markedly lower than pre-pandemic numbers. Staff will be working together to explore more as related to areas of strength and identified needs. One area of need was that less than half of our students who were surveyed felt part of the school most or all of the time. We will be exploring this data and creating actionable steps to improve student engagement, student connectedness and enhance school culture. WUED is exploring the costs of administering the California Healthy Kids Survey every year. Counseling staff will be exploring any tiered data to determine what some of our most vulnerable and also underrepresented students are needing. We will be working collaboratively at staff meetings to conduct some root-cause analysis and implement some evidence based strategies to improve school climate and culture as well as enhance student engagement and connectedness. Met 2024-06-25 2024 14101400000000 Inyo County Office of Education 6 "JKBS administers two student surveys and one educational partner survey annually. We also hold individual meetings with parents/guardians and students to gather input on various school-related matters. Our main focus during these surveys and meetings is to gather feedback on school climate, student connectedness, and engagement. These areas are crucial as they are consistently highlighted for improvement by our educational partners, and a positive school climate and student connectedness are essential for our student's success and eventual return to their school of origin. The CHKS survey is given to JKBS students, but the results are not publicly disclosed due to the small number of enrolled students (typically under 15 students for grades 6-12 each year). JKBS is a Dashboard Alternative School (DASS), and its enrollment is also too low to reflect any significant Dashboard data or report any subgroup data from the annual student surveys. Data Summary: • 100% of students feel safe at JKBS • 66% of students believe that students at JKBS respect each other • 50% of students agree that students at JKBS help each other, regardless of their friendship status • 50% of students agree that students at JKBS care about learning and receiving a good education • 83% of students understand the reasons for their placement at JKBS and what they need to achieve to return to their home school • 100% of students have the necessary instructional materials to complete coursework and earn credit • 83% of students do not attend school regularly • 50% of students disagree that teachers understand their life outside school. Top priority from the Educational Partners survey: • 66%: Priority 6 School Climate: Student suspension rates, student expulsion rates, and students' perceptions of safety and school connectedness. The second priority is student engagement (Priority 5) at 55%." The data analysis in Prompt 1 validates a continued focus on student engagement, school connectedness, and positive climate strategies. No strategic changes are necessary. "JKBS will not make any significant strategic changes to address school climate. Student and educational partner survey data continue to prioritize and validate our focus on school engagement, culture, connectedness, and climate. Therefore, JKBS continues incorporating social and emotional learning (SEL), which is integrated throughout the program. This year, mindfulness practice and more explicit SEL exposure were added. We have also increased the number of Sacred Roc activities. Sacred Roc is a non-profit organization that provides outdoor field trips for students who have experienced trauma. Exposure to nature and interaction with positive adult role models improves student relationship skills, reduces stress and aggression, and addresses multiple other SEL competencies. We have integrated more experiential academic activities by creating a ""School on the Run"" approach to increase engagement and school connectedness. This approach incorporates a change of setting for many daily school routines. In addition, we have introduced a student-run coffee cart business to complement our culinary program, aiming to increase workplace readiness skills while contextualizing academics through real-world applications. This is all designed to help students understand the relevance of school, instruction, and accompanying activities, as well as the potential lifelong benefits of our program. We have a variety of fun activities and academic and social-emotional support programming to increase students' perceptions of feeling safe, connected, and engaged in school. Additional programs developed over time are as follows: • Inyo Council of the Arts provides an art teacher who teaches a weekly art project to students • Coffee cart student-run business (entrepreneurship) • Guitar lessons • Career and Technical Education (CTE) Culinary/Food Service and Hospitality pathway course sequence • Workplace Readiness Skill (WRS) coursework • Inyo County Juvenile Probation Rehabilitation Specialist programming: • ART: Aggression Replacement Therapy • MRT: Moral Recognition Therapy • Power Source: critical thinking curriculum that focuses on assisting students to make good decisions • Journaling, substance abuse, group, and individual counseling options" Met 2024-06-20 2024 14101400117994 YouthBuild Charter School of California 6 YCSC uses its own internal LCAP surveys (via Google Forms) to measure school climate, disaggregated by student groups (age, gender, ethnicity). In the surveys, students are asked about their academic growth, school engagement, barriers they face that keep them from engaging, whether they are committed to graduating, positive school climate, their teachers and courses, and more. YCSC also uses Panorama Surveys to measure MTSS data. After analyzing the LCAP survey results, the following were identified as priorities for the 2024-25 Schoolwide Action Plan: 1.) Postsecondary Readiness and Life Skills Development (College and Career exposure & preparation, Vocational Education & school-wide CTE, and community action projects that integrate postsecondary readiness and life skills development) 2.) Community and Family Support (Work with stakeholders to build out community support model and ensuring Community Action Projects at each site will include community and family support elements) 3.) Enrichment and Recreation Activities (Enrichment activities & field trips and ensuring that all sites will have a CAP that integrates enrichment and recreation activities) The Schoolwide Action Plan was updated to address these areas of need Met 2024-06-24 2024 14101400128447 The Education Corps 6 Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 92% of stakeholder respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. This is an incredible result and one that our staff is very proud of. The other 8% of respondents were neutral. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. A difference that we noticed in the stakeholder survey responses from last year is that this year respondents reported that staff support messages and calls home were the most influential factor in keeping students on track with their attendance and school work. We attribute this to our focus on increasing positive communication between staff and families through our Deanslist PBIS system. In years past, case management and counseling services have always topped the list (these services came in as a close second this year) so it is encouraging to see this change and correlation to our focus on school to home communication. Last year, after tracking a reduced number of students matriculating to college during the pandemic, we created cohorts for our college bound students that met monthly so that students form strong connections to peer groups going through the same phase of the college process. Students attended field trips and workshops together. We conducted focus groups with these students and other student groups and have decided to continue this cohort model next year as a result of the positive feedback we received and the number of college bound students that have persisted in the cohort as opposed to the non-cohort model. A highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. This upcoming school year, we will continue these services. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. With regard to the school’s social and emotional environment, stakeholder feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we will continue to focus on these services in the upcoming school year and increase our counseling services with additional MSW interns and a renewal of our partnership with Hazel Health virtual counseling services. With a focus on increasing our CTE offerings and college/career readiness, we met with families and students along with using our survey data to determine what career pathways and industries interested them the most. We were pleased to find that the two pathways that we have already developed remain in the top three as areas of interest to students and their families- construction and certified nursing assistant. Additionally, another pathway where students expressed interest was training in office and administrative assistant work. While some of our students assist in the front office for volunteer hours or elective credit, this upcoming school year we plan to structure the training so that students can increase their skill level and employability in this area. Another area of local data that we looked at is feedback from our ELL and Special Education students. One of our school sites has seen an increase of newcomer EL students to the school. In response, we have augmented our intervention offering at that site to add additional ELL support classes. Additionally, some of our sites offered pull out reading intervention services to students last year that showed increases in progress monitoring scores for our students with exceptional needs. Over the summer, all of our special education staff will participate in reading intervention training specifically for secondary students to continue to support student progress in reading fluency and comprehension. Met 2024-06-14 2024 14101400128454 College Bridge Academy 6 Our school climate survey results showed that an overwhelming number of students and their families responded positively about school safety. 97% of stakeholder respondents agreed or strongly agreed that our schools provided a safe and secure learning environment. This is an incredible result and one that our staff is very proud of. Our schools are located in some of the roughest and most underserved communities in Los Angeles County but we maintain a focus on creating a nurturing, safe, and healthy learning environment for our students. A difference that we noticed in the stakeholder survey responses from last year is that this year respondents reported that staff support messages and calls home were the most influential factor in keeping students on track with their attendance and school work. We attribute this to our focus on increasing positive communication between staff and families through our Deanslist PBIS system. In years past, case management and counseling services have always topped the list on our survey so it is encouraging to see this change and correlation to our focus on school to home communication. Last year, after tracking a reduced number of students matriculating to college during the pandemic, we created cohorts for our 2 year and 4 year college bound students that met monthly so that students form strong connections to peer groups going through the same phase of the college process. Students attended field trips and workshops together. We conducted focus groups with these students and other student groups and have decided to continue this cohort model next year as a result of the positive feedback we received and the number of college bound students that have persisted in the cohort as opposed to the non-cohort model. A highlight of our school climate survey was that all subpopulations and parent groups felt like the school encouraged students to attend college (if they are interested) and that counselors and staff are readily available to speak to students about their graduation path or next steps after high school. Stakeholders responded that college field trips and assistance filling out college applications and FAFSA forms were most helpful in supporting students in their next steps after high school. This upcoming school year, we will continue these services. With regard to academic programming, stakeholders responded that the programs that were most helpful for students who need extra support is the intervention period built into the school day and the after school tutoring that is offered. The school will continue to offer these supports in the upcoming school year and will continue to progress monitor and collect data on student growth in these intervention courses. Summer remediation courses were also of interest to our stakeholders and we plan to expand our offering of these courses over the next few years along with summer internships and work development programs. With regard to the school’s social and emotional environment, stakeholder feedback from the climate survey conveyed that counseling/case management services and messages from teachers were the most important factors that kept students on track with their attendance and schoolwork. As a result, we will continue to focus on these services in the upcoming school year and increase our counseling services with additional MSW interns and a renewal of our partnership with Hazel Health virtual counseling services. With a focus on increasing our CTE offerings and college/career readiness, we met with families and students along with using our survey data to determine what career pathways and industries interested them the most. We were pleased to find that the two pathways that we have already developed remain in the top three as areas of interest to students and their families- construction and certified nursing assistant. Additionally, another pathway where students expressed interest was training in office and administrative assistant work. While some of our students assist in the front office for volunteer hours or elective credit, this upcoming school year we plan to structure the training so that students can increase their skill level and employability in this area. Another area of local data that we looked at is feedback from our ELL and Special Education students. One of our school sites has seen an increase of newcomer EL students to the school. In response, we have augmented our intervention offering at that site to add additional ELL support classes. Additionally, some of our sites offered pull out reading intervention services to students last year that showed increases in progress monitoring scores for our students with exceptional needs. Over the summer, all of our special education staff will participate in reading intervention training specifically for secondary students to continue to support student progress in reading fluency and comprehension. Met 2024-06-14 2024 14632480000000 Big Pine Unified 6 The LEA annually administers the California Healthy Kids Survey (CHKS) to students in grades 6-12, all parents/guardians and staff. Overall, data indicates that students have a sense of connection with the school and its programs. Students overwhelmingly agree on school safety and school connectedness. Beginning-of-year and End-of-year Crew Surveys indicate that students feel supported by teachers. For 2024-2025, student involvement and cross-age mentorship is a focus for the district to build a sense of belonging. The LEA will continue to provide counseling for mental wellness, social emotional learning, drug and alcohol education and prevention strategies, and will prioritize community building activities with students and staff that are visible to the greater school community. The LEA will also prioritize school communication to parents/guardians on their student's academic achievement and growth. The LEA identified that a School & Community Liaison would help strengthen what the LEA was already doing well and improve identified needs of the school community. This will prioritize school communication to parents/guardians on their student's academic achievement and growth, as well as social-emotional wellness. Data suggests that the LEA can improve chronic absenteeism for all student groups. A primary focus for the School & Community Liaison is to address the underlying causes of chronic absenteeism for all student groups and to provide support and resources to improve attendance. The LEA is committed long-term to the addition of the School & Community Liaison position to further support all families. The LEA seeks to continuously improve student academics and social-emotional wellness. Staff development and additional resources (curriculum, student non-academic clubs and activities, increased staff positions for mental health and support, and outside community mental health services) for students and families support this commitment. Met 2024-06-27 2024 14632710000000 Death Valley Unified 6 The key learnings are that students and parents find the schools safe and communication adequate. The key issue for parents is safety of home-to-school transportation, as buses travel up to 70 miles one way. Students welcome trips to different places and enjoy engaging in extracurricular activities. Surveys indicate that interscholastic competition is not as important as attending a professional soccer game or spending the night sleeping in an aquarium just inches from the fish. Of note is the desire of high school students to work in the different district funded jobs, ranging from museum docents to translators to elementary aides to groundskeepers. Results reveal parent/guardian concern that the schools maintain a positive and safe school environment and system of home-to-school transportation while each school year brings great changes to the student demographic. Actions taken by the LEA reflect annual (at a minimum) changes in student need due to changes in enrollment. The main improvement is in assessing need with stronger input from parents/guardians, often individualized for their particular student need. The LEA is seeing positive results annually. The District is limited by the great distances between homes and school and by a small enrollment. No amount of change will address that reality. However, the approach to extracurricular activities employed by the principal and supported by the Board of Trustees does keep students engaged and looking forward to seeing a larger world. In addition, the lack of interscholastic sports means far fewer classes lost to hours spent on a game bus. Met 2024-06-13 2024 14632890000000 Lone Pine Unified 6 Baseline data is from the 2023-24 sampling: Percentages from the Key Indicators List which is an average of all questions under each category (students choosing agree or strongly agree) School Connectedness: Grade 6: 73% Grade 7: 58% Grade 9: 40% Grade 11:34% Academic Motivation: Grade 6: 78% Grade 7: 48% Grade 9: 42% Grade 11: 59% School Perceived Safe or Very Safe: Grade 6: 63% Grade 7: 70% Grade 9: 50% Grade 11: 45% Experienced any Harassment or Bullying Grade 6: 38% Grade 7: 60% Grade 9: 27% Grade 11: 25% "In the area of ""Student Connectedness"" the level of connectedness seems to dip as the students get older. A conversation with the older students might allow for the LEA to glean some information. Academic Motivation seems to wane in the middle groups surveyed, while it is high on either end of the data. How instruction is delivered can affect academic motivation. Student Perceived Safety: The older students seem to feel less safe than the younger students. This is a question worth delving into more deeply in order to ascertain why they feel as such. Experiences any Harassment/Bullying: While the incidents reported in this survey, outside of 7th grade, seem low, they still are of concern. Follow-up is warranted in order to clarify data that will aide in any change to existing policy or creation of new policy." Cleary the number one issue on any school campus is the safety of its students. a parent's chief concern is that their student able to attend a safe school where they can increase their knowledge base daily. The data from the Healthy Kids Survey, that was discussed in this forum, points out there is areas of concern in all four areas. Whether it is perception or reality it is incumbent that both LPHS and Lo Inyo Elementary, led by their respective administrations, investigate beyond the numbers and try to ascertain why students feel as they do. Once a firmer understanding of the data comes into focus then it is time to modify or create new policy. Said policy needs to seek and include the input of the parents. Met 2024-06-20 2024 14632970000000 Owens Valley Unified 6 Overall CHKS Survey Data Percentages 2023-24 *These are the overall percentages due to privacy concerns and our small size. Numbers in parentheses represent the percentage for the previous year's survey. 51% feel connected to the school (63%) 59% are motivated academically (55%) 36% have had 3 or more monthly absences (24%) 66% experience caring adult relationships at school (69%) 79% report high expectations from adults at school (67%) 30% report meaningful participation at school (25%) 66% feel that our facilities are kept up (75%) 54% report that parent participation in school activities is promoted (48%) 68% perceive school to be safe or very safe (81%) 38% have experienced harassment or bullying at school (63%) 43% have had mean rumors/lies spread about them (50%) 11% have been afraid of being beaten up at school (19%) 27% report having been in a physical fight (13%) 19% report having seen a weapon on campus (13%) 5% report current alcohol or drug use (19%) 3% report current marijuana use (13%) 3% report current binge drinking (0%) 0% have been very drunk/high 7 or more times (0%) 0% have been drunk/high 7 or more times (6%) 0% are current cigarette smokers (6%) 3% currently vape tobacco (19%) 59% have experienced chronic sadness/hopelessness (44%) 26% have considered suicide (26%) "CHKS Areas of Strength (improvements from 2022-23 to 2023-24): High expectations from adults at school (+12) Meaningful Participation (+5) Promotion of parent involvement in school (+6) Experienced harassment or bullying (-25) Had mean rumors/lies spread about you (-7) Been afraid of being beaten up (-8) Current alcohol or drug use (-14) Current marijuana use (-10) Been drunk/high 7 or more times (-13) Current cigarette smoking (-6) Current tobacco vaping (-16) Considered Suicide (-12) CHKS Areas of Identified Need (decreases from 2022-23 to 2023-24): School Connectedness (-11) Monthly Absences (+12) Facilities Upkeep (-9) School perceived as safe/very safe (-13) Been in a physical fight (+14) Seen a weapon on campus (+6) Experienced chronic sadness/hopelessness (+15) " We will continue to monitor the CHKS response data and will implement a school-wide PBIS program in the 2024-25 school year to address the critical areas of need regarding school safety, student social-emotional wellbeing, school connectedness, and absences. Met 2024-06-04 2024 14633050000000 Round Valley Joint Elementary 6 Surveys show extreme satisfaction with the school's procedures. 100% of parents feel the school keeps them well informed of upcoming activities, that their participation is welcome and the school is a safe place for their child. Staff Surveys show that the school is a supportive and inviting place to work and there is a positive school climate. Student Surveys showed 100% of students feel a part of the school and 98% of students feel that teachers and other grown-ups at the school care about them. Round Valley Elementary School currently has 66 students and results unanimously show that all students feel connected to school. As a result, the data does not need to be disaggregated by sub groups. Our survey results exceeded our expectations. 98% of parents feel welcome to participate in their child's education. Despite this extremely high percentage, we will continue to pursue future opportunities for parent involvement. In addition, although 90% of students enjoy / participate in Spirit Day, we will work to develop more creative ways to demonstrate school spirit. Met 2024-06-12 2024 14766870000000 Bishop Unified 6 “School Connectedness” Fall 2023 CHKS Results: 6th gd - 60% 7th gd - 49% 9th gd - 45% 11th gd - 45% Continuation - 86% “I feel safe [or very safe] at school” 23/24 CHKS Results: 6th gd - 61% 7th gd - 47% 9th gd - 48% 11th gd - 48% Continuation - 94% One of our main goals as a district is to provide a positive school environment that fosters student engagement and connectedness. Given the results here, we need to continue to review and restructure our strategies to improve in this area. The district continues to provide professional learning surrounding Social Emotional learning (SEL) and Universal Design for Learning (UDL) implementation. The district has brought in Social Emotional Learning (SEL) Curriculum to ensure all students receive at least 1 SEL lesson per week. BUSD has successfully partnered with the Inyo County Office of Ed on a mental health grant, staffing additional mental health providers across the district. Safety trainings are being provided to all staff, led by local law enforcement and public health officials. Safety trainings include run-hide-fight and lockdown procedures, until help arrives training, and hands-only CPR. A parent night was held in 23/24 for families and community members to collaborate on school safety measures with various local law enforcement agencies. Met 2024-06-13 2024 15101570000000 Kern County Office of Education 6 "The Alternative Education program annually administers the LCAP survey in order to capture students’ sense of school safety and connectedness. Results from the 2024 LCAP survey: • 70.92% of students believe their school provides students with a safe place to learn, with an additional 17.35% being undecided. • 62.00% of students indicated the staff at their school site cares about them, with 22.80% being undecided. • 72.49% of students reported there is at least one adult at their school with whom they have a positive connection/relationship, with 13.16% being undecided. • 49.74% of students indicated they look forward to attending school each day, with 23.47% being undecided. When compared to the 2023 LCAP survey, the 2024 LCAP survey shows similar results for questions related to school culture and climate. Over the last several years, the Alternative Education program has made great progress in its MTSS implementation. Staff have been trained in Trauma Informed Skills for Educators (TISE) and Restorative Practices. MTSS site leadership teams receive ongoing coaching in this area. Both Court and Community Schools received CA MTSS grants to support this ongoing work. Under the direction of the MTSS Program Specialist, the Alternative Education program will continue to make MTSS a focus in order to support the social emotional needs of students and create a positive school culture and climate. " The Alternative Education program has made school culture and climate a priority over the last several years. School sites utilize MTSS practices to ensure that students feel welcome and safe on a daily basis. Priority 6 strengths include program wide training in the areas of restorative practices, de-escalation techniques, and trauma informed practices. An area for improvement is training and professional learning conducted by the MTSS Program Specialist that correlates with site specific needs. The Alternative Education program will continue to make school culture and climate a priority. Metrics and action items in the Local Control and Accountability Plan and the School Plans for Student Achievement support the MTSS work that is in progress. The program annually reviews data related to Priority 6, including student perception surveys. Data and survey results drive needed changes in this area. Met 2024-06-06 2024 15101570119669 Wonderful College Prep Academy 6 WCPA conducts an annual survey for students via the Panorama platform to amplify student voices on school climate, student-teacher relationships, self-efficacy, and academic expectations. Data from this survey is compared across multiple school years, including 2021-2022, 2022-2023, and 2024-2025. The Panorama survey is administered anonymously, but students are asked to provide information on their gender, grade level, primary language spoken at home, and race or ethnicity. This allows the survey data to be disaggregated based on these categories, providing detailed insights into the student experience. The goal of the annual student survey through Panorama is to gather anonymous feedback and enhance student voice and agency in decision-making regarding their learning, strategic thinking, and problem-solving. Students answer survey questions covering nineteen topics: pedagogical effectiveness, classroom climate, classroom engagement, school climate, student-teacher relationships, school mindset, school safety, etc. This survey is used as a formative tool by district and school leadership and teachers to assess the effectiveness of WCPA’s interventions to identify what changes need to be made and what additional academic and social-emotional supports should be provided to students. The Panorama survey provided insightful feedback on school conditions and climate across grades 3-12. High school students favorably reported the following: Rigorous Expectations (60%), School Climate (44%), Teacher-Student Relationships (48%), Self-Efficacy (33%), and Supportive Relationships (85%). Middle school students favorably rated the following: Rigorous Expectations (59%), School Climate (35%), Teacher-Student Relationships (43%), Self-Efficacy (36%), and Supportive Relationships (78%). Elementary students favorably reported the following: Rigorous Expectations (77%), School Climate (63%), Teacher-Student Relationships (74%), Self-Efficacy (54%), and Supportive Relationships (89%). The 2024-2025 Panorama survey data revealed key insights compared to previous school years, highlighting strengths and areas for improvement. All grade levels reported highly favorable responses in the category of Supportive Relationships, indicating a strong foundation of support for students. The Elementary School has the highest favorable responses in Rigorous Expectations (77%), School Climate (63%), Teacher-Student Relationships (74%), and Supportive Relationships (89%) making it the top performer among the three. Although Self-Efficacy is the weakest area, it still has a relatively high favorable response rate compared to the other schools. The Middle School's supportive environment is relatively strong at 78%, but the overall School Climate and Teacher-Student Relationship areas require focused improvements to create a more conducive learning atmosphere. Despite high support from relationships, the High School struggles significantly with student self-confidence and perception of their abilities, as reflected by the 33% favorable response in Self-Efficacy. The data indicated growth in every category compared to last year at the elementary school, demonstrating overall progress. In middle school, there was a notable improvement in Self-Efficacy while maintaining high levels of Supportive Relationships, suggesting strong interpersonal dynamics and increasing student confidence. High school showed growth in Supportive Relationships, School Climate, and Teacher-Student Relationships, underscoring a positive and conducive learning environment. The disaggregated data further highlighted specific needs and strengths across different student groups, allowing for tailored interventions and support strategies to address the unique challenges faced by each group. This comprehensive analysis enables the schools to refine their action plans and foster an environment supporting all students' academic and social-emotional development. The Panorama survey is crucial in crafting personalized interventions and setting specific student goals. District and school leaders and teachers utilize this survey as a formative tool to evaluate the efficacy of WCPA’s interventions. This helps them identify necessary changes and additional academic and social-emotional supports required for students. In January 2024, school sites analyzed the survey data to plan the next steps for the second semester, focusing on social-emotional learning and fostering self-efficacy among students. School site leaders adapted their comprehensive action plans based on the survey results. Counselors integrated this data into the Multi-Tiered System of Support (MTSS) process and established individual student touchpoints. Teachers reviewed the data, disaggregated by grade level, to inform the next steps for SEL (Social-Emotional Learning) lessons during advisory periods or dedicated SEL classes. The survey data was shared with staff, families, and students to ensure transparency and accountability. This comprehensive approach not only helps identify the areas needing improvement but also ensures that all educational partners are informed and involved in enhancing student support systems. The ongoing use of the Panorama survey thus enables a dynamic and responsive approach to education, where interventions are continuously refined and tailored to meet the evolving needs of students. By leveraging this data-driven strategy, WCPA can provide targeted academic and social-emotional support, fostering a supportive and effective learning environment. Met 2024-06-20 2024 15101570124040 Grow Academy Arvin 6 In Spring 2024, students in grades 3-8 took the Kelvin Culture and Climate Survey. While disaggregated student group data is not available, the following summarizes the overall favorability ratings and scores for each of 11 indicators for grades 3 and 6. Overall, 86% of 3rd graders responded favorably to the questions in the survey. Engagement and motivation were most highly rated, at 93% and 91%, respectively, with students responding favorably to these prompts: Classroom activities are engaging; I want to learn and grow; Students are recognized for working hard. Self-Efficacy (88%), Support (88%), and Teacher/Student Relationships (86%), also scored at or above the average favorable rating, with students agreeing most strongly with these prompts: I believe mistakes help me learn; There is a trusted adult that I can ask for help on campus; My teachers believe I can learn and grow. Five additional indicators were rated at or above 80% favorable: Attendance (85%); Joy (84%), Safety (82%), Rigor (81%), and Peer Relations (80%). The lowest rating was in the area of expectations (78%). For this indicator, students responded to these prompts: I understand school expectations; Every class has the same expectations. In the middle grades, students face additional social and academic challenges, and these are indicated by the survey results, with 72% favorable responses overall. Safety (82%), Teacher/Student Relationships (81%), Motivation (79%), Support (75%), and Engagement (73%) continued to rank among the most favorable indicators. While both 3rd and 6th grade students responded to prompts about Expectations at nearly the same favorable rating (78% and 77%), for 6th graders, Expectations ranked 4th, compared to 11th for 3rd graders. The lowest ratings were in the area of Rigor (70%), Self-Efficacy (63%), Attendance (60%), Peer Relations (59%), and Joy (54%). Safety and a sense of belonging, key foundational pieces to academic achievement, are a strength for Grow Academy Arvin. Students consistently feel safe at school, which suggests a stable and secure environment. In addition Teacher/Student Relationships contribute to a strong sense of belonging, as noted in the Data Section. While there is a decline in Peer Relations and Support, this is an opportunity to overcome the challenges associated with educating early adolescent students. Strengths also include student esteem and a sense of being valued and recognized. Building on the foundational Teacher/Student Relationships indicator, Motivation and Expectations remaining relatively high, despite the fact that marked increases in academic rigor occur at grade 3 and at grade 6. However, rigor was rated below-average, indicating a need to maintain challenging coursework while providing adequate support. While there are several indicators supporting student esteem and a sense of being value and recognized as strengths, including a Self-Efficacy rating of 88% in grade 3, this is another opportunity to improve by improving the gap in ratings for pre-adolescent students. Finally, while Grow Academy Arvin showed a 12% decrease in chronic absenteeism on the 2023 CA Dashboard, the decline in ratings for Engagement (20 percentage points), Attendance (25 percentage points), and Joy (30 percentage points) indicates that there are additional barriers and growth opportunities to uncover. Across a wide variety of sources of educational partner feedback, Positive Behavioral Interventions and Support (PBIS) was noted as a promising, research-based framework for addressing the needs of students. Consistent expectations across all classrooms, continuous improvements in peer relations, support, and engagement, and a holistic approach will support an increasingly positive sense of school safety and connectedness. Based on feedback from our educational partners, including students, the LCAP has been updated to include actions leading to the achievement of state PBIS Implementation Awards. In addition, the Coordination of Services Team (COST) and MTSS action has been added to the 2024-2027 LCAP to systematize behavioral and academic procedures to identify, address, and monitor the age-appropriate needs of students requiring intervention and support programs. Project Based Learning curriculum has also been included for older students to increase engagement and self-efficacy as students learn about science and history/social students content in explorations class. Met 2024-06-24 2024 15101570135467 Wonderful College Prep Academy - Lost Hills 6 WCPA conducts an annual survey for students via the Panorama platform to amplify student voices on school climate, student-teacher relationships, self-efficacy, and academic expectations. Data from this survey is compared across multiple school years, including 2021-2022, 2022-2023, and 2024-2025. The Panorama survey is administered anonymously, but students are asked to provide information on their gender, grade level, primary language spoken at home, and race or ethnicity. This allows the survey data to be disaggregated based on these categories, providing detailed insights into the student experience. The goal of the annual student survey through the platform Panorama is used to gather anonymous feedback, enhancing student voice and agency in decision-making regarding their learning, strategic thinking, and problem-solving. Students answer survey questions covering nineteen topics such as pedagogical effectiveness, classroom climate, classroom engagement, school climate, student-teacher relationships, school mindset, school safety, etc. This survey is used as a formative tool by district and school leadership as well as teachers to assess the effectiveness of WCPA-LH’s interventions to identify what changes need to be made and what additional academic and social-emotional supports should be provided to students. The Panorama survey provided insightful feedback on school conditions and climate across grades 3-12. High school students favorably reported the following: Rigorous Expectations (60%), School Climate (42%), Teacher-Student Relationships (42%), Self-Efficacy (34%), and Supportive Relationships (81%). Middle school students favorably rated the following: Rigorous Expectations (59%), School Climate (42%), Teacher-Student Relationships (47%), Self-Efficacy (41%), and Supportive Relationships (81%). Elementary students favorably reported the following: Rigorous Expectations (62%), School Climate (49%), Teacher-Student Relationships (56%), Self-Efficacy (45%), and Supportive Relationships (85%). The 2024-2025 Panorama survey data revealed key insights when compared to previous school years, highlighting both strengths and areas for improvement. All grade levels reported high favorable responses in the category of Supportive Relationships, indicating a strong foundation of support for students. High school students reported strong Supportive Relationships, which suggests they feel well-supported by peers and staff. The 60% favorable rating for Rigorous Expectations indicates a perception of high academic standards. However, there is room for improvement in School Climate, Teacher-Student Relationships, and Self-Efficacy, highlighting areas where students may benefit from more positive interactions and confidence-building measures. Middle school students also reported strong Supportive Relationships, similar to high school students, indicating a consistent supportive environment. The rating for Teacher-Student Relationships is slightly higher than in high school, suggesting some improvements in this area. However, School Climate and Self-Efficacy are still areas needing attention to ensure a positive learning environment and better student confidence. Elementary students provided the highest favorable responses across all categories. The strong ratings for Rigorous Expectations, School Climate, Teacher-Student Relationships, and Supportive Relationships reflect a very positive overall school experience. The higher Self-Efficacy rating compared to middle and high school suggests younger students feel more confident in their abilities, which is a positive indicator for future academic and social-emotional development. Wonderful College Prep Academy Lost Hills elementary school experienced declines across all categories but showed a slight increase in Supportive Relationships compared to the first year, indicating a need for targeted interventions in most areas while building on relational strengths. Middle school exhibited growth in every category compared to the previous year, reflecting a positive trend and the effectiveness of recent initiatives. High school demonstrated improvement in every category since the first year, showing consistent progress across the board. The disaggregated data further highlighted specific needs and strengths across different student groups, allowing for tailored interventions and support strategies to address the unique challenges faced by each group. This comprehensive analysis enables the schools to refine their action plans and foster an environment supporting all students' academic and social-emotional development. The Panorama survey is crucial in crafting personalized interventions and setting specific student goals. District and school leaders and teachers utilize this survey as a formative tool to evaluate the efficacy of WCPA-LH’s interventions. This helps them identify necessary changes and additional academic and social-emotional supports required for students. In January 2024, school sites analyzed the survey data to plan the next steps for the second semester, focusing on social-emotional learning and fostering self-efficacy among students. School site leaders adapted their comprehensive action plans based on the survey results. Counselors integrated this data into the Multi-Tiered System of Support (MTSS) process and established individual student touchpoints. Teachers reviewed the data, disaggregated by grade level, to inform the next steps for SEL (Social-Emotional Learning) lessons during advisory periods or dedicated SEL classes. The survey data was shared with staff, families, and students to ensure transparency and accountability. This comprehensive approach not only helps identify the areas needing improvement but also ensures that all educational partners are informed and involved in enhancing student support systems. The ongoing use of the Panorama survey thus enables a dynamic and responsive approach to education, where interventions are continuously refined and tailored to meet the evolving needs of students. By leveraging this data-driven strategy, WCPA can provide targeted academic and social-emotional support, fostering a supportive and effective learning environment. Met 2024-06-20 2024 15101571530492 Valley Oaks Charter 6 Promoting a safe, secure, and inclusive school environment is a top priority for all educational partners. Providing an environment where students feel safe and welcomed increases student engagement, academic and social/emotional growth, graduation, and transition. According to the 2023-24 Annual Survey, 89% of VOCS 4th-12th grade students feel connected to VOCS while on campus, and 88% feel engaged at school. Additionally, the 2023-24 Annual Survey reports 95% of educational partners feel VOCS demonstrates caring and concern and has high expectations for students in an environment that honors individual differences and is conducive to learning. Continuing to create and promote a safe, secure, and inclusive school environment that is accessible and conducive to student learning is an integral part of the vision and mission of VOCS. Goals and actions will help achieve this goal, especially for our socioeconomically disadvantaged students. The analysis of our local data, disaggregated by student group, has highlighted several key areas of strength and a few needs that require attention. An overwhelming 89% of our educational partners feel valued by VOCS, and 98.4% agreed or strongly agreed that our staff respond promptly to inquiries. Additionally, 92% feel connected to VOCS, and 95% reported that VOCS demonstrates caring and concern and maintains high expectations for students in a conducive learning environment. These strengths are further supported by survey results indicating that 95% of students feel safe, 91% feel engaged, and 95% believe their feelings matter to VOCS teachers. Among our 4th-12th grade students, 88% reported feeling connected to VOCS, while 96% of staff and parents also reported feeling valued by the institution. These findings underscore the effectiveness of our current policies and practices in creating a supportive and responsive educational environment. However, while the overall satisfaction levels are high, there is a slight discrepancy in the connectedness felt by 4th-12th grade students (88%) compared to the overall sense of value felt by staff and parents (96%). Addressing this gap by enhancing engagement strategies for older students will be a focus for continuous improvement. Our analysis of local data has revealed areas for improvement to support our students better. First, to enhance communication between school and home, we are continuing a comprehensive strategy that uses multiple platforms such as email, the school website, social media, and messaging apps. These steps aim to strengthen the connection between school and home and improve overall school connectedness. Second, we are expanding on-site activities and social opportunities by increasing the variety and availability of extracurricular activities. New clubs based on student interests (e.g., arts, music, technology) and regular social events will encourage student engagement and interaction. This provides a more enriching school experience that goes beyond academics. Third, to address the need for increased tutoring availability and emotional support. We have tutors and counselors to ensure students have the academic and emotional support to succeed. Additionally, we are enhancing our MTSS program and implementing the PLC/PLT process at our school. These changes reflect our commitment to continuous improvement. By addressing these identified areas of need, we aim to continue creating a supportive and engaging educational environment for our students. Met 2024-05-20 2024 15101571530500 Ridgecrest Elementary Academy for Language, Music, and Science 6 REALMS has not adequately surveyed student groups, so our data is limited to the small number of surveys completed. The results of the surveys that were completed showed that the percent of students who report that they: enjoy going to school, feel safe, get along with classmates, and are satisfied with their teacher. The majority of students surveyed said that they enjoyed going to school. Safety is a primary concern at REALMS and the feeling of safety is important. Most students reported that they felt safe at school. In the areas of getting along with classmates and being satisfied with their teacher, over 75% of students surveyed stated that these two areas were good as well. The survey data that we do have shows that we are moving in the right direction for most student with the decisions that affect the questions being surveyed. Using better surveys that will allow REALMS to look at student groups will help us better use that data to make decisions and changes that will have a positive impact on all students. The current surveys did not lend themselves to disaggregation of data by student group, which will be done in future surveys. REALMS will complete the California Healthy Kids Survey as well as a survey available through the Kern Integrated Data System (KIDS) to effectively measure the school climate and satisfaction of students in upcoming school years. Met 2024-06-27 2024 15633130000000 Arvin Union 6 The district utilizes the California Healthy Kids Survey as a measure of School Climate. The survey was conducted district-wide during the 2023-2024 school year for 5th and 6th grade elementary students and 7th grade at the middle school. Data for California Healthy Kids is not disaggregated by student group thus analysis is focused on grade levels and specific areas of study. Elementary data, as reported by students, indicates continuous growth over 3 years in the area of School Connectedness, Academic Motivation, and Facilities Upkeep. Parental Engagement in Schooling increased this past year. As noted with parent input there are concerns about student engagement with work and homework assigned. Students reporting they finish all assignments increased 14% between 2021 and 2024 administrations to a current 78% however has not rebounded since a high of 86% in 2020 stating school assignments are finished. School boredom increased by 3%. Additional concerns come from continuous decreases totaling 11% since regarding students feeling an adult at school cared about them. Holding steady for 2 years are perceived school safety and fairness. Declines in Positive Behavior, Anti-bullying Climate, Social-emotional learning supports, Rule Clarity, High Expectations, Caring Relationships, and Meaningful Engagement are of concern with continued drops. Of concern also is a continued drop in the Promotion of Parent Involvement. Middle school data indicates significant needs in students feeling part of the school, stating they are bored, not responding positively to the school is usually neat and tidy, and expressing that school is a waste of time. That said, significant growth is evident in Low Violence Victimization, No Harassment, No Mean Rumors, Not Fearing Getting Beaten Up, and Perceived School Safety. A key learning to be taken from data including California Healthy Kids surveys, as well as the supplemental Kern Integrated Data Systems Connectedness survey, is lack of consistency of reported information between upper grade students when reported in CHKS and the wider grade span of students when measured by the Connectedness Survey. Positive responses tend to decline even through the 5th to 7th grade span for CHKS. Notable also are significant differences among school sites with no apparent pattern of strong consistency when comparing each school on various indicators. This is despite a district-wide roll out of PBIS, MTSS referral process for Tier 1, and RULER implementation for socio-emotional learning. Focus group input targets the impact of specific positions or specific people identified as key components of helping students in measured areas. The middle school has made significant progress in the areas of safety due to intense restructuring of expectations at the site. Academic engagement, sense of belonging, and meaningful participation are significant areas of concern. Elementary site data does not follow a specific trend when sites are compared rather averages are reported and each site has reviewed their data to address areas for improvement. Overall areas of strength and need were noted in Prompt 1. Additionally, PBIS (Positive Intervention Behavior Supports) reviews for application for recognition indicate 2 sites prepared for Bronze application, 1 for Silver, and one that did not meet Bronze readiness upon review. Each site has reviewed various and notably variations in consequences and awards were noted without a formal / documented system to be referred to by staff, students, and parents. Classroom expectations, referrals, and accountability also varied widely as noted through documentation yet were becoming more consistent as the year progressed. A focus on promoting positive behavior and academic focus has been noted to require more attention to relationship building activities for awards and consequences and a pivot away from tangible awards which were a focus. California Healthy Kids Data, KIDS Connectedness Survey, and PBIS Tiered Fidelity Inventories continue to guide a great deal of team planning at the district level to support sites with analysis of data and to ensure support for renewed consistent and coherent implementation of PBIS acknowledgements and consequences arising from misbehavior or unsafe behavior. Implementation of a Tier 1 (Universal) MTSS referral system was begun in 2023-2024 and is being expanded to Tier 2 (Supplemental) for the 2024-2025 school year. Ensuring parents are informed of school and classroom expectations at the beginning of the year is a key element identified as needing improvement. This requires follow-up in a timely manner for students who meet expectations or require supports to do so. The district, and each school site, will be promoting district-wide initiatives for implementation of PBIS Rewards online, Safe School Ambassadors, RULER for Social-emotional support, continuing with social workers at each site, and implementing an Alternative Learning Academy for restorative practices. School connectedness, perceived school safety and meaningful engagement continue to be identified as metrics in the upcoming LCAP and, as focus areas, will be embedded into professional development and as part of walkthrough feedback in relation to implementation of the Thoughtful Classroom Teacher Effectiveness Framework and the PBIS Tiered Fidelity Inventory. As the district embarks on the Implementation phase of the Community Schools Journey, an extensive focus will be placed on shorter term educational partner feedback sessions led with support from our Community Schools Coordinator and the District Equity TOSA to dive into details regarding summary responses from students and to directly focus on building stronger relationships which is noted as a need. Met Significant efforts to build foundations for Positive Behavior Intervention Supports, Social-emotional learning, and Multi-Tiered Systems of support were formally restructured for the 2023-2024 school year. Steps toward full implementation will take time 2024-06-25 2024 15633210000000 Bakersfield City 6 In spring 2024, the Bakersfield City School District conducted a student climate survey to understand students' perceptions of school safety and their connectedness to school. The survey's Spring 2024 administration key findings indicate that most students perceive their school's emotional climate positively. The survey results for 3rd and 4th grade show that 89% of students feel safe in school, and 90% feel safe in their classroom. Results for 5th and 6th-grade students show that 83% of students feel safe in school, and 82% feel safe in their classroom. Results for 5th and 6th-grade students show that 84% of students feel safe in school, and 80% feel safe in their classroom. Across all grade spans, results reported 72% of students felt connected to their school. Additionally, the student climate survey measured students' perceptions of feeling welcome at school. It was noted that the percentage of students who felt welcome at school was 7% lower in 5th and 6th grade compared to 3rd and 4th grade results, yet we noted a 1% increase in 7th and 8th grade compared to 5th and 6th grade. The Student Climate Survey results in students feeling welcome at schools were as follows: 3rd & 4th 89%, 5th & 6th 84%, and 7th & 8th 81%.Disaggregated data was not available for this survey. The district continues to refine and evaluate the effectiveness of support through the administration of local student climate surveys, which focus on finding the current district/school status among students in grades 3rd-8th that identify the emotional and physical environment, instructional climate, student attitudes towards school, and relationships with adults for academic success. Upon the analysis of the spring 2024 results, it was noted that more students felt welcome at schools in all grade levels than connected to their school site. After this data review, additional analysis is being conducted to address these results. Overall, the survey results show that students feel that the adults on their campus care about and respect students, which speaks to the professional development that Bakersfield City School District has provided in building relationships and the school community. For future surveys, we are looking into how to disaggregate our data. In response to the Student Climate Survey, the Bakersfield City School District is dedicated to ensuring safe and welcoming schools for all grade levels. To support this commitment, the district will add campus supervisors to each school site, continue employing Cafeteria and Playground Activity Leaders (CPALs), and implement noon-time activities that engage students in positive interactions, which will help reduce disciplinary referrals, suspensions, and expulsions. Furthermore, the district will provide ongoing professional development for staff, teachers, and administrators, emphasizing a restorative justice approach to disciplinary actions to foster positive relationships between students and staff. The district will also continue to prioritize Social Emotional Learning (SEL) by offering professional development opportunities and resources to help school staff meet the needs of all students. Met Over the past two years, Bakersfield City School District has not only used the annual Student Climate Survey to collect information on students' perceptions of their school experience. We have also conducted student voice sessions with student forums. Th 2024-06-25 2024 15633390000000 Beardsley Elementary 6 Results of the 2023 annual Student Survey, given to students in 3rd through 8th grades, show that 84% of students responded that their school cares about students; 65% said they feel safe at school; and 56% like school. Parent survey results show that 89% feel that their children enjoy school; 87% say their child's teacher makes learning fun; and 89% agree their schools are safe places to learn. Results of the 2021-2022 California Healthy Kids survey (CHKS) show only 29% of 6th graders and 17% of 7th graders reported engaging in meaningful school participation. In regards to school safety 43% of 6th graders and 39% of 7th graders said they felt safe at school. Key indicators for substance abuse results show 23% of 6th graders state they have used alcohol or drugs at some point in their life, and 5% of 7th graders admit alcohol or drug use during the last 30 days. 48% of 7th graders students reported experiencing chronic sadness/hopelessness, up 8% from the prior year's survey. Additionally, 25% admitted they had considered suicide, a 9% increase from last survey. Results from the 2021-2022 CHKS published the disaggregated data below: *School Connectedness - 47% of participating students identified as Hispanic or Latinx, and 49% of participating students identified as White *Academic motivation - 67% of participating students identified as Hispanic or Latinx, and 52% of participating students identified as White *Social and emotional learning supports - 43% of participating students identified as Hispanic or Latinx, and 36% of participating students identified as White *Anti-bullying climate - 49% participating students identified as Hispanic or Latinx, and 37% of participating students identified as White. California Dashboard Data shows that in 2022 - 2023 suspensions decreased to 3.9%. Current end of year local data shows the suspension rate is 1.75%. While Healthy Kids survey data is specific to 6th and 7th grade students, the social-emotional needs of students across all grade levels continues to be a priority for the Beardsley School District. BSD suspension continues to decrease year over year. The district will continue to provide activities to promote engagement and school connectedness of students (dress up days, academic recognition, token economy, etc.) and make campus environments inviting, clean, and safe for all students and families. Met 2024-06-26 2024 15633540000000 Blake Elementary 6 The district provides multiple opportunities for students, parents, and community members to have a voice in their operations of the school. These opportunities are offered through parent and student advisory meetings at the beginning of the school year and perception surveys at the end of the school year. All students, K-8th are given the perception survey at the end of each school year. The results of our surveys show that 100% of our students feel safe at school and 100% of our students report feeling connected and welcome to school. The district recognizes that the students, parent, and community enjoy opportunties to get involved and anticipate with the school activities. The students, parents and community would like to see improvements made to the grounds as well as the red school house to keep its integrity. Based the positive feedback from the surveys, the district will continue the annual fall dinner fundraiser, Christmans program, spring open house and graduation events. Additionally, the district is looking into adding additional events such as Grandparents day and a Mother's Day celebration. The district is in the researching stage of developing a plan for playground/grounds improvements. The district is also making necessary repairs and improvements to the red schoolhouse. Met For the 2023/24 school year, 100% of Blake School students were provided full access to a board course of studies as defined by the CDE. The Board of Trustees has adopted a State approved course of study for English Language Arts, Mathematics, Social Stud 2024-06-20 2024 15633620000000 Panama-Buena Vista Union 6 The Panama-Buena Vista Union School District is partnering with Kern Education Pledge to conduct the School Connectedness Survey for students in grades 3 to 8. This survey was developed by the Chronic Absenteeism Work Group under Kern Pledge to address chronic absenteeism and how relationships between students and staff may be impacting attendance. P-BVUSD currently administers the survey in the Fall and Spring of each school year. The survey consists of seven questions that focus on connectedness with adults, sense of belonging, opportunities to be involved in activities outside the classroom, and reasons for missing school. The data is disaggregated by district total, grade level, and by school site. According to the Fall 2023 administration, overall results for students in grades 3-8 showed: 70.65% of students reported they feel it is easy to talk with teachers/staff at the school 74.8% of students reported they feel their teacher(s) and school staff care about them 72.82% of students reported they feel there is a teacher or adult at school who will notice their absence 70.49% of students reported they feel like they belong when at school Additionally, three main reasons for missing school in the last 30 days were: Illness Going on vacation Not getting enough sleep When comparing the Spring 2024 administration to the Spring 2023 administration, growth in all items reflects prioritized attendance efforts including, but not limited to establishing attendance teams, promoting attendance awareness, emphasizing relationship-based interventions, and leveraging case management to reduce barriers to school attendance for students and families. For instance: Increase of 3.35% in students reporting they feel their teachers and staff care about them (Spring 2023: 71.75%; Fall 2023: 74.8%) Increase of 2.74% in students reporting they feel it is easy to talk with teachers/staff at school (Spring 2023: 67.91%; Fall 2023: 70.65%) Increase of 3.21% in students reporting they feel like they belong at school (Spring 2023: 67.28%; Fall 2023: 70.49%) Increase of 0.43% in students reporting they feel a teacher or adult at school will notice their absence (Spring 2023: 72.39%; Fall 2023: 72.82%) Data indicates there is a need for ongoing District guidance and professional learning related to evidence-based attendance practices including engagement and relationship-building. For instance, although students reported sense of connectedness and belonging increased by 3.21% district comparing the Fall 2023 administration (70.49%) to the Spring 2023 administration (67.28%), this reflects 29.51% of students in grades 3-8 who do not feel a sense of belonging at school. When disaggregating elementary vs. jr high connectedness data, data also reveals unique needs within grades. For instance, while 70.49% of students reported feeling a sense of belonging overall during the Fall 2023 administration, only 62.16% of jr. high students reported a sense of belonging as compared to 74.71% of students in elementary school. Additionally, while 74.8% of students reported feeling their teachers and staff care about them during the Fall 2023 administration, only 62.63% of students in jr. high reported agreement as compared to 80.97% of students in elementary school. This data reinforces the body of research which highlights challenges faced by students as they transition to jr. high/middle school reinforcing the need for bridging activities/opportunities and a variety of engaging student activities to establish a sense of positive climate at an accelerated rate. The response rate for the Spring 2023 survey administration was 73.52% compared to 70.69% during the Fall 2023 survey administration reflecting a decreased participation of 2.83% indicating a need to enhance efforts to promote the survey. Moving forward, the district will continue to communicate the importance of the survey and strive to have all students in grades 3-8 participate twice a year. All sites will continue to implement relational practices during the 2024-2025 school year such as shared agreements/norms, greetings at the door, 2 ?10 strategy, etc. Additionally, during the 2024-2025 school year, all schools will have access to social-emotional learning (SEL) curriculum and begin to implement in all grades as a universal support for all students. Furthermore, several district leadership teams will convene during the 2024-2025 school year to address needs identified in data. For instance, the District Attendance Workgroup will use the data from the Connectedness Survey to address the main reasons for an absence in the last 30 days indicated on the survey (illness, going on vacation, and not enough sleep) through guidance for educational partners. One example of guidance in development by the District Attendance Workgroup is increasing attendance awareness through a new webpage dedicated to school attendance as well as social media awareness campaigns planned to launch throughout the school year. Additionally, professional learning opportunities such as The Caring Classroom 2.0 for teachers and monthly PL for school administrators focused on engagement efforts will continue to be provided throughout the 2024-2025 school year. Finally, guidance and professional learning focused on enhanced Tier 1 universal practices will be prioritized during the 2024-2025 school year expanding support to include culturally responsive and trauma-informed practices, as well as increased mental health awareness and support. Met 2024-06-25 2024 15633700000000 Buttonwillow Union Elementary 6 Two local climate survey's were administered to students in the Fall and Spring of the 2023-2024 school year. Spring of 24 results showed the following: 71% felt school staff were easy to access and talk to; 66% felt school staff cared about them; 70% felt an adult on campus would notice if they were absent; 80% felt there were opportunities to be involved in school; 60% felt they belonged at this school. This data was consistent with our Hispanic population. For EL's 80% felt school staff cared about them all other response percentages were similar. Based on the Spring 2024 climate survey results, here are some key learnings: Accessibility and Communication: A significant majority (71%) of students felt that school staff were easy to access and talk to. This indicates strong communication channels between students and staff. Staff Care and Support: 66% of students felt that school staff cared about them. While this is a positive indicator, there is room for improvement to ensure more students feel supported. Attendance Awareness: 70% of students believed that an adult on campus would notice if they were absent. This suggests that staff are attentive to student attendance, which can be crucial for student engagement and safety. Opportunities for Involvement: A high percentage (80%) of students felt there were opportunities to be involved in school activities. This reflects a vibrant school environment with ample extracurricular options. Sense of Belonging: 60% of students felt they belonged at the school. While this is a majority, it also highlights that 40% of students may feel disconnected, indicating a need for initiatives to foster a stronger sense of community. Based on the Spring 2024 climate survey results and the principles of the Positive Behavioral Interventions and Supports (PBIS) model, several key areas for improvement have been identified. To enhance staff accessibility and communication, the LEA should implement regular office hours and develop a communication protocol for timely responses. Strengthening staff-student relationships can be achieved through mentorship programs and professional development for staff. Improving attendance monitoring involves utilizing technology for real-time tracking and establishing follow-up protocols for absences. Increasing opportunities for student involvement requires expanding extracurricular activities and creating a student advisory board. To foster a sense of belonging, organizing school-wide events that celebrate diversity and implementing restorative practices are recommended. Integrating these changes with the PBIS model, which includes universal, targeted, and intensive interventions, will help create a more supportive and engaging school environment. Continuous monitoring and feedback will ensure these initiatives remain effective and relevant. Met 2024-06-13 2024 15633880000000 Caliente Union Elementary 6 Two surveys were made available to parents, staff, and students. The first survey was a survey sent out from the school via newsletter, during parent conferences. The 3rd-8th grade students were asked to complete the survey during class time. Staff was given the opportunity to scan the QR code and asked to fill out the survey. The second survey was derived by the MTSS coach from KCSOS and sent for students and staff to take. The parent survey had a very low participation rate of only 6 parents. The staff included 6 responses which is of 11 staff members. The student survey was completed by 12 students. They did not identify themselves within their student groups. The student groups included SED and SWD. There are no reported homeless or foster youth. The questions included What are the school expectations, do you like coming/working at the school? Are you treated with respect? Does the staff treat students with respect and vice versa? I feel like I do well in school. My school wants me to do well. My school has clear rules for behavior. The following is the data from students: I like school- 50% strongly agree, 25% neutral, and 25% strongly disagree. I feel like I do well in school - 84% strongly agree, 8 % agree and 8 % strongly disagree My school wants me to do well - 92% strongly agree, 2% agree, My school has clear rules for behavior - 75% strongly agree, 8% agree, 10% disagree, Teachers treat me with respect- 84% strongly disagree, 9% agree, and 8 % neutral. Good behavior is noticed at my school - 59% strongly agree, 17% agree, 17% neutral and 8% strongly disagree. I get along with other students - 42% strongly agree, 8% agree, 17% neutral, 8% disagree, and 25% strongly disagree. I feel safe at school 75% strongly agree, 8% are neutral, 8% disagree, 8% strongly disagree. There is an adult at my school who will help me if I need it. 50% strongly agree, 8% agree, 8% neutral, 17% disagree and 17% strongly disagree. I have worried about students hurting me. 25% strongly agree, 8% agree, 41.7% disagree, 25% strongly disagree. I feel my school has high standards for achievement 83%, strongly agree and 17% strongly disagree. Staff praise/reward students for showing positive behavior 100%stated yes. Staff survey included behavior expectations identified - 50% yes and 50 % no. Does 80% of school personnel have consistent expectations with students- 83% are not sure and 17% stated yes. Are school wide expectations meaningful? 100% stated yes. Are the expectations taught and followed by personnel - 100% stated yes. Are the expectations retaught? 50% say yes and 50% say no. Do student acknowledge the system? 50% state no and 50% state yes. Were you positively acknowledged by another adult 67% stated no and 33% state yes. Are at least 80% of school personnel consistent in their responses to unwanted behavior? 50% stated not sure 17% stated no and 33% stated yes. Parent Survey - Does your child enjoy school - 67% stated yes and 34% stated no, Does your Area of Strength: The students and parents recognize that the students attend a safe school and 75% plus of the students state that they are treated with respect. 74% of the students state that those who have good behavior are acknowledged. 83% of the students feel that they are getting a good education. Area of Growth: The surveys showed that the staff and students need training and awareness of PBIS and how it works within a school setting. PBIS is currently being developed with implementation planned for the 2024-2025 school year. The staff needs to be positively recognized on a consistent basis and the students need to have positive interactions with the adults and other students in a systematic way. The staff will need to be trained in appropriate PBIS protocol and will need to be practiced. The administration will need to follow up with Tier 1, 2 and 3 of PBIS as well as MTSS. Informing the parents about PBIS will be important to start the beginning of the school year and to add it to the student handbook. The MTSS coach from KCSOS is working with the staff to develop the MTSS plan. The plan will be inserted into the handbook, parent training, staff training, and KCSOS support to coach staff throughout the year will be an addition to the success of implementing MTSS - with emphasis on PBIS. Met 2024-06-18 2024 15634040000000 Delano Union Elementary 6 56% of middle school respondents on the California Healthy Kids Survey (CHKS) indicated that they feel a connected to their school. Reflected in that data 72% of respondents indicated that it is “pretty much true/very much true” that there is an adult or teacher at their school site “who tells me when I do a good job” and “who wants me to do my best.” 70% of respondents indicated that there is a “teacher or some other adult from my school who notices when I am not there,” and 66% of respondents indicated that “there is a teacher or some other adult from my school who listens to me when I have something to say.” 68% of middle school respondents on the CHKS indicate that have a strong sense of academic motivation. Reflected in that data, 82% of respondents indicate that “I try hard to make sure that I am good at my schoolwork” and 81% of respondents indicate that “I am always trying to do better in my schoolwork. 59% of middle school respondents on the CHKS indicate that they perceive their school as being safe while 33% of respondents indicated that they perceive their school to be “neither safe nor unsafe.” 76% of elementary school respondents marked that they felt connected to school on the CA Healthy Kids Survey. Of the students surveyed, over 67% of students felt “Yes, most of the time to all of the time,” they felt close to people at the school, they were happy to be there, and they felt that they were part of the school. 77% of students indicated that they had access to a caring adult in school. This included 82% of students who “most of the time or all of the time,” felt that the teachers and other adults at school cared about them, 76% of students felt that the adults listened to them most or all of the time, and 71% indicated that “most or all of the time,” adults at the school made an effort to get to know them. In terms of academic motivation and expectations of adults in school, 87% of students responded that the adults in school had high expectations of them. 82% of students indicated that teachers and adults tell them when they do a good job most or all of the time, 87% felt that teachers and adults believed they could do a good job, and 95% responded that they felt that the teachers and adults wanted them to do their best. 82% of elementary school students surveyed indicated that there are social and emotional learning supports available to them at school, and 76% of responding students indicated that they felt safe at school. The data from the California Healthy Kids Survey (CHKS) reveals both strengths and areas for improvement in the school culture of the Delano Union School District. Among middle school students, 56% feel connected to their school, with 72% acknowledging that there is an adult or teacher who recognizes their good work and encourages them to do their best. Additionally, 70% note that an adult at school notices their absence, and 66% feel heard by a teacher or other adult when they have something to say. These figures suggest a supportive and attentive school environment. However, there is room for improvement in the overall sense of safety, as only 59% perceive their school as safe, while 33% are ambivalent, indicating a need for enhanced safety measures and communication. In elementary schools, the data is more positive, with 76% of students feeling connected to their school. Over 67% feel close to people at school and happy to be there, and 77% report having access to a caring adult. High expectations from adults are evident, with 87% of students acknowledging these expectations, 82% feeling recognized for good performance, and 95% believing that adults want them to do their best. Furthermore, 82% of elementary students report the availability of social and emotional learning supports, and 76% feel safe at school. These findings indicate a strong foundation of support and motivation among younger students, though there is still a need to ensure a higher perception of safety across all grade levels. To implement a continuous improvement process regarding school climate, the Delano Union School District will continue to leverage its LCAP, SPSAs, District Wellness Plan, Community Schools Grant, and Parent and Family Engagement Policy to enhance and promote a positive, inclusive, and supportive school environment. Ongoing training for teachers and staff will focus on the English Learner Roadmap, restorative practices, social-emotional learning, motivating struggling learners, AVID, and trauma-informed care. Site administrators, with district team support, will work on decreasing chronic absenteeism by creating initiatives to motivate and encourage daily student attendance. Vice-principals will proactively address disciplinary issues through class visitations, small group sessions with social workers, and ongoing mentorship with students and families. Site mental health teams, supported by the district, will integrate social-emotional learning into daily instruction and ensure counseling and mental health services are accessible to all students. In alignment with the DUSD Parent and Family Engagement Policy, all team members will foster collaboration between the school, families, and the community, emphasizing active parental involvement in education. The district is committed to building the capacity of both school staff and parents to create strong partnerships, including assisting parents in understanding academic standards, assessments, and monitoring their child's progress. By focusing on these key areas, the Delano Union School District aims to create a sustainable and effective continuous improvement process for enhancing school climate, ensuring a positive, inclusive, and supportive environment for all students and staff. Met 2024-06-26 2024 15634040120139 Nueva Vista Language Academy 6 Nueva Vista Language Academy administered the California Healthy Kids Survey to students and school personnel in Fall 2023. The student survey in November 2023 covered topics including school connectedness, learning supports, and safety. Key findings include: • 82% of students feel connected with school. • 88% of students are academically motivated. • 83% agreed students have a caring adult at school. • 91% agreed adults have high expectations for them. The school personnel survey in October 2023 (n=33) found: • 100% agree that parents feel welcome to participate at school. • 84% agree adults have high expectations for students. Overall survey data indicates NVLA has a generally positive climate with some room for improvement in peer relationships, and family engagement. "The Fall 2023 survey data reveals several key insights and areas of strength and growth at NVLA Strengths: • A majority of students feel safe, like school, and believe teachers treat them respectfully • School personnel overwhelmingly feel the school supports academic success and that they are valued members of the school community Areas for growth: • The lowest scoring indicator included ""Students in my class behave so that teachers can teach • Staff survey results indicate a need for more family involvement in school events and volunteer opportunities The data suggests that while NVLA has a generally positive and respectful school environment, more could be done to build a culture of peer support among students. Efforts to engage families and create welcoming opportunities for them to connect with the school also merge as an area of focus. Targeted initiatives to understand and close gaps in experiences for different student groups will also be important. Professional development and programs to help students build social-emotional skills and relationships could help strengthen the overall school climate." Based on insights from the survey data, NVLA will make the following changes to continuously improve school conditions and support student success: 1. Implement a Positive Behavioral Interventions and Supports (PBIS) system schoolwide. This will include: • Developing clear, positive behavioral expectations that are taught and reinforced consistently • Increased recognition of students demonstrating positive behaviors • Tiered supports and interventions for students struggling with behavior • Ongoing training and coaching for staff 2. Review and update discipline policies and procedures to increase consistency and equity in handling student behavior issues. Partner with student and parent advisory groups for input. 3. Provide professional development for all staff on culturally responsive teaching practices, supporting students with disabilities and English learners, and creating inclusive classroom environments where all students feel welcome. 4. Expand social-emotional learning curriculum and counseling supports to build student skills in areas like conflict resolution, emotional regulation, and interpersonal relationships. 5. Conduct student focus groups, especially with student groups who reported lower connectedness, to gather input on how to strengthen relationships and increase their sense of belonging at school. Progress in these areas will be monitored through annual school climate surveys, discipline and counseling referral data, and feedback from educational partners. School plans will be adjusted as needed based on results. Met 2024-06-26 2024 15634046009351 Cecil Avenue Math and Science Academy 6 Cecil Avenue Math and Science Academy has made notable strides in enhancing its School Climate in recent years. Each morning, the principal greets and fist bumps every student at the school entrance, ensuring they start their day with a warm welcome. This gesture underscores the school's commitment to creating a welcoming environment where safety and learning are paramount. Morning announcements, including the flag salute and daily updates, set a positive tone for the day. To encourage positive behavior, CAMSA rewards students with ice cream passes for participating in themed dress-up days and acknowledges respectful actions like picking up trash or holding doors for staff members with incentives. Students recognized for their good behavior also have opportunities to spin a prize wheel located in the ASB room. CAMSA continues to boost school spirit and motivation through rallies, such as the SBAC rally held last spring, featuring performances by the band and cheerleaders and encouraging chants to energize students for state assessments. Incentive prizes were promised to students who performed well on these tests. These initiatives contribute to a vibrant school culture and climate. Additionally, CAMSA's office staff provides exemplary customer service to welcome parents and community members, including a recent rearrangement of office furniture to create a more inviting atmosphere. Based on the California Healthy Kids Survey, in which 97% of students participated, the findings reveal a mixed sentiment among the student body. Half of the students, 50%, reported feeling a sense of school connectedness, indicating that many students do feel engaged and included in the school community. However, 60% of students expressed that they find school really boring, suggesting a need for more engaging and stimulating activities or curriculum. Additionally, only 50% of students feel that the school is a safe environment, highlighting an area that requires attention to ensure that all students feel secure and protected while on campus. Based on the California Healthy Kids Survey, in which 97% of students participated, the findings reveal a mixed sentiment among the student body. Half of the students, 50%, reported feeling a sense of school connectedness, indicating that many students do feel engaged and included in the school community. However, 60% of students expressed that they find school really boring, suggesting a need for more engaging and stimulating activities or curriculum. Additionally, only 50% of students feel that the school is a safe environment, highlighting an area that requires attention to ensure that all students feel secure and protected while on campus. Furthermore, 48% of students indicated that they do not eat breakfast daily, and 30% reported going to bed between 10 and 11 PM each night. Regarding attendance, 53% of students stated they had not missed a day of school in the past 30 days, while 37% mentioned missing school due to illness From the practices implemented at Cecil Avenue Math and Science Academy, several key learnings emerge: Importance of Leadership Visibility: The daily greeting and fist bump by the principal illustrate the significant impact of leadership visibility on school climate. This consistent gesture shows that personal connections and a warm welcome are prioritized, setting a positive tone for students' daily experiences. Positive Reinforcement and Incentives: The use of ice cream passes, incentive wheels, and recognition for respectful behavior highlights the effectiveness of positive reinforcement in fostering a supportive school environment. These strategies not only encourage desired behaviors but also reinforce a culture where mutual respect and responsibility are valued. Community and School Spirit Building: The rallies organized, such as the SBAC rally, demonstrate the school's commitment to building community and boosting student motivation. These events not only celebrate achievements but also unify students around common goals, enhancing school spirit and motivation. Enhancing Physical Environment: The rearrangement of office furniture and emphasis on exemplary customer service by office staff underscore the importance of a welcoming physical environment. These efforts contribute to creating a space where parents and community members feel valued and engaged in their children's education. Overall, these initiatives at CAMSA show that intentional efforts in leadership visibility, positive reinforcement, community building, and physical environment enhancement significantly contribute to a vibrant and supportive school culture. These elements are crucial in fostering a conducive environment where both safety and learning thrive. Cecil Avenue Math and Science Academy remains dedicated to actively engaging with both our staff and students to continually assess and implement the most effective and meaningful methods for our school community. This collaborative approach ensures that we adapt and innovate to meet the evolving needs and aspirations of our students and educators alike. In line with our commitment to enhancing the overall student experience, we will intensify efforts to recognize and reward positive student behavior, both inside and outside the classroom. By celebrating hard work, commitment to learning, and respectful conduct, we aim to foster a culture where every achievement is acknowledged and valued. This approach not only reinforces positive behavior but also encourages a supportive and encouraging atmosphere throughout the school. Central to our mission is creating a safe and dynamic learning environment where students feel happy, motivated, and eager to attend school each day. By promoting a sense of belonging and emphasizing positive reinforcement, we aim to reduce chronic absenteeism and cultivate a campus where students feel secure and supported in their academic pursuits. Through these initiatives, Cecil Avenue Math and Science Academy is committed to nurturing a school environment that inspires academic excellence, personal growth, and a strong sense of community among all students and staff members. We remain steadfast in our pursuit to create an inclusive and thriving educational environment where every student can thrive and succeed. Met 2024-06-26 2024 15634046009369 Del Vista Math and Science Academy 6 Del Vista Elementary School administered a local school climate survey to students and school personnel in Fall 2023. The student survey in November 2023 (n=170) covered topics including school connectedness, learning supports, and safety. Key findings include: - 72% of students agreed they like school (Q1) - 76% agreed teachers treat them with respect (Q5) - 67% agreed students at their school treat each other well (Q9) - 74% agreed they feel safe at school (Q8) Results showed some variation across student groups: - Hispanic/Latino students reported higher levels of agreement on feeling safe (74% vs 66% for White students) and having an adult to help them (74% vs 71% for White students) - Students in grade 5 reported higher agreement than those in grade 3 on teachers treating them with respect (94% vs 87%) and noticing good behavior (78% vs 68%) The school personnel survey in October 2023 (n=48) found: - 92% agree the school promotes academic success for all students (Q9) - 87% agree they feel like an important part of the school (Q3) - However, only 71% agree parents frequently attend school activities (Q29) Open-ended responses from staff express desire for more parent involvement and volunteer opportunities. Overall, survey data indicates Del Vista has a generally positive climate with some room for improvement in peer relationships, celebrating positive behavior, and family engagement. The Fall 2023 school climate data reveals several key insights and areas of strength and growth at Del Vista Elementary: Strengths: - A majority of students feel safe, like school, and believe teachers treat them respectfully - School personnel overwhelmingly feel the school supports academic success and that they are valued members of the school community Areas for growth: - About a third of students disagree that their peers treat each other well, suggesting a need to foster more positive peer interactions - There are some disparities in student perceptions across racial/ethnic groups and grade levels that should be further examined and addressed - Staff survey results indicate a need for more family involvement in school events and volunteer opportunities The data suggests that while Del Vista has a generally positive and respectful school environment, more could be done to build a culture of peer support among students. Efforts to engage families and create welcoming opportunities for them to connect with the school also emerge as an area of focus. Targeted initiatives to understand and close gaps in experiences for different student groups will also be important. Professional development and programs to help students build social-emotional skills and relationships could help strengthen the overall school climate. Based on insights from the school climate data, Del Vista Elementary will make the following changes to continuously improve school conditions and support student success: 1. Implement a Positive Behavioral Interventions and Supports (PBIS) system schoolwide. This will include: - Developing clear, positive behavioral expectations that are taught and reinforced consistently - Increased recognition of students demonstrating positive behaviors - Tiered supports and interventions for students struggling with behavior - Ongoing training and coaching for staff 2. Review and update discipline policies and procedures to increase consistency and equity in handling student behavior issues. Partner with student and parent advisory groups for input. 3. Provide professional development for all staff on culturally responsive teaching practices, supporting students with disabilities and English learners, and creating inclusive classroom environments where all students feel welcome. 4. Expand social-emotional learning curriculum and counseling supports to build student skills in areas like conflict resolution, emotional regulation, and interpersonal relationships. 5. Conduct student focus groups, especially with student groups who reported lower connectedness, to gather input on how to strengthen relationships and increase their sense of belonging at school. Progress in these areas will be monitored through annual school climate surveys, discipline and counseling referral data, and feedback from educational partners. School plans will be adjusted as needed based on results. Met 2024-06-26 2024 15634120000000 Delano Joint Union High 6 The Delano Joint Union High School District administers a climate survey to all students during the spring semester. The total number of the responses for the student survey was 2,634. The survey includes specific questions geared at school safety and student connectedness to school. Survey results indicate that the majority of the students feel safe (88%) and connected to school (76%). Ninety three percent of students feel that the school effectively addresses attendance, dropout, and graduation. In addition to the positive response regarding school climate and connectedness, students also indicated that they have access to a broad course of study (90%) and the necessary standards aligned instructional materials (96%). Based on survey results, the majority of our students continue to feel safe at our schools. An identified need is continuing to create a climate where all students feel welcomed and connected. As a result, our district plans to increase professional development for student activities directors and student body members to learn new ways to build connectedness. The district continues to prioritize training staff to improve school connectedness. This has included sending intervention counselors, social worker and marriage and family therapists to mental health trainings throughout the year. Actions will also focus on increasing after school programs for students to find community within the school. Met 2024-06-25 2024 15634200000000 Di Giorgio Elementary 6 Of the 3rd through 8th grade students surveyed using the Kern Integrated Data Systems (KiDS) School Connectedness Survey, 64% of students felt that their teachers and school staff care about them while 65% feel very connected to the school. 2023-2024 is a baseline year using the KIDs School Connectedness Survey. This survey will be conducted in the fall and spring of each year with third through eighth grade students. Results will be shared with all stakeholders. Local data reflects that Di Giorgio's Engagement/Attendance Rate increased from 94.1% to 97% during the 23-24 school year. Through analysis of our School Connectedness Survey, suspension and expulsion rates, attendance, and chronic absenteeism, the Di Giorgio School District has determined that while our attendance, suspension and expulsion rates, and chronic absenteeism rates continue to improve, we need to focus on building a climate where students feel safe and engaged in learning. We have learned that as students get older, they feel less connected, while our 3rd, 4th, and 5th grade students would like to have more opportunities to participate in school activities such as sports and performing arts. Di Giorgio will continue to focus on a Multi Tiered System of Supports including positive behavior strategies, restorative practices, and attendance plan to increase student engagement. Met 2024-06-26 2024 15634380000000 Edison Elementary 6 The 2023-2024 California Healthy Kids Survey Data showed that 61% of testers felt very connected to the school and 60% of testers that they felt safe at school. The California Healthy Kids Survey will be conducted every year with fifth and seventh graders, and the results will be shared with all educational partners. The District also conducted the School Connectedness Survey from the Kern Integrated Data System this year to replace the PBIS School Climate Survey. On this survey, 75% of the students reported that they feel like they belong when they are at school and 75% said that they feel like it is easy for them to talk to teachers/staff on their school site. In 2024, the School Connectedness Survey was administered to staff and parents. 71.48% participated in this survey it showed that participants agree or strongly agree on that the staff and teachers care and are here to educate our students. From the data, it is clear that students feel a strong sense of comfort and support from our staff. They report feeling genuinely cared for by educators and believe that staff are invested in their academic success. This positive perception reflects a nurturing and supportive school environment where students feel valued and understood. Our staff's dedication to building meaningful relationships and providing personalized attention contributes significantly to this sense of trust and confidence. This foundation of care and support is crucial for fostering an environment where students are motivated and engaged in their education. To address identified needs, Edison Elementary School District will: Enhance Outreach: Expand and diversify engagement strategies for underrepresented families. Update Training: Implement new cultural competence and family engagement training. Improve Feedback: Streamline and broaden feedback collection methods. Increase Transparency: Communicate clearly how input shapes decisions. Expand Support: Boost resources to assist family participation. These steps aim to drive continuous improvement and better support student outcomes. Met Edison Elementary School District's progress on school climate, it’s important to note: Positive Trends: Recent surveys indicate improved student and staff satisfaction with the school environment, highlighting a culture of respect and support. Behavior 2024-06-26 2024 15634460000000 Elk Hills Elementary 6 Reflections from the School Climate Survey administered by WestEd provided the following key takeaways: 86% of students feel cared about by their teachers, 85% of students felt that people of different cultural backgrounds, races, or ethnicities get along well at this school, 88% of students feel that there a chances for students to be involved in school activities, 83% of students feel socially accepted, 79% feel safe at school, 39 feel students are bullied or cyberbullied at times, 19% believe it is easy to use or try drugs or alcohol at school or school-sponsored events, 89% would report a threat if heard to someone in authority at school, 85% feel the school and grounds are kept clean, 88% believe their teachers expect them to do their best all the time, 84% believe they can talk to their teachers about problems in class, and 91% feel that adults working at the school reward students for positive behavior. Based on these results, Elk Hills is continuing its school wide mentorship program and SEL work, bolstering its PBIS work, implementing an anti-bullying campaign, and hosting substance awareness/abuse classes. The majority of students at Elk Hills feel safe and welcomed and have strong relationships with adults on campus. However, there is a small percentage of students who do not feel connected to the school. A higher percent of male students feel less connected than female students. There were no identifiable student groups in the data that determined a particular outcome in the data other than male, female students. Elk Hills will make a priority for male students to build relationships each other and with adults on campus through our mentorship program. Met 2024-06-13 2024 15634610000000 Fairfax Elementary 6 Prompt 1: The district conducted surveys and interviews with various stakeholders to assess school climate. Teachers and staff reported concerns: 8.1% on inadequate instructional supplies, 19.4% on attendance issues, 3.2% on valuing parents as partners, 20.4% on decision-making opportunities, 13.4% on involvement in instructional planning, and 3.8% on student learning participation. Parent surveys revealed 13% dissatisfaction with discipline fairness and communication issues with Parent Square, though they appreciated student support and engagement opportunities. Student surveys showed 67.27% found communication with teachers easy, 70.03% felt teachers cared, 71.71% believed adults noticed absences, and 72.22% felt a sense of belonging. Empathy interviews highlighted social interactions, extracurricular activities, and supportive staff but raised concerns about workload, cleanliness, discrimination, bullying, and safety. Disaggregated data emphasized specific needs for English Language Learners (ELL) and students requiring Tier 1 and Tier 2 interventions. Prompt 2: The analysis revealed strengths and needs. Positive teacher-student relationships (70.03% felt cared for) and high extracurricular engagement (72.22% felt belonging) were strengths. Issues included attendance (19.4% staff dissatisfaction) and disciplinary procedures (13% parent dissatisfaction). Enhancing staff involvement in decision-making is critical, with 20.4% feeling excluded. Communication challenges, particularly with Parent Square, need attention. Student concerns about workload, cleanliness, discrimination, bullying, and safety were significant. Disaggregated data highlighted the need for tailored support for ELL students and those requiring Tier 1 and Tier 2 interventions, emphasizing equity. Prompt 3: The district will address needs by developing consistent, transparent attendance and disciplinary policies, training staff, and adopting restorative justice practices. Staff involvement in decision-making will be enhanced through regular meetings and committees. Communication with parents will be improved by providing printed notices and Parent Square training. Student concerns about cleanliness, discrimination, bullying, and safety will be addressed through better facility maintenance, anti-bullying programs, and strengthened security. Focus on proactive Tier 1 interventions will provide additional resources for ELL students and those needing interventions. Continuous feedback through empathy interviews and surveys will guide decisions, ensuring a supportive, inclusive school environment and promoting academic success and well-being for all students. Met 2024-06-27 2024 15634790000000 Fruitvale Elementary 6 "The District surveyed 597 Jr. High Students and 851 3rd through 6th grade students including questions regarding the local climate, school safety, and school connectedness. 2024 Spring LCAP Survey Data: ""My school is a safe place for students."" 87.4% elementary & 62% Jr. High students agree ""My school makes sure I am safe."" 94.1% elementary & 75% of Jr. High students agree ""I like earning reward money and going to the student store."" 83% elementary & 71% of Jr. High students agree ""My school recognizes students when they make good choices."" 85% elementary & 63% of Jr. High students agree ""I feel that students at my school are treated equitably."" 69% students agree ""I do not know how to see the school counselor."" 14.2% elementary students - 22% Jr. High ""Students at my school feel connected to the staff and the school."" 83% elementary & 74% Jr. High students agree ""My teacher cares about me."" 94% elementary students agree ""The adults at my school care about me."" 90% elementary & 80% of Jr. High students agree 23-24 Fall KiDS Student Connectedness Survey Data: ""I feel like it is easy to talk with teachers/staff at my school."" 76.3% elementary & 69% Jr. High students agree ""I feel like my teachers and school care about me."" 85% elementary & 69% Jr. High students agree ""If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence."" 81% elementary & 65% Jr. High Students agree ""There are a lot of chances for students at this school to get involved in sports, clubs, and other school activities outside of class."" 66% of Jr. High students agree ""I feel like I belong when I am at school."" 75% elementary & 68% Jr. High students agree District Survey data continues to improve in the area of school climate. The rollout of the Multi-tiered System of Support in academics as well as behavior, Social Emotional Learning Daily Lessons and site-wide connections, additional support staff on all campuses, and attendance improvement initiatives are impacting student and family connectedness. The District is pleased to see student responses indicating the majority feel safe and acknowledge the school makes sure they are safe. The District continues to examine and implement safety measures including one-way window graphics, cameras, office entry buzzers, shatterproof window film, and conducting vulnerability assessments. Student survey data reflects students enjoy positive reinforcements and connections to the school and staff. Attendance initiatives continue to improve and support students' school connections in a positive, rather than punitive, manner. The District has added a social worker mid-year 23-24. For 24-25 the District has added an Intervention Program Specialist, recreational aides, Campus Security, and joined the Northwest Safe Schools Coalition to continue to improve school safety. " District Survey data continues to improve in the area of school climate. District initiatives including the rollout of the Multi-tiered System of Support in academics as well as behavior, Social Emotional Learning Daily Lessons and site-wide connections, additional support staff on all campuses, and attendance improvement initiatives are making an impact on student and family connectedness. The District is pleased to see student responses indicating the majority feel safe and acknowledge the school makes sure they are safe. The District continues to examine and implement safety measures including one-way window graphics, cameras, office entry buzzers, shatterproof window film, and conducting vulnerability assessments. Student survey data reflects students enjoy positive reinforcements as well as connections to the school and staff. The Junior High results are lower than elementary in areas which give pause for examination and improvement. Areas of weakness include student knowledge of the process to connect with their school counselor as well as helping students feel a sense of belonging at school. Attendance initiatives continue to improve and support students school connections in a positive, rather than punitive, manner. The District has added an additional social worker mid year 23-24 to provide additional support for students and families. For 24-25 the District has added an Intervention Program Specialist to address specific interventions for students. The District has also added recreational aides on each site to provide recreational opportunities for students daily. Lastly, the District has joined the Northwest Safe Schools Coalition and is hiring a Campus Supervisor to continue to improve and support school safety across the District. Survey results support the continuance of the MTSS improvement process, social-emotional and character education, counseling, and psychologist services on every site, as well as continued staff development in this area. Met 2024-06-11 2024 15634870000000 General Shafter Elementary 6 conditions and climate. Suspension Rate All Students- 1.94%, reduction of .2% from the previous year English Learners- 0%, remained the same from the previous year Socioeconomic Disadvantaged- 2.37%, increase of .1% from the previous year Estimated English Learner Progress Indicator (ELPI) Rate- 48.15% Student Connectedness Survey (Spring 2024) 78% of students feel like teachers and school staff care about them. 80% of students feel like they belong when they are at school. - - Met 2024-06-05 2024 15635030000000 Greenfield Union 6 In 2023-2024, the Greenfield Union School District administered the annual Student District Needs Assessment Survey to 4,500 students in grades 4th through 8th. Additionally, we administered the county's Student Connectedness Survey three different times throughout the school year. In 2023-2024, the Greenfield Union School District administered the annual Student District Needs Assessment Survey to 4,500 students in grades 4th through 8th. It is imperative that all students in the District feel safe and connected at school. According to the results of the 2023-24 Student District Needs Assessment Survey, 54% of 4th through 8th-grade students look forward to participating in school each day. This figure is consistent with the previous year's result of 54.3%, underscoring the urgent need to prioritize student engagement and ensure every student feels a sense of belonging and security within our schools. The district is committed to taking decisive action to enhance the safety and connectedness of our students, making their well-being our highest priority. The survey also shows that 64% of our 4th through 8th-grade students feel safe at school, reflecting an improvement from the 2022-23 survey result of 59.6%. This increase is encouraging, particularly given the concerns about school safety due to negative high-profile incidents at schools across the nation. It is imperative that all students in the Greenfield Union School District feel safe and connected at school. According to the 2023-24 Student District Needs Assessment Survey, 54% of 4th through 8th-grade students look forward to participating in school each day. This figure, consistent with the previous year's 54.3%, highlights the urgent need to prioritize student engagement and ensure every student feels a sense of belonging and security within our schools. The district is committed to taking decisive action to enhance student safety and connectedness, making their well-being our highest priority. The survey also reveals that 64% of our 4th through 8th-grade students feel safe at school, an improvement from 59.6% in the 2022-23 survey. This increase is encouraging, especially given the heightened concerns regarding students exposure to disturbing media, personal experiences, and the rising number of school shootings etc. Regarding academic progress, 80% of our students report that teachers keep them informed of their academic progress, consistent with the 2021-22 survey result of 80.8%. This indicates that despite the transition to a quarter system at elementary school sites in 2022-23, teachers have effectively adapted to the new pace and progress monitoring requirements. To maintain and further improve these positive trends, the district will continue to monitor student safety and connectedness through the annual Student District Needs Assessment Survey and the Student Connectedness Survey, conducted three times per school year. To enhance school safety, the district will continue to provide additional safety personnel trained in the Positive Behavior Interventions and Supports (PBIS) program, fostering positive student relationships in middle schools (LCAP Action 2.7). This initiative aims to improve the student climate and increase school safety. Furthermore, to boost school connectedness and safety, the district will implement and support the PBIS Program at all sites (LCAP Action 2.2) and provide a school social worker at each elementary school (LCAP Action 2.5). Additionally, the Director of School Safety and Student Services will monitor the PBIS program and school safety as outlined in LCAP Action 2.4. These combined efforts demonstrate Greenfield Union School District’s commitment to ensuring a safe and connected learning environment for all students. Met 2024-06-12 2024 15635290000000 Kern High 6 The local school climate survey for students and local family survey provide insight to allow KHSD staff to make decisions about how to better support all students, progress monitor programs, and inform educational partners and the community. Students who expressed they felt unsafe at school decreased by 3% from 22-23 to 23-24. The percentage of students who felt isolated/harassed at school declined 4% from 22-23 to 23-24. Favorable responses from students who identify as LGBTQ improved for almost all items surveyed by 4%-20%. There is a continued need to increase perception of school safety and school connectedness. KHSD will continue to provide students with opportunities for meaningful participation and continue to build and strengthen relationships/partnerships with staff, students, families, and the community. Schools within the KHSD continue to strengthen school climate and student/staff connectedness through the implementation of the Positive Behavioral Interventions and Supports framework along with multi-tiered systems of support and social-emotional learning. The KHSD has allocated additional support staff to work with students, including those who are in need of additional mental health and/or substance abuse support. The KHSD promotes suicide awareness, education, and prevention with staff, students, and families in an effort to educate them about suicide and understand what help is available. The District conducts student focus groups regarding differences in student group responses to address concerns. External coaches consult with district and school leaders, and assist them in delving deeper into the student/family/staff perceptions and systems in place, including school safety, mental health, and substance abuse support. Met KHSD is the largest high school district in California and one of the largest high-school-only districts in the nation. In 2013-2014, KHSD began a district-wide implementation of Positive Behavior Intervention and Supports that braids cultural responsive 2024-06-24 2024 15635291530435 Kern Workforce 2000 Academy 6 The local school climate survey for students and local family survey provide insight to allow Workforce staff to decide how to better support all students, progress monitor programs, and inform educational partners and the community. Student responses revealed an increase of 1% in students knowing where to go for help with their problems at their school. Parent responses indicated that parent perception that students know where to go for support services on campus increased by 2%. Student responses demonstrated an increase of 1% of students who feel that students on their campus care for them, and an increase of 1% of students feeling they have someone on campus that cares about their personal lives and their academics. To address this data, Workforce will continue to improve school safety and connectedness perceptions and will continue to build and strengthen relationships/partnerships with staff, students, and the community. Workforce continues to strengthen school climate and student/staff connectedness by implementing the Positive Behavioral Interventions and Supports framework, along with multi-tiered systems of support and social-emotional learning. Workforce has allocated additional support staff to work with students, including those who need additional mental health and/or substance abuse support. Workforce promotes suicide awareness, education, and prevention with staff, students, and families to educate them about suicide and understand what help is available. The District conducts student focus groups regarding differences in student group responses to address concerns. External coaches consult with district and school leaders and assist them in delving deeper into the student/family/staff perceptions and systems in place, including school safety, mental health, and substance abuse support. Based on the data described in Prompt 1, several key learnings and areas of focus can be identified: 1. Increased Awareness of Support Services: Both student and parent responses indicate a positive trend in perceptions regarding students' awareness of where to seek help for their problems on campus. This suggests that efforts to improve access to support services have had some success. Strengthening this aspect could involve providing additional resources or information to ensure all students and parents know available support systems. 2. Enhanced Student Connectedness: A positive sign is a slight increase in students feeling cared for by their peers and having someone on campus who cares about their personal lives and academics. This indicates progress in fostering a supportive and inclusive school environment. Continued efforts to promote empathy, kindness, and community building can improve student connectedness. 3. Focus on School Safety and Connectedness: The decision to prioritize improving school safety and connectedness perceptions aligns with the identified needs and strengths reflected in the data. Strengthening relationships among staff, students, and the community can contribute to a safer and more supportive school climate. This can be achieved through mentorship programs, peer support groups, and community engagement activities. 4. Implementation of Frameworks and Support Systems: The adoption of frameworks like Positive Behavioral Interventions and Supports (PBIS) and multi-tiered systems of support (MTSS), along with the emphasis on social-emotional learning (SEL), reflects a proactive approach to addressing students' social and emotional needs. These frameworks provide a structured approach to promoting positive behavior, academic achievement, and mental well-being among students. Continued implementation and refinement of these frameworks can further enhance student support. 5. Mental Health and Substance Abuse Support: Allocating additional support staff to work with students, particularly those in need of mental health and substance abuse support, is crucial for addressing the diverse needs of students. Suicide awareness, education, and prevention efforts are also essential components of supporting students' mental health and well-being. Continued focus on these areas, collaboration with external coaches, and consultation with stakeholders can strengthen the support systems. 6. Addressing Differences in Student Group Responses: Conducting student focus groups to understand differences in responses among student groups is an essential step in addressing concerns related to equity and inclusion. By identifying and addressing disparities, schools can ensure that all students receive the support they need to thrive academically and socially. To address the areas of need identified through data analysis and critical learning, the Local Education Agency (LEA) has decided to implement several changes to existing plans, policies, and procedures: 1. Enhanced Support Services Accessibility: The LEA recognizes the importance of ensuring all students and parents know available support services. To improve accessibility, they will revise communication strategies to disseminate information more effectively about where students can seek help for their problems on campus. 2. Strengthened School Safety Initiatives: Recognizing the significance of school safety and connectedness perceptions, the LEA will revise and reinforce existing policies and procedures related to school safety. This may involve conducting safety drills, enhancing security measures, and implementing programs to foster a safer and more supportive school environment. 3. Expansion of Mental Health and Substance Abuse Support: Acknowledging the need for additional support for students requiring mental health and substance abuse assistance, the LEA will allocate resources to expand mental health services. This may include hiring additional mental health professionals, providing staff training, and implementing programs focused on mental health awareness and prevention. 4. Equity and Inclusion Focus: In response to differences in student group responses, the LEA will revise policies and procedures to address disparities and promote equity and inclusion. This may involve implementing targeted interventions, providing additional resources for marginalized student groups, and fostering a culture of diversity and inclusion within schools. 5. Continued Implementation of Frameworks: The LEA remains committed to implementing frameworks such as Positive Behavioral Interventions and Supports (PBIS) and multi-tiered systems of support (MTSS) to address students' social, emotional, and academic needs. They will continue refining these frameworks based on ongoing data analysis and stakeholder feedback. 6. Community Engagement and Partnerships: Recognizing the importance of collaboration with the community, the LEA will strengthen partnerships with external organizations, parents, and community members. This may involve establishing advisory committees, organizing community events, and soliciting stakeholder input to inform decision-making processes. By implementing these revisions and actions, the LEA aims to achieve continuous improvement in addressing the identified areas of need and ensuring all students' overall well-being and success. Met KHSD is the largest high school district in California and one of the largest high-school-only districts in the nation. In 2013-2014, KHSD began a district-wide implementation of Positive Behavior Intervention and Supports that braids cultural responsive 2024-05-21 2024 15635450000000 Kernville Union Elementary 6 KUSD students participated in the California Healthy Kids Survey (CHKS during the 2023-2024 school year, which is administered to 5th and 7th grade students. Elementary students surveyed reported that they feel safe at school 42% all of the time and 28% most of the time. Middle school students surveyed reported they felt very safe 14% of the time and safe 31% of the time. KUSD also administered a local survey to 4th through 8th grade students. On our local survey, elementary students reported they feel safe at school 57% of the time and sometimes they feel safe at school 28% of the time. On our local survey, middle school students reported they feel safe at school 46% of the time and sometimes they feel safe 30% of the time. In regards to school connectedness, 66% of surveyed elementary school students reported on the CHKS they feel connected to their school and 45% of surveyed middle school students reported on the CHKS they feel connected to their school. On KUSD’s local survey, 72% of elementary students reported they feel their teacher wants them to be successful and 88% reported they like their teacher. On KUSD’s local survey, 64% of middle school students reported they feel their teacher wants them to be successful and 38% reported they like their teacher. On the KUSD local survey, elementary students were asked if they think students get in trouble when they do not follow the rules. 61% of elementary students reported yes and 24% reported sometimes. Middle school students were asked on the local survey if there are consequences when students do not follow the rules. 40% of middle school students reported yes and 40% reported sometimes. Overall Key learnings and areas of strength include: students have built positive relationships and connections with their teachers, and students feel safe at school. Identified needs include teachers, principals, and staff continue to build positive relationships and connections where students have meaningful engagement and participation in decision making, and continue providing a safe learning environment through progressive discipline and behavior supports. To continue to improve the teacher/staff-student relationships, school sites have provided additional training in their School Plan for Student Achievement (SPSA) for staff training. To increase perceptions of a safe learning environment, revisions have been made to LCAP and Continuous Improvement Plan (CIP) to include additional staff and staff training on Tier I behavior supports. Met 2024-06-25 2024 15635520000000 Lakeside Union 6 The CA Healthy Kids Survey results indicate disparities in school connectedness and perceived safety between different grade levels, with Grade 7 students reporting lower levels of connectedness and feelings of safety compared to Grade 5 students. Furthermore, the 2023 CA School Dashboard's Suspension Rate data reveals significant disparities in disciplinary outcomes among various student groups, especially our unduplicated student groups. Additionally, the chronic absenteeism rate for our unduplicated student groups in our district is notably high at 35.7%. Specifically, Chronic Absenteeism for All Students declined from 44.6% to 35.7%, ELs declined significantly from 40.9% to 33.6%, FY declined from 57.9% to 23.8%, and low-income students declined significantly from 46.4% to 36.6%. However, suspension rates have increased significantly not only among our unduplicated student groups: ELs from 1.6% to 3.9%, FY from 11.1% to 20.8%, low-income students from 4% to 5.7%, but also within other student groups: All Students from 3.2% to 5.4%, Students with Disabilities from 4.5% to 6.9%, African American students from 6.4% to 13.8%, and Two or More Races students from 7.7% to 12.3%. The key learning from this information is that there are notable disparities in school connectedness, perceived safety, and disciplinary outcomes among different grade levels and student groups. Specifically: • Grade-Level Disparities: Grade 7 students feel less connected and safe at school compared to Grade 5 students. • Disciplinary Disparities: There are significant differences in suspension rates among various student groups, with unduplicated student groups (students who are low-income, English learners, and foster youth) being disproportionately affected. These findings highlight the need for targeted interventions to improve school connectedness and safety for middle school students and to address the inequities in disciplinary practices affecting vulnerable student populations. Our counselor, school psychologist interns, and Student Achievement Support & Intervention staff play integral roles in our efforts to support student well-being and academic success. By continuing the implementation of Positive Behavioral Interventions and Supports (PBIS), we aim to enhance school connectedness, increase feelings of safety among students, and reduce suspension rates and chronic absenteeism. PBIS provides a structured framework for establishing clear behavioral expectations, implementing evidence-based interventions to address behavioral challenges, and cultivating a positive school culture where all students feel valued, respected, and supported. Through collaborative efforts and a commitment to PBIS principles, we can create a school environment where every student can thrive and succeed. Met 2024-06-18 2024 15635600000000 Lamont Elementary 6 "LESD administered the local Student Connectedness survey to students in grades 3rd through 8th grade. In addition, 6th and 7th graders took the California Healthy Kids Survey: Student Connectedness Survey (Grades 3-8): - Ease of Talking to Teachers/Staff: - Spring 22-23: 70% (40% Agree, 30% Strongly Agree) - Fall 23-24: 69% (36% Agree, 33% Strongly Agree) - Trend: Slight decrease in overall agreement, though ""Strongly Agree"" increased. Perception of Care by Teachers/Staff: - Spring 22-23: 75% (36% Agree, 39% Strongly Agree) - Fall 23-24: 74% (35% Agree, 39% Strongly Agree) - Trend: Minor decrease in overall perception of care. - **Sense of Belonging:** - Spring 22-23: 78% (34% Agree, 44% Strongly Agree) - Fall 23-24: 74% (34% Agree, 39% Strongly Agree) - Trend: Slight decrease, notably in ""Strongly Agree."" Reasons for Missing School (Spring 23-24): 1. Illness (including breathing or dental issues): 44% 2. Bullying or Mistreatment: 9% 3. Emotional Distress (sadness, hopelessness, anxiety, stress, anger): 18% 4. Not Feeling Safe at School/Commuting: 7% 5. Alcohol or Drug Use: 3% 6. Lack of Transportation: 8% 7. Vacation: 19% 8. Death of a Loved One: 15% California Healthy Kids Survey Results of how students feel (6th Grade): - School Engagement and Supports: School Connectedness: 60% Academic Motivation: 80% School Boredom: 62% Caring Adults: 57% High Expectations from Adults: 74% Meaningful Participation: 35% Facilities Upkeep: 56% Parental Involvement: 70% Social and Emotional Learning Supports: 57% Positive Anti Bullying Climate: 61% - School Safety and Cyberbullying (Students have Experienced): Feel Safe at School: 63% Feel Safe Commuting: 71% Physical Aggression: 33% Mean Rumors: 46% Name-calling/Jokes: 57% Weapon at School: 20% Cyberbullying: 38% California Healthy Kids Survey of how students feel (7th Grade): - School Supports for Students: Caring Adult Relationships: 29% High Expectations from Adults: 30% Meaningful Participation: 13% Parental Involvement Promotion: 12% Learning Environment Satisfaction: 9% Facilities Upkeep: 4% Social Emotional Learning Support: 7% Counseling/Support Services: 13% Antibullying Climate: 32% - Positive Student perception of Fairness, Rule Clarity, and Respect for Diversity: Fairness and Rule Clarity: 8% Respect for Diversity: 36% -Academic Motivation and Student Behavior: Motivation to Complete Schoolwork: 5% Readiness to Learn: 2% Class Cutting/Truancy: 68% of students identify class cutting or truancy as a moderate to severe problem Harassment/Bullying: 86% of students report harassment or bullying as a moderate to severe problem. - Substance Use and Mental Health (Student perception as a moderate to severe problem) Alcohol and Drug Use: 45% Tobacco Use: 27% Vaping/E-cigarette Use: 73% Student Depression: 55% " Summary of Key Findings from Student Connectedness and California Healthy Kids Surveys Student Connectedness Survey: - Overall Trends: Slight decreases in positive perceptions from Spring 22-23 to Fall 23-24. However, the changes are generally small. Stability: Categories such as adult attention to absences and opportunities for involvement remain positively viewed by a significant portion of the student population. - Areas for Improvement: Ease of communication with staff and sense of belonging need enhancement to improve student connectedness and overall well-being. Reasons for Missing School (Spring 23-24): Illness: The leading cause of absences. Emotional Distress: A significant reason for absences, underscoring mental health needs. Family Responsibilities: Affect a substantial number of students. Vacations and Bereavement: Notable reasons for absences, with vacations affecting nearly a fifth of students who took the survey. - Secondary Factors for missing school: Academic Challenges: Falling behind and lack of preparation. Safety and Transportation: Affect a smaller but important segment of students. - Minor Factors for missing school include: Bullying, Substance Use, and Social Reasons: Less common but present. The California Healthy Kids Survey for 6th grade indicates several areas of strength, including high academic motivation, perceived high expectations from adults, and notable parental involvement. However, there are also significant areas needing improvement, such as addressing school boredom, enhancing meaningful participation, ensuring safety within the school, and tackling issues related to bullying and cyberbullying. The California Healthy Kids Survey data reveals significant challenges across several key areas of school climate and student well-being for 7th grade. There are critical concerns related to safety, academic motivation, bullying, and substance use. The data also shows low satisfaction with school supports for both students and staff, indicating a need for systemic changes to improve the overall school environment. Key areas for improvement include: - Enhancing the availability and quality of counseling, social-emotional learning, and general support services. - Addressing the safety concerns for both students and staff through increased resources and clearer policies. - Providing more opportunities for meaningful participation and ensuring high expectations from adults to motivate students. - Implementing more effective antibullying programs and interventions. - Providing targeted interventions to address mental health concerns and substance use problems among students. Overall, a concerted effort involving students, staff, parents, and the broader school community is necessary to address these challenges and foster a more positive school climate. The LEA will revise existing plans, policies, and procedures to address areas of need and promote continuous improvement. 1. Enhance Communication and Engagement by strengthening the Implementation of Parent Square or other user-friendly communication platform that consolidates all communications between staff, students, and parents. A centralized platform can streamline information sharing and make it easier for students and parents to stay informed and engaged. Strengthen Family Involvement by coordinating with the Family Resource and Learning Center and Community Schools to increase parental participation, such as regular workshops, family engagement nights, and accessible online resources. These efforts can help address emotional distress and family responsibilities impacting attendance. 2. Address Student Absenteeism by targeting interventions for common reasons for absences. Enhance health education and improve access to telehealth and any other school health services. Coordinate with FRLC and Community School to promote good health. Expand mental health services, including on-site counselors and virtual therapy options. Family Responsibilities can be addressed by providing flexible scheduling and support for students with significant family responsibilities, including after-school tutoring and catch-up programs. Minimize academic challenges by implementing academic support programs, such as peer tutoring, after-school homework help, and skill-building workshops. Coordinate services with After School program and ELOP for targeted academic support. Review and improve transportation safety protocols and improve safe routes to school programs. Expand antibullying programs, substance use prevention education, and create a more inclusive school environment as proactive measures to mitigate their impact. 3. Improve School Climate and Safety by upgrading security infrastructure, increase supervision during school hours, and develop a clear, accessible safety policy. In addition, implementing comprehensive antibullying programs, including staff training, student workshops, and a robust reporting system can improve school climate. 4. Boost Student Engagement and Participation by offering diverse participation opportunities to enhance student connectedness and engagement. Professional development needs to provide teachers with varied and dynamic instructional strategies, such as project-based learning, technology integration, and experiential learning opportunities. Expand extracurricular activities, student leadership programs, and service-learning projects. 5. Strengthen Support Systems by integrating SEL into the curriculum through dedicated programs and daily practices and Increasing the availability of counselors for mental and academic needs. 6. Establish continuous improvement and monitoring to receive timely feedback from students, parents, and staff. With support from the FRLC, conduct biannual attendance reviews. Met Lamont Elementary School District (LESD) is dedicated to creating a positive and engaging school climate that encourages students, families, and staff to be actively involved. We strive to be Learner Centered in all our initiatives. To support these effor 2024-06-25 2024 15635780000000 Richland Union Elementary 6 Data: In April of 2024, we administered the Richland School District Spring Student Survey for 5th through 8th-grade students. For our 5th and 6th-grade students, 36.2% reported feeling safe most or all of the time, and 26.4% reported feeling connected most or all of the time. For our 7th and 8th-grade students, 19.5% reported feeling safe most or all of the time, and 19.1% reported feeling connected most or all of the time. Additional comments and suggestions students made to improve schools were categorized in the following ways: Training for playground and PE staff to secure student safety and prevent negative behavior before it occurs Maintenance of playground equipment and provide activities for students during recess This information was similar to last year. Though there is a slight increase in the percentage of our 5th - 8th students feeling safe most or all of the time, more than 60% of them do not feel safe. We did see an increase in the percentage of 7th- and 8th-grade students feeling a sense of connectedness, but a decrease in the percentage of 5th- and 6th-grade students feeling connected to our schools. As such, funds have been allocated to each site to work on specific actions in their site plans to improve students' sense of safety and increase their sense of connectedness. Our junior high school will also be focused on connectedness as part of its continuous improvement process. We will continue the professional development for staff, particularly our yard supervisors, in PBIS and student safety on the playground that was established during the past school year. Additionally, there will be a district-wide focus on staff and student connectedness woven throughout our professional development, staff meetings, and as part of the continuous improvement process. We will continue to increase the number of student and family activities on campus to build connectedness. As students have requested, there will be continued maintenance of equipment (soccer nets, soccer balls, basketballs, basketball court improvements). Met 2024-06-24 2024 15635780135186 Grow Academy Shafter 6 In Spring 2024, students in grades 3-8 took the Kelvin Culture and Climate Survey. While disaggregated student group data is not available, the following summarizes the overall favorability ratings and scores for each of 11 indicators for grades 3 and 8. Overall, 86% of 3rd graders responded favorably to the questions in the survey. Teacher/Student Relationships, Engagement, and Motivation were most highly rated, at 96%, 92% and 91%, respectively, with students responding favorably to these prompts: My teachers believe I can learn and grow; Classroom activities are engaging; I want to learn and grow; Students are recognized for working hard. Expectations (89%), Safety (89%), and Support (86%), also scored at or above the average favorable rating, with students agreeing most strongly with these prompts: I understand the school expectations; I feel safe at school; There's a trusted adult that I can ask for help on campus. An additional indicator, Self Efficacy (81%) also rated at or above 80% favorable. While still at least 70% favorable, the lowest rated indicators were in the areas of Joy (79%), Peer Relations (78%), Rigor (75%), and Attendance (71%). Prompts included: I enjoy being at school; My classmates get along well; Classroom activities are challenging; and If I am absent, someone at school will miss me. In the middle grades, students face additional social and academic challenges, and these are indicated by the survey results, with 77% favorable responses overall in grade 8. Teacher/Student Relationships (86%), Support (83%), Expectations and Safety (81%), and Self-Efficacy (78%) continued to rank among the most favorable indicators. While both 3rd and 8th grade students responded to prompts about Attendance (71% and 72%), Peer Relations (78% and 74%), and Joy (79% and 74%) at nearly the same favorable rating, for 8th graders, Motivation ranked 6th, compared to 3rd for the younger students The lowest ratings were in the area of Rigor (63%) and Engagement (54%). Safety and a sense of belonging, key foundational pieces to academic achievement, are a strength for Grow Academy Shafter. Students consistently feel safe at school, which suggests a stable and secure environment. In addition Teacher/Student Relationships and Support contribute to a strong sense of belonging, as noted in the Data Section; however lower favorable ratings in Peer Relations across the sample grade levels indicate that this is an area for improvement. Strengths also include student esteem and a sense of being valued and recognized. Building on the foundational Teacher/Student Relationships indicator, Expectations remaining relatively high, despite the fact that marked increases in academic rigor at grade 3 and graduation requirements at grade 8. Self-Efficacy also rated relatively favorably. However, rigor was rated below-average, indicating a need to maintain challenging coursework while providing adequate support, and there was a sharp decline in Motivation from grade 3 to grade 8. Finally, while Grow Academy Arvin showed a 12% decrease in chronic absenteeism on the 2023 CA Dashboard, the decline in ratings for Engagement (38 percentage points), the low ranking position of Attendance (11th and 9th), and Joy (8th) indicates that there are additional barriers and growth opportunities to uncover. Across a wide variety of sources of educational partner feedback, Positive Behavioral Interventions and Support (PBIS) was noted as a promising, research-based framework for addressing the needs of students. Consistent expectations across all classrooms, continuous improvements in peer relations, support, and engagement, and a holistic approach will support an increasingly positive sense of school safety and connectedness. Based on feedback from our educational partners, including students, the LCAP has been updated to include actions leading to the achievement of state PBIS Implementation Awards. In addition, the Coordination of Services Team (COST) and MTSS action has been added to the 2024-2027 LCAP to systematize behavioral and academic procedures to identify, address, and monitor the age-appropriate needs of students requiring intervention and support programs. Project Based Learning curriculum has also been included for older students to increase engagement and self-efficacy as students learn about science and history/social students content in explorations class. Met 2024-06-24 2024 15635860000000 Linns Valley-Poso Flat Union 6 Overall, Linns Valley feels the school climate is positive. Results from the 2023-24 LCAP Survey given to students, staff, and parents reported the following: • 100% strongly agree or agree that they feel connected to the school • 95% strongly agree that they feel Linns Valley is and has maintained a safe and positive environment Based on the 2023-24 educational feedback, the aspects of the LCAP that were influenced were the following: PARENT AND COMMUNITY Overall feedback from parents/community is positive. Linns Valley continues to focus on expanding collaborative partnerships with parents as outlined in Goal 2. Parents and the community wanted increased communication and parent-involved activities. We feel that this is addressed in all actions of Goal 2 (Actions 1-4) 2024-2027 Local Control and Accountability Plan for Linns Valley-Poso Flat Union School District DISTRICT ADMINISTRATION/TEACHERS/STAFF/BOARD MEMBERS Overall feedback from Administration, Teachers, Staff, and Board Members is positive. Linns Valley continues to focus on providing a safe and positive environment by strengthening grade-level standards-based instruction and purposeful enrichment support as outlined in Goal 1. Administration, Teachers, Staff, and Board Members wanted more professional development as a tool to encourage school attendance. We feel that these concerns are addressed in Goal 1 (Actions 1-5). STUDENTS Overall feedback from students is positive and they feel welcomed at school. Linns Valley continues to focus on providing a positive climate and healthy culture which is outlined in Goal 1. Students wanted more engaging activities during school. We feel that this is addressed in Goal 2 (Actions 3 and 4). LOCAL BARGAINING UNITS Linns Valley does not have any local bargaining units. SELPA ADMINISTRATION Linns Valley is committed to providing communication to our parents including parents of students with disabilities. Feedback from SELPA admin was overwhelmingly positive as the goals, actions, and measurements proposed were aligned with best practices and focused on improving outcomes for students with disabilities and their families. Improving academics are addressed through all actions associated with Goal 1. All families of students with disabilities have access to communications from LVSD (Action 2.2) and we expect to increase input and participation of our families through Actions 2.1 and 2.3. SCHOOL BOARD The goals for 2024-2027 - Goal 1: Linns Valley School is committed to advancing comprehensive educational excellence by ensuring all students have access to well-prepared and fully credentialed teachers, standards-aligned instructional materials, and well-maintained school facilities. We aim to effectively implement state board-adopted academic content and performance standards across all grades, enhancing academic and language proficiency. Goal 2: Linns Valley School is dedicated to enhancing family and community engagement and ensuring a supportive educational climate that promotes student involvement and success. Our district’s focus is to ensure students feel safe and connected at school. We will be revisiting our programs and surveying students, parents/guardians, staff, and community members for ideas on how to increase their engagement with the school and find ways to increase feelings of safety and connectedness. Met 2024-06-27 2024 15635940000000 Lost Hills Union Elementary 6 The district administers an 80 question School Climate Survey. All students in grades 5-8 complete the survey on a yearly basis. The survey is analyzed by a student leadership team, administrators, the PBIS and Tier II teams. Results are share with staff, parents, and board members. This year's survey indicates the following: Q7: My teachers care about me-94% Agree or Strongly Agree. Q15: I am happy to be at this school-94% Agree or Strongly Agree. Q16: I feel like I am part of this school- 92% Agree or Strongly Agree. Q21: I feel safe at this school- 94% Agree or Strongly Agree. The data gathered by the survey indicates that most students want to do well and feel safe in school. However, attendance and chronic absenteeism data shows minimum growth. 2023-24 Attendance Rate is 95.16%, Chronic Absenteeism Rate 13.58%. In 2024-25 the district will continue to focus on enhancing its Multi-Tier System of Support (MTSS) to improve school climate. More specifically, the district is committed to blending behavioral and academic support into one integrated system. The district will continue to focus on expanding Tier II and Tier III interventions and support. Furthermore, the district will provide parent education on the importance of regular school attendance. Met 2024-06-20 2024 15636100000000 Maple Elementary 6 Maples survey data is rooted in an over 80% community respondent rate. Each year we give students a Fall and Spring Survey, and staff/parents an annual survey in the spring. Our response rate by students in grades 3 - 8 is nearly 100% and our parent/staff response rate is double the pre-covid rate. 89% of respondents agree/strongly agree that Maple is a Safe and Clean Learning Environment. 85% believe also that Maple Administration listens and engages with the Community while 90% agree or strongly agree that Maple promotes a positive school climate with mutual respect. Nearly 90% of parents/guardians believe that Maple's arrival and dismissal procedures are effective and safe. In addition, our teachers do an amazing job serving students and this is evidenced by 90% of students agreeing or strongly agreeing that they understand their teachers' learning expectations. 86% of students also believe that the staff at Maple is friendly and helpful. Open responses on the last survey questions included specific parent feedback surrounding school safety procedures, discipline structures and an improvement on school meals. Students shared a desire for an expansion of a variety of activities and clubs on campus as well as a need for more individualized tutoring services to students. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability. Overall our survey results indicate that parents and students understand the school's expectations, feel that they receive a high-quality education, and provide meaningful activities beyond the school day for the students and families. Areas of improvement are in the area of safety procedures, communication, behavior expectations and accountability. Our culture and climate committee that has been formed now for one complete year works through the student survey data and annually sets goals for our climate response questions. Through data and the work of the committee we have added more campus wide tier 1 strategies. In addition, we have focused sharply on reading support by piloting a reading intervention program that in the coming year will be campuswide for all students. This will create better academic student outcomes. Met 2024-06-06 2024 15636280000000 Maricopa Unified 6 Annual Updated Identified Needs: As stated above, the District had made successes towards the last LCAP Goals, However, everything changed for the District when COVID19 struck in March 2020. COVID continued to make a significant challenge to implementing Goals during the 2022-2023 school year. After two years of mostly off campus or amended on campus education, the District returned to full day, full class instruction. While the district is proud that implementation of the modified school instruction was a GREAT SUCCESS due to the MUSD staff and Board working together for long hours day after day to support students, families, and staff during this very difficult time, returning to a normal school day has proved to be very difficult to the students and staff. This reality is now three years removed and continues to prove to be a significant barrier to movement toward LCAP goals. "MUSD has identified many areas for improvement based on the metrics provided in the update. Actual data and metrics used is determined for this update given the availability of information. The LCAP as adopted relied on the the following information and little to no change can be shared after year 3 of the LCAP plan. 2022-2023 CAASPP Data for all students indicate • CAASPP ELA- Grades (3-8 & 11) All Students: Orange English Learners: Red Hispanic: Orange SED: Orange White: Yellow Distance from Standard ALL STUDENTS (-79) English Learners (-110.4) Hispanic (-84.1) SED (-80) White (-69.1) • CAASPP Math- Grades (3-8 & 11) CAASPP Math- Grades (3-8 & 11) Status: All Students: Red English Learners: Red Hispanic: Red SED: Red White: Orange Distance from Standard ALL STUDENTS (-129.8) English Learners (-148.5) Hispanic (-130.3) SED (-10.9) White (-127.5) Actions for English Learners (EL): A review of the needs, conditions, and circumstances based on our 2022 CAASPP and other benchmark assessments data, the District needs to focus on building skills and increasing test scores in ELA and Math for this EL sub-group. This group on the 2023 CAASPP Per 2023 Ca Dashboard: Percentage of English learners who make progress toward English proficiency was 42.3%. (Orange) Overall Performance Levels in Math. Actions for Socio-economically Disadvantaged (SED) student population: Math for SED 10% On or above Grade Level 32% One grade level below 18% Two grade levels below 40% Three or More grade levels below 6% Growth from Fall to Winter Overall Performance Levels in ELA. Local I-Ready Data for the 2024 School Year indicates: Reading for All Students (Winter KiDS data) 15% On or above Grade Level 30% One grade level below 20% Two grade levels below 35% Three or More grade levels below 7% Growth from Fall to Winter Using Local Data, Maricopa has 7 out of 26 Certificated Staff on a PIP or STIP. There are a total of 3 Certificated Staff that are an intern. Maricopa has 26.92% ineffective teachers as defined by CDE. Maricopa also has 11.5% of staff that are classified as interns as defined by CDE. From DataQuest 2021-2022 Kern County has 5.7% ineffective teachers as defined by CDE and 3.8% interns. Maricopa rate of staffing that is listed as ""ineffective"" 3 times the rate of that from Kern County average." To address these areas listed above that are in need of improvement, the District is planning to implement LCAP strategies in the two major goals, with multiple actions listed for each goal: GOAL #1: By 2024, the District will increase the percentage of students in Proficient / Advanced levels in ELA and Math, based on the district benchmark assessments and/or state assessment CAASPP program comparison data. Fully implement Common Core State Standards (CCSS) in English-Language Arts and Mathematics and implement instruction at the DOK levels 3 & 4 to raise rigor and engagement. (State LCFF Priorities Goals 1/2/4/7/8) Action 1 Staff PD to Increase Academic Achievement Action 2 Support for new Staff Action 3 Parent Training Action 4 Technology and Hardware Action 5 Supplemental Materials & Training Action 6 Implementation Effective Academic Intervention Action 7 Reduced Class Size Action 8 Certificated Staff for RTI Action 9 Classified Staff for RTI Action 10 Additional Support for Primary Skills Action 11 Supplemental ELD Support Action 12 Support Staff (Asst. Superintendent of Educational Programs) Action 13 Supplemental to support Academic Achieve GOAL #2: By 2024, the District will develop and implement a comprehensive Multi-tier Systems of Support (MTSS) program to improve the school attendance, climate/culture, and motivation by making program and school-wide improvements The District is in the process of writing and adopting a successor three year LCAP plan that will greatly change the way in which the above Goals and action steps will be continued. Certain action steps that have been shown to be ineffective will be removed, others will be combined, and yet others are being added. Met 2024-06-13 2024 15636280127209 Insight School of California 6 Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2023-2024 school year are student created and driven, and often highly attended as well. Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish. Met 2024-06-17 2024 15636280128504 Peak to Peak Mountain Charter 6 Based on local climate survey, an increased thematic approach will begin in the 2024-25 school year that aligns with the perceived importance of the Charter’s natural environment and provides the Charter with a way to distinguish itself from its closest competitors. Valuing and scheduling Charter parents to share, teach, and deliver their expertise within professional occupations increases key learning the school requires in identified areas (e.g., digital art, computer science) to maintain parental involvement and to heighten the sense of community – both of which are considered strengths of the Charter. Potential next steps have been discussed and shared within mountain community for supporting learning fieldtrips and outling a Home-To-School Transportation Plan. Currently, addressing local transportation needs have been challenging based on Charter liability and school safety. Met School Climate progress is an important data point relevant to all families, students, caregivers, staff and community partners. Peak to Peak has been working with Kern County Superintendent of Schools transportation department to evaluate realistic tran 2024-06-27 2024 15636280134312 Blue Ridge Academy 6 Based on the local climate survey data, educational partner feedback identified within the data collection, parents requested for some type of system for reviewing feedback from other families that have used various curricula. This will increase the continued need for professional development from the curriculum team. In addition, subgroups expressed a feeling of disconnect between middle and high school as far as the general education transition is concerned. There is an indication that some grade eight students leave BR due to a lack of understanding of how programming changes in high school. There are middle school transition events held by Family Liaisons but there are still gaps to be filled through possible professional development for HSTs to prepare parents. Data from the middle school and high school parents who completed the 2023-2024 Climate Survey provided two particular suggestions to improve the College and Career Readiness of current high school students. First, they indicated a need to hire additional counselors to assist students in developing their post-high school plans. Second, the parents indicated a need to hire additional qualified teachers with experience working directly and specifically with high school students, to help with their transition into adulthood. ? Climate Survey reflections results indicated a need for more support and specific actions targeted to address the transition from 8th grade to high school. One suggestion would be having high school counselors hold specific events to meet with current 8th-grade students to prepare them directly for high school expectations. In addition, these events would educate them about potential high school pathways and opportunities that would be available. No changes made to current policies. Met 2024-06-25 2024 15636280137687 California Virtual Academy at Maricopa 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-17 2024 15636280138131 Heartland Charter 6 Based upon the LCAP survey results from students as well as other school climate measures (suspensions, expulsions), most students at Heartland feel that the school provides a safe learning experience. On the 24/25 LCAP survey for students, 96% of Heartland students in grades TK-12 who responded to the survey said they feel that Heartland provides a safe learning experience, while 3.6% were neutral on this topic. Furthermore, 92.7% of the students surveyed said that their teacher knows their learning strengths and challenges and does a great job supporting them in their education. Additionally, 89.5% felt that they have opportunities to take part in decisions related to their learning and education. In reviewing other school climate measures, Heartland has not had any suspensions or expulsions in 2023-2024. As we review the data, we also see that a small amount of students (1.0%) may not feel safe or connected to the school. With this in mind, we aim to grow in inclusiveness and connection, as well as to ensure the physical, social, and emotional safety of students during and surrounding school events and life. In response to these results, Heartland plans to continue to bolster our Multi-Tiered System of Support (MTSS) and our family engagement actions in our LCAP. Heartland intends that through the Student Study Team (SST) process in MTSS and via parent and family engagement activities, the school will see growth in the areas of student’s perceptions of safety and connectedness as shown in future LCAP surveys and other measures. Met 2024-06-20 2024 15636510000000 McKittrick Elementary 6 McKittrick is made up of 70 students, 6 teachers, and 7 support staff members. 61% of our students who completed the survey said they feel very safe on campus. 50% of our students stated they feel respected by their teacher. Over 90% of students in grades tk-6 said they feel safe at school and respected by their teacher. The bulk of our last year's 7th and 8th grade students were the bulk of the not feeling safe and not feeling respected. Our 7th/ 8th grade teacher retired. We are implementing a student council for student feedback. Met 2024-06-11 2024 15636690000000 Midway Elementary 6 "Parent surveys revealed that most respondents (95%) Strongly Agree or Agree with all school climate questions. Safety, parent relations, and fair treatment of students were among the more favorable responses. The school currently has a ""TIGER"" program that promotes and celebrates attendance, citizenship, and academic successes. Students are recognized monthly and quarterly and can earn field trips for their accomplishments." Students have adopted these set standards from the program, allowing for a positive school environment to flourish. This positive school climate has helped overall student success. None Met 2024-06-11 2024 15636770000000 Mojave Unified 6 Based on the most recent administration of the California Healthy Kids Survey (Grades 5, 7, 9, and 11 surveyed), 39% of students reported having a sense of connectedness, and 42% of students reported having a sense of safety. Data disaggregated by student group is not yet available. This data set reveals the continued need to prioritize school climate improvements to increase the level of connectedness and improve the reported sense of safety. Systems work on implementing positive behavior intervention and supports, as well as other social/emotional measures will be critical to continue. Fidelity and ongoing monitoring of these improvements will be essential. Other metrics that need to be monitored in this area will include Chronic Absenteeism and Suspension rate indicators on the CA School Dashboard. The Mojave Unified School District (MUSD) will continue the implementation of Positive Behavior Intervention and Support (PBIS), and Social Emotional Learning supports. Ongoing professional development in the areas of PBIS, implicit bias, and cultural awareness are included in the LCAP. Also included in our current LCAP is an action to establish focus groups to connect with underperforming students to gather valuable insights and feedback on how we can improve school climate and success. In our MUSD LCAP, Action 27 of Goal 2 was added to increase the level of fidelity and monitoring of evidence based practices detailed in our plan. This will include: 1. district leadership will monitor local data and action implementation during Administrative Council meetings (twice per month). Data will focus on expected progress toward the metrics identified above, and will be disaggregated to include the following student groups, and others as needed: a. All Students b. English Learners c. Foster Youth d. Homeless Students e. Long Term English Learners f. Socioeconomically Disadvantaged Students g. Students with Disabilities h. African American Students i. Hispanic Students j. Two or More Races k. White Students Data will also include breakdowns for the following schools, including the student groups listed above: a. Mojave Elementary School b. Mojave Jr./Sr. High School c. Robert P. Ulrich Elementary School d. Hacienda Elementary School e. California City Middle School f. California City High School Met 2024-06-12 2024 15636850000000 Muroc Joint Unified 6 The district gave the Kern Connectedness survey to all student in grades 3-12. The survey results below are from the spring of 2023 and 2024 and are the % of responses strongly agree and agree. Q1. I feel like it is easy to talk with teachers/staff at this school- 2023 62%, 2024 70% Q2. I feel like my teachers and school staff care about me- 2023 63%, 2024 70% Q3. If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence- 2023 67%. 2024 71% Q4. I feel like I belong when I am at school- 2023 55%, 2024 60% Although our strength is building rapport with students, we still need to improve as 40% of our students do not feel they belong at school. What Muroc has in place to engage student in school is effective. Although there are discrepancies among school sites, Muroc will continue to implement strategies to engage students in school. Met 2024-06-24 2024 15636930000000 Norris Elementary 6 "2023-24 CHKS Results (6th grade) School Engagement and Supports: 74% report school connectedness; 90% have academic motivation; 49% report school boredom; 64% believe there are caring adults in school; 82% believe there are high expectations from adults in school; 38% report meaningful participation; 64% report facilities upkeep; 78% report parental involvement in schooling; 65% report social and emotional learning supports; 67% report an anti-bullying climate School Safety: 80% feel safe at school; 85% feel safe on way to and from school; 32% have been hit or pushed; 40% had mean rumors spread about them; 50% have been called bad names or target of mean jokes; 14% have seen a weapon on campus; 23% experienced cyberbullying School Disciplinary Environment: 73% report rule clarity; 42% report students well behaved; 55% report students treated fairly when break rules; 69% report students treated with respect Substance Use: 21% report alcohol or drug use; 0% report marijuana use; 1% report cigarette use; 2% report vaping Routines: 72% report eating breakfast; 30% report late bedtime Mental Health: 19% report frequent sadness; 72% report wellness 2023-24 CHKS Results (7th grade) School Engagement and Supports: 61% report school connectedness; 70% report academic motivation; 37% report school is really boring; 10% report school is worthless and a waste of time; 11% report 3 or more monthly absences; 42% report maintaining focus on schoolwork; 63% report caring adult relationships; 73% report high expectations from adults in school; 27% report meaningful participation; 47% report facilities upkeep; 60% parental involvement in school School Safety and Cyberbullying: 57% perceive school as very safe or safe; 44% experienced any harassment or bullying; 35% had mean rumors or lies spread about them; 28% have been afraid of being beaten up; 11% have been in a physical fight; 7% have seen a weapon on campus; 25% report cyberbullying Substance Use: 3% report current alcohol or drug use; 1% report tobacco use; 1% report current marijuana use; 1% report current binge drinking; 0% have been very drunk or ""high"" 7 or more times, ever; 1% have been drunk or ""high"" on drugs at school, ever; 0% report current cigarette smoking; 1% report current use of vape products; 1% report current tobacco vaping; 0% report current marijuana vaping Routines: 58% report eating of breakfast; 9% report bedtime (at 12 am or later) Social and Emotional Health: 22% report social emotional distress; 27% experienced chronic sadness/hopelessness; 12% considered suicide; 59% report optimism; 71% report life satisfaction Fall 2023 NSD Family Survey Results 92.1% believe the district effectively addresses attendance, dropout, and absenteeism issues. 93.6% indicate child looks forward to attending school each day. – 93.5% indicate students are safe while at school. - 97.0% indicate child's school is clean and in good repair." In general, all of the schools sites in the Norris School District maintain a positive school climate, however, there is always room for improvement and we want to create the best environment possible for all of our students. In an effort to continually improve school climate, all of our campuses implement Positive Behavioral Interventions and Supports (PBIS). At the elementary campuses, there are also behavioral support aides to provide support to students who need guidance in both social and educational settings. Teachers are also implementing Social Emotional Learning (SEL) curriculum and SEL aides are being utilized to assist students in navigating emotions and interacting appropriately with their peers. At the middle school, they have the Safe School Ambassadors program as well as the SLED (Students Leading Education) program. These programs give many students from a variety of different backgrounds the opportunity to be involved in leadership on campus resulting in students taking ownership and helping create a more positive school climate. In the past few years, the data has fluctuated minimally but we continue to make adjustments and work toward the most positive outcomes. We will be implementing our Behavior Support Management System on a more consistent basis and offer more professional development so staff feels more confident utilizing the program. We will provide more training for managing challenging behaviors. In addition, we will implement a new program at the middle school in partnership with New Vision to better support and provide interventions for our middle school students. Districtwide, we will be utilizing a new program called Character Strong to focus on social emotional learning. Met 2024-06-13 2024 15637190000000 Pond Union Elementary 6 The CA Healthy Kids Survey results that the majority of our students feel connected to the school and have academic motivation. The data include students who are socioeconomically disadvantaged, limited English proficient, and students with special needs. However, our data pool is very small and in order to keep the privacy of our students, the available disaggregated data only shows the percentage of our largest student population group, Hispanic or Latinx and our Females. The following four data points are what Pond analyzes that are particularly relevant to student engagement. a.) School connectedness: 76% (All Students), 77% (Hispanic or Latinx), 75% (Female) b.) Academic motivation: 88% (All students), 90% (Hispanic or Latinx), 92% (Female) c.) School Boredom: 40% (All students), 33% (Hispanic or Latinx), 27% (Female) d.) Meaningful participation: 61% (All Students), 69% (Hispanic or Latinx), 63% (Female) The following two data points are what Pond analyzes that are particularly relevant to student safety. a.) Feel safe at school: 85% (All Students), 93% (Hispanic or Latinx), 83% (Females) b.) Violence Victimization: 32% (All Students), 33% (Hispanic or Latinx), 35% (Females) "In terms of areas of strength, the majority of Pond's students are highly motivated in their learning and show a growth mindset. Based on the data, 88% of ""All Students"" are academically motivated, and our two disaggregated student groups (Hispanic and Female) have a slightly higher percentage with 90% and 92% respectively. The questions asked for this specific data point center on whether students will continue to persist when they get a bad grade or arrive at an incorrect answer or encounter a difficult problem. This indicates that Pond students have a growth mindset when encountering difficult tasks, and they have built up a grit mentality. This positive mindset in our school is due to Pond's positive school climate that daily reminds students to give 100% effort and an expectation from the teachers and administration that Pond students put in the work. In terms of need, Pond can improve by providing more meaningful participation at school. Forty-percent of all students indicated feeling bored most of the time or all of the time at school. This percentage is slightly lower for our Hispanic group with 33% and Female group with 27%. Additionally, only 61% of All Students feel that they experience meaningful participation at school, with a slightly higher percentage of our Hispanic group with 69% and 63% with our Female group. Based on this data, Pond needs to actively improve student engagement in the classroom by building up the capacity of our teachers to implement engagement strategies. Also, school-wide, Pond can provide more student activities that are engaging to students throughout the school year. In terms of safety, the majority of our Pond students feel safe at school. However, at least a third of our student population still experience violence victimization from their peers, either physically, verbally, or emotionally. Therefore, Pond can improve in this need by providing our students more SEL strategies that allow them to manage and express their emotions positively, instead of victimizing others because of their own trauma." Pond will, school-wide, implement an SEL curriculum that teachers will implement in their classroom, so that they can better manage their emotions and behavior. Pond will also hold more SEL activities during school hours and after school hours in order to increase students' meaningful participation at school. Pond has also established a kindness club, which is a student-led leadership community at the school, that help with SEL activities throughout the school year. Finally, Pond will provide more professional development to our teachers to build their capacity to implement student engagement strategies and provide more meaningful participation in and out of the classroom. Met 2024-06-25 2024 15637500000000 Rosedale Union Elementary 6 As identified on the local climate survey data, More than 95% of students report feeling safe at school and knowing what to do in the event of an emergency, including having practiced these procedures. 88% of students in grades 4-6 and 78% of students in grades 7-8 report feeling connected and that they belong, which leaves a huge opportunity to increase connectedness and overall school climate for inclusion and belonging for all students. Students report feeling that staff are invested in their academic success, and care about them but that 52% students are lacking in treating each other with respect. 86% of Parents report students treat each other with respect and 79% of Staff report students are respectful to one another. 92% of Parents and guardians report schools are safe, clean, welcoming, supportive and that they have many opportunities to contribute to decisions in the schools and district. Key findings from this data indicate the continued need to invest in engagement and climate. While 98% of students report they receive a good education, we need to address students who don't feel they belong or lack connection at school as well as increasing positive interactions between students on all sites. We will continue investing in student engagement through establishing clear expectations, positive behavior supports, learning opportunities and a multi-tiered system of support (MTSS) for students' academic and socio-emotional well-being. Decisions to provide support for the mental well-being of all students through Social Emotional Learning, School Social Workers, School Psychologists, Behavior Intervention Aides, as part of the MTSS will benefit the climate and connection on all school sites. Met 2024-06-11 2024 15637680000000 Semitropic Elementary 6 The local climate survey data administered by WestEd indicates overall positive perceptions of school climate among students. Students reported feeling happy and safe at school, and they expressed a sense of connection with caring adults on campus. The overall score from the survey reflects high levels of satisfaction and perceived safety among all students. Additionally, disaggregated data by student groups reveals consistent positive perceptions across various demographic groups, including race/ethnicity, socioeconomic status, and English proficiency. Specific items on the survey related to school safety, sense of belonging, and relationships with adults were particularly relevant to assessing school climate. Responses to these items showed that the majority of students felt safe and supported by adults on campus. Prompt 2 (MEANING): Key learnings from the analysis of the survey data include: Positive School Climate: Overall, students perceive the school environment as positive and conducive to learning, as evidenced by high ratings of happiness, safety, and connection with caring adults. Equitable Perceptions: Disaggregated data demonstrate that positive perceptions of school climate are consistent across student demographic groups, indicating equitable experiences within the school community. Importance of Relationships: The presence of caring adults on campus is crucial for fostering a sense of belonging and support among students. Strong relationships between students and adults contribute to a positive school climate and student well-being. Prompt 3 (USE): Based on the analysis of survey data and key learnings, Semitropic LEA will implement the following changes to address areas of need and promote continuous improvement: Enhanced Support for Relationship Building: Semitropic LEA will prioritize initiatives aimed at strengthening relationships between students and adults on campus. This may include implementing mentoring programs, expanding counseling services, and providing professional development for staff on fostering supportive relationships. Targeted Interventions for Vulnerable Populations: Although overall perceptions of school climate are positive among all student groups, Semitropic LEA will implement targeted interventions to address the unique needs of vulnerable populations, such as students from low-income backgrounds or English learners. This may involve providing additional support services, creating culturally responsive programming, and addressing systemic barriers to engagement and success. Continuous Monitoring and Evaluation: Semitropic LEA will establish mechanisms for ongoing monitoring and evaluation of school climate to track progress and identify areas for improvement. This may include administering regular climate surveys, conducting focus groups, and analyzing discipline and attendance data to assess the impact of interventions and inform future decision-making. Based on the analysis of the survey data described in Prompt 1, the key learnings, including identified needs and areas of strength, are as follows: Areas of Strength: Positive School Climate: The overall survey scores reflect high levels of satisfaction and perceived safety among all students, indicating a generally positive school climate. Students reported feeling happy and safe at school, which is a significant strength. Strong Student-Adult Connections: Students expressed a sense of connection with caring adults on campus. The survey responses related to relationships with adults were particularly positive, highlighting the presence of supportive adults as a key contributor to a positive school climate. Equitable Perceptions Across Student Groups: The disaggregated data revealed consistent positive perceptions of school climate across various demographic groups, including race/ethnicity, socioeconomic status, and English proficiency levels. This consistency suggests that the positive school climate is experienced equitably by students from diverse backgrounds. Identified Needs: While the overall perceptions of school climate were positive, the disaggregated data might have revealed specific areas of need or disparities among certain student groups. Unfortunately, the prompt does not provide details on any identified disparities or areas of concern within the disaggregated data. However, based on the planned interventions mentioned in Prompt 3, some potential areas of need or focus could be: Additional Support for Vulnerable Populations: Although perceptions were generally positive across student groups, there may be a need for targeted interventions and support services for specific vulnerable populations, such as students from low-income backgrounds or English learners, to address their unique challenges and barriers. Ongoing Monitoring and Evaluation: While the survey data provided a snapshot of school climate perceptions, there is a need for continuous monitoring and evaluation mechanisms to track progress, identify emerging areas of concern, and inform future decision-making processes. It is important to note that without specific details on the disaggregated data and any identified disparities or areas of concern, the identified needs are based on inferences from the planned interventions mentioned in Prompt 3. Met 2024-06-13 2024 15637760000000 Southern Kern Unified 6 SKUSD administers the California Healthy Kids Survey annually to students in grades 7, 9, and 11. For the 2023-24 survey, for grade 7, there were 240 respondents out of a population of 250 (96%). For grade 9 there were 160 respondents out of a population of 250 (64%). For grade 11, there were 126 respondents out of a population of 210 (60%). The gender of the sample was evenly distributed between males (142) and females (142). The survey showed a lot of important information about the conditions and climate at Tropico Middle School and Rosamond High Early College Campus. This information includes: Eating of Breakfast 44% of 7th grade students do not eat breakfast 58% of 9th grade students do not eat breakfast 59% of 11th grade students do not eat breakfast 43% of students agreed that there was a teacher or some other adult from my school who really cares about me. 52% of students agreed that they feel close to people at this school. 31% of students agreed that they were happy to be at their school. 18% of students felt unsafe at school. 64% of students agreed that they tried hard on their schoolwork because they are interested in it. 49% of students had a high level of boredom at school. 38% of students agreed that they usually expect to have a good day. Question: During the past 12 months, how many times did other students spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone? Answers: 7th grade - 49% of students had this happen to them 1 or more times in the past 12 months 9th grade - 29% of students had this happen to them 1 or more times in the past 12 months 11th grade - 19% of students had this happen to them 1 or more times in the past 12 months Female students scored significantly higher (worse) on questions of social emotional health. On the question regarding social emotional distress, 39% of females experienced social emotional distress, and 23% of males experienced social emotional distress. 49% of females experienced chronic sadness/hopelessness. 26% of males experienced chronic sadness/hopelessness "SKUSD has numerous key learnings from the CHKS. This includes several identified needs. First, over half of students do not eat breakfast, including 58% of high school students. This is a significant issue, as ""Breakfast consumption was positively correlated with achievement motivation and academic achievement of students..."" 31% of students agreed that they were happy to be at their school. This speaks to the health of the school culture and climate. 49% of 7th grade students had been a victim of cyberbullying over the past year. 25% of 9th and 11th graders had experienced cyberbullying. This demonstrates that cyberbullying is a significant issue, especially at the middle school level. Female students exhibited high levels of emotional distress and chronic sadness/hopelessness. This shows the need for additional social emotional support for female students." SKUSD will address all of the key learnings for the CHKS. This will be done primarily through the LCAP Goal 2: Develop a healthy school climate that supports the social, emotional, and physical needs of all students. The district will address the issue of less than half of students at Tropico Middle School and Rosamond High Early College Campus eating breakfast. The District will engage in a marketing campaign through ParentSquare to promote eating breakfast. The District will put up posters around the school campuses to promote eating breakfast. Only 31% of students agreed that they were happy to be at their school. The District will focus on improving school culture and climate through a number of actions that are in the LCAP Goal 2. Met 2024-06-26 2024 15637840000000 South Fork Union 6 South Fork Union Elementary School District utilizes the California Healthy Kids Survey results. Parents feel that the school is safe for students 85%. Students feel safe at school 90%. Staff feel the school is safe 85%. The majority of staff, parents and students of South Fork Union Elementary School District feel the school is safe. There was significant findings where student felt cyberbullying was an area of concern. A large portion of students experienced chronic sadness and hopelessness. A significant number of students stated that they had considered suicide. Increase communication with underrepresented families to determine if they feel the school is safe. We also need to have the School Tech, School Safety Officer, School Social Worker and School Psychologist/Counselor have dialogue and develop a plan to address cyberbullying, chronic sadness and hopelessness and students that have stated they had considered suicide. A significant tool to assist in this analysis will be the Sown to Grow Socio-emotional program that will be implemented in the 2024-2025 school year. Met An Attendance Committee who meets quarterly on Attendance issues and behavior issues need to review the data collected around cyberbullying, chronic sadness and hopelessness and students who have considered suicide. 2024-06-27 2024 15637920000000 Standard Elementary 6 The CoVitality Social-Emotional Health Survey (SEHS) provides an overview of student social-emotional competencies across different educational levels, aligning with national frameworks. Data from elementary and middle schools reveal varying levels of student response and perceived safety and connectedness. Response Rates and Overall Scores Elementary School: 55% response rate; 66% feel safe; 62% feel connected to school. Middle School: 35% response rate; 39% feel safe; 34% feel connected to school. Social Emotional Health Scores by Grade Elementary Grades 4-5: Gratitude: 53.19 (4th grade), 49.96 (5th grade) Optimism: 50.16 (4th), 47.07 (5th) Zest: 51.73 (4th), 45.82 (5th) Persistence: 45.94 (4th), 45.19 (5th) Middle School Grades 6-8: Belief in Self: 45.67 (6th), 46.17 (7th), 46.53 (8th) Belief in Others: 48.24 (6th), 48.50 (7th), 49.28 (8th) Emotional Competence: 46.62 (6th), 48.92 (7th), 48.65 (8th) Engaged Living: 52.51 (6th), 50.16 (7th), 49.44 (8th) Social Emotional Distress Indicators by Grade Grades 4-5: Psychological Distress: 56.98 (4th), 58.68 (5th) School Connectedness: 55.04 (4th), 52.12 (5th) Life Satisfaction: 53.10 (4th), 49.70 (5th) Grades 6-8: Psychological Distress: 57.55 (6th), 57.68 (7th), 58.34 (8th) School Connectedness: 47.25 (6th), 47.17 (7th), 46.11 (8th) Life Satisfaction: 47.61 (6th), 48.38 (7th), 47.52 (8th) Safety and Connectedness Scores by Cultural/Ethnic Subgroup Middle School: Latino or Hispanic, Black or African American, Native Hawaiian or Pacific Islander, White, American Indian or Alaska Native, and Two or More Groups: Neither disagree nor agree on safety and connection. Asian: Agree on both safety and connection. Elementary School: Hispanic/Latino/a/Mexican, Caucasian/White, Asian American: Agree on safety and connection. Native American or American Indian, Black or African American: Mixed responses. Pacific Islander, Other: Mixed responses. Key Learnings: Elementary vs. Middle School Disparities: Data indicates elementary students generally score higher in gratitude, optimism, zest, and persistence compared to middle school students. However, middle schoolers score comparably in belief in self, belief in others, emotional competence, and engaged living. Grade-Level Variations: Fourth graders show slightly higher social-emotional scores in gratitude, optimism, zest, and persistence compared to fifth graders. Middle school scores remain relatively consistent across grades in belief in self, belief in others, emotional competence, and engaged living. Safety and Connection Correlations: There are potential links between social-emotional health and students' perceptions of safety and connection to school. Further exploration could reveal how improving social-emotional well-being influences these perceptions. Strengths: Baseline Social-Emotional Health: Both elementary and middle school students display a baseline level of well-being across various social-emotional domains, providing a strong foundation to build upon. Elementary School Engagement: High scores in elementary school students for gratitude, optimism, zest, and persistence highlight strengths that can be leveraged in curriculum development and extracurricular activities. Cultural/Ethnic Inclusivity: The data suggest that many cultural and ethnic subgroups report neutral to positive feelings of safety and connection, indicating an inclusive environment for diverse student populations. Identified Needs: Supporting Middle School Social-Emotional Development: Despite comparable scores in some areas, middle school students may have unmet needs in gratitude, optimism, zest, and persistence. Targeted interventions could enhance their overall well-being. Continuous SEL Support: Providing a consistent and coherent social-emotional learning (SEL) framework from elementary through middle school is crucial. Ensuring students build on their strengths and address challenges as they progress is essential for their development. Enhancing Safety and Connection: Addressing the potential link between social-emotional health and perceptions of safety and connection to school can foster a more supportive and secure environment. Addressing Disparities in Social-Emotional Development: Elementary Schools: Enhance existing SEL programs to further reinforce strengths in gratitude, optimism, zest, and persistence. Middle Schools: Implement new SEL initiatives focusing on gratitude, optimism, and persistence through workshops, group activities, and classroom exercises. Unified SEL Curriculum Framework: Develop a consistent SEL curriculum that aligns learning objectives and activities across grades to ensure smooth progression and development. Elementary Grades: Emphasize foundational SEL skills using age-appropriate methods. Middle School Grades: Focus on emotional competence and engaged living, using complex scenarios and problem-solving activities suitable for older students. Strengthening Safety and Connection Initiatives: Establish dedicated safe spaces staffed by trained counselors to provide emotional support and stress relief resources. Implement programs such as buddy systems, student-led clubs, and community-building events to foster stronger connections within the school community. Conduct biannual climate surveys to monitor students' perceptions of safety and connection, using the results to make data-driven adjustments to policies and programs. Met By addressing identified disparities and leveraging existing strengths, the LEA is committed to promoting continuous improvement in social-emotional development, safety, and connectedness among students. These targeted changes aim to create a more support 2024-06-11 2024 15638000000000 Taft City 6 "Taft City School District used The California Healthy Kids Survey (CHKS) to measure school climate. The following are the key findings from the Kern Connectedness Survey fall and spring 2023 and spring 2024 administrations. California Healthy Kids Survey 6TH Grade % Agree and Strongly Agree Spring 2023 School Connectedness 53; Caring Adult Relationships 58; Feel Safe at School 44 6th Grade % Agree and Strongly Agree Spring 2024 School Connectedness 53; Caring Adult Relationships 66; Feel Safe at School 54 7 Grade % Agree and Strongly Agree Spring 2023 School Connectedness 34; Caring Adult Relationships 45; Feel Safe at School 25 7th Grade % Agree and Strongly Agree Spring 2024 School Connectedness 34; Caring Adult Relationships 47; Feel Safe at School 31 The Gender of the respondents Grade 6 – 52% male, 45% female, 1% nonbinary; Grade 7 48% male, 50% female, 1% nonbinary in 2023. Grade 6 – 37% male, 61% female, 1% nonbinary; Grade 7 50% male, 48% female, 1% nonbinary in 2024. The Race or Ethnicity of the respondents Grade 6 African American 1%, Hispanic 63%, White 21%, Multiracial 9%, Other 6%; Grade 7 African American 1%, Hispanic 65%, White 21%, Multiracial 5%, Other 7% in 2023. Grade 6 African American 6%, Hispanic 62%, White 21%, Multiracial 6%, Other 5%; Grade 7 African American 2%, Hispanic 64%, White 22%, Multiracial 5%, Other 7% in 2024. School Connectedness Grade 6 Hispanic 53%, White 53%; Grade 7 Hispanic 35%, White 31% in 2023. School Connectedness Grade 6 Hispanic 49%, White 57%; Grade 7 Hispanic 33%, White 37% 2024. Caring Adult Relationships Grade 6 Hispanic 57%, White 63%; Grade 7 Hispanic 43%, White 52% 2023. Caring Adult Relationships Grade 6 Hispanic 61%, White 74%; Grade 7 Hispanic 42%, White 57% 2024. Feel Safe at School Grade 6 Hispanic 45%, White 34%; Grade 7 Hispanic 26%, White 15% 2023. Feel Safe at School Grade 6 Hispanic 54%, White 57%; Grade 7 Hispanic 29%, White 29% 2024." The key learnings gained from a comparison of the overall percentages from the 2023 and 2024 CHKS surveys show lateral scores or increased scores in specific categories. An interesting data point to note is the spring 2023 6th grade data percentages decreased in all areas for those same students who took the survey as 7th graders in spring 2024. A pattern emerges of a significant decrease in students' school connectedness, caring adult relationships, and feeling safe in school between grade 6 and grade 7. This tells us that students in grade 7 have a greater need for support, guidance, and interventions than when they are in 6th grade. TCSD is looking into a social-emotional learning (SEL) curriculum for all grade levels TK-8. We are seeking an SEL curriculum with a universal screener that will determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the administration of the CHKS. TCSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories. Met 2024-06-12 2024 15638180000000 Taft Union High 6 TUHSD goes beyond data by gathering feedback from a wide range of stakeholders through surveys, meetings, and advisory groups conducted multiple times a year. Students, teachers, administrators, staff, parents, unions, community service groups, and businesses all have a voice in shaping the district's direction. The Panorama Survey platform has been used for the past few years which allows the districts to compare to national datasets of all schools as well as National datasets of just High School Level. This survey platform aggregates data by free and reduced status, special education status, gender, home language, ELL status, grade level, race and ethnicity. It allows the district to carefully examine all groups of students for equity and shows where the district can focus to continue to improve climate. According to the most recent student survey given in April, the district data shows the perception of overall social and learning climate of the school at 46% favorable which is in the 10th percentile on the National dataset. 54% of students responded favorably to the energy of the school. All subgroups were above 50% except the Black and African American race which was 25% favorable. The next question was how fair or unfair are the rules for student at the school and 53% of all students responded favorably, all groups responded over 50% favorably, including Black and African American who responded 63% favorably. The district has been between 45% and 47% for the past three years showing consistency and growth. The Spring staff and teacher surveys showed 53% favorable responses compared to the National data set which is the 50th percentile. 54% of staff and 52% of teachers responded favorably to the question of how positive is the working environment at your school. 72% of teachers responded favorably to the question of how respectful are the relationships between teachers and students. Staff and teacher data currently only aggregates based on employee gender. The Spring survey of families has increased over the past three years from 46% to 54% favorable responses compared to the National data set and is near the 30th percentile. 60% of families responded favorably to the question of how much respect do you think the teachers at your child’s school have for the children. The family survey breaks down the results by gender, grade, race or ethnicity and home language. All races or ethnicities had over a 50% positive response rate except two or more races which was 43% of the respondents. The surveys will continue throughout next year with the same cadence of when they are given so that results can be monitored and data used to inform next steps. TUHSD’s plan for seeking input from educational partners ensures comprehensive participation and informed decision-making, contributing to the district's continuous improvement and alignment with federal standards. The focus on inclusivity and data-driven strategies positions the district to address educational challenges effectively, ensuring all students have equitable access to high-quality education. The data shows that efforts to improve climate are trending in the right direction and continuing with current practices should be maintained. In addition, the data shows that the district continues to represent and meet all students' needs regardless of subgroups. Ninth-grade data showed the lowest favorable responses. Attention to the incoming freshman to acclimate them to the culture of the school is an area for improvement. Staff and teacher surveys are also trending as positive growth and the district will continue to survey three times a year to monitor progress. An area of concern for staff is the belief that students are not enthusiastic about being at school. The district design is that using engagement strategies such as Kagan and AVID strategies will boost student engagement and increase the belief that students are enthusiastic about being in the classrooms. Family surveys and meetings will also continue to be conducted. The area of focus stated by the parents is that classroom lessons at the school are not motivating. Only 35% of parents responded favorably, the district believes that the engagement strategies of Kagan and AVID will increase classroom lesson engagement and motivation of the students. Additional work with clubs ASB to build the campus cultures of working hard and playing hard is the district's focus. Clubs continue to work to build membership and encourage students to become involved. A host of activities and club days will continue to be held throughout the year to build student engagement and participation. Activities and rallies are held by our ASB and they work to include all grade levels in each activity. When students get involved on campus they make friends and build relationships. There is also a focus on Kagan Cooperative learning in the district to assist teachers in ways of building positive, safe teams and groups in their classrooms where relationships are built. The schools also host events for freshmen to come on campus and become familiar with the culture and events before they become students should help increase ninth-grade data and the students' feeling of inclusivity. Continued work on including engagement strategies in the lessons and classroom walk-throughs combined with Trust-based Observations will guide staff and administration to work together to build engaging classrooms and lessons to build successful learning environments for students. Met 2024-06-10 2024 15638260000000 Tehachapi Unified 6 Annually, TUSD administers the California Healthy Kids Survey to gather data on school climate. 23% of fifth-grade students and 59% of eligible secondary students participated in the California Healthy Kids Survey. 208 staff members participated in the survey and 282 parents completed the survey. Ideally, TUSD would like to increase participation rates for students, staff, and parents to gather data that is truly reflective of our population. 67% of elementary students reported that they have a strong sense of connectedness to their school, the adults at school have high expectations for them (76%), they feel safe when they are at school (70%), they are treated respectfully (71%), and that they have a strong support system when they are at home (83%). 35% of secondary students reported that they have a strong sense of connection to school and frequently feel bored when they are at school (60%). However, 59% of secondary students reported that they are satisfied with their lives, the adults at school have high expectations for them (60%), and they are academically motivated (47%). When reviewing survey results, a strength is that students feel that the adults at the school have high expectations for them. Elementary students have a strong sense of school connectedness, but secondary students do not feel as connected to their school. Elementary and secondary students report that they have a strong support system at home and that their parents are interested in their school work and want their student to do well in school. Alcohol and drug use was relatively low for elementary (24%) and secondary (11%) students. School safety was a strength at the elementary level with 79% of elementary students reporting that they feel safe when at school, but only 41% of secondary students report feeling safe when they are at school. Beginning in the 2022/23 school year, TUSD implemented the program, Capturing Kids Hearts at all school sites to address school connectedness. TUSD is currently working to deepen our implementation of this program to address school connectedness. TUSD has allocated resources to address facilities upkeep and have seen an increase in student opinion regarding facilities. TUSD will continue to address facilities needs. In the spring of the 2023/24 school year, TUSD began utilizing Listening Circles, to gather student input on district and school practices that impact school climate and learning. The feedback that was gathered from Listening Circles was shared with staff members to inform decision-making. TUSD will continue to utilize Listening Circles as a way to gauge progress and continue to seek input from students to inform our decision-making progress. Met 2024-05-25 2024 15638340000000 Vineland Elementary 6 "The LEA administers annually the California Healthy Kids Survey to collect data on Key Indicators including Local Climate. The data for 2023-2024 indicates the following: School Connectedness ** 70% of all 5th Grade students agree with feeling School Connectedness. ** 54% of all 7th Grade students agree with feeling School Connectedness School Safety ** 70% of all 5th Grade students Feel Safe at School. ** 62% of all 7th Grade students perceive the school as very safe or safe. The 2023-2024 LCAP Survey, which included students in grades 3-8, data indicated the following ** 64.9% of students in grades 3-8, ""Feel Safe at School."" **63.3% of students in grades 3-8 agree "" There is staff who really care about me and who I can talk to? The percentages of student agreeing with the statements above are all lower than the previous year. These percentages have been shared with site administrators and they are currently working on plans to improve in these areas. " Key Learning include disaggregating data by gender indicate the following data: School Connectedness: 67% of 5th grade Females feel School Connectedness 58% of 5th grade Males feel School Connectedness 42% of 7th grade Females feel School Connectedness 65% of 7th grade Males feel School Connectedness School Safety 75% of 5th grade Females feel School Safety 65% of 5th grade Males feel School Safety 42% of 7th grade Females feel School Safety 65% of 7th grade Males feel School Safety The disaggregated data by gender gives a clear picture about students perception by grade level and gender. The LEA will continue to work with the site administration in continuing to implement PBIS. The LEA will continue to ensure school safety utilizing a comprehensive approach that combines physical security with preventive measures, emotional support, and effective communication strategies. It's an ongoing effort involving collaboration among educators, administrators, students, families, and the broader community to create a secure and supportive learning environment. The LEA will continue to implement PBIS, Positive Behavioral Interventions and Supports, to promote positive behavior and improve overall school climate. PBIS will also benefit our schools by promoting a positive and supportive environment where all students can thrive academically, socially, and emotionally. It emphasizes teaching and reinforcing positive behaviors while reducing the need for reactive disciplinary measures. Met 2024-06-17 2024 15638420000000 Wasco Union Elementary 6 The District administers the School Connectedness survey in collaboration with the Kern County Superintendent of Schools annually as a local climate survey that provides valid, measurable perceptions of school safety and connectedness. The survey results are presented to all Educational Partners and the local governing board during the public hearing of the California School Dashboard. DATA: The key learnings from the survey results are as follows: I feel like it is easy to talk with teachers/staff at this school - 74.07% Strongly Agree or Agree I feel like my teachers and school staff care about me - 76.14% Strongly Agree or Agree If I am absent, I feel like there is a teacher or some other adult at school who will notice my absence - 77.63% Strongly Agree or Agree I feel like I belong when I am at school - 76.04% Strongly Agree or Agree We have noticed some significant areas of strength. One of the most noticeable strengths is the high level of connectedness and belonging that is felt district-wide. This sense of community and togetherness helps create a positive and supportive environment for everyone involved. One of the prominent challenges we face is the high need for addressing social-emotional distress, sadness, and hopelessness within our district. This is an area that requires our immediate attention and support to ensure the well-being of our students and staff. Moving forward, it is evident that social-emotional learning and safety will continue to be an area of focus for our district. We are committed to implementing strategies and programs that prioritize the emotional well-being and safety of everyone in our school community. By addressing these challenges and building on our strengths, we aim to create a nurturing and empowering environment for all. It's important to recognize the specific needs of unduplicated student groups within our district. This includes students who are English language learners, students experiencing homelessness, and students from low-income families. By considering the unique circumstances and challenges faced by these student groups, we can tailor our support and resources to better meet their needs. This targeted approach will help ensure that all students have equal access to opportunities and can thrive academically, socially, and emotionally. Based on the survey data and feedback from our educational partners, it is clear that the implementation of a Multi-Tiered System of Support (MTSS) is essential for the success and well-being of our students. As a result, the district is committed to continuing the implementation of MTSS during the 2024-2025 school year, which will be a continuous implementation year focused on refining and enhancing our support systems. Through the ongoing implementation of MTSS, the district aims to see a positive impact on students' mental health and wellness. By providing a tiered system of support that addresses the diverse needs of our students, we anticipate improvements in overall well-being, emotional resilience, and academic achievement. This proactive approach reflects our dedication to creating a supportive and inclusive environment where every student can thrive. Met WUESD is dedicated to utilizing the School Connectedness survey as a valuable tool for decision-making and program evaluation, ensuring that the students' perspectives are integrated into the decision-making process. The district also emphasizes the impor 2024-06-27 2024 15638590000000 Wasco Union High 6 The local climate survey data provides a comprehensive overview of various aspects of the school environment, disaggregated by student groups. Here's a breakdown of the findings: Mental Health Indicators: There's a concerning trend of increasing levels of chronic sadness and suicidal ideation among students as they progress through high school, with 11th graders reporting higher rates compared to 9th graders. Non-traditional students also experience significant mental health challenges, albeit slightly lower than 11th graders. Social and emotional stress is also more pronounced among 11th graders compared to 9th graders, indicating the need for targeted support and resources to address these issues. Satisfaction in life declines as students progress through high school, with 11th graders reporting slightly lower levels compared to 9th graders. Non-traditional students also exhibit lower levels of satisfaction in life, highlighting the importance of addressing their unique needs and challenges. School Engagement and Attendance: The majority of students report trying hard on school work, indicating a positive attitude towards academic engagement. However, a notable proportion of students report frequent absences (22%), which could negatively impact their academic performance and overall well-being. A small percentage of students perceive school as worthless and a waste of time (8%), suggesting potential disengagement or disconnection from the educational experience. Analyzing the data provided in Prompt 1, along with the disaggregated data by student group, reveals several key learnings regarding the school climate, mental health, and academic engagement: Areas of Strength: Safety Perceptions: Across all student groups, there is a generally positive perception of safety within the school environment. The majority of students believe there is low violence (80%) and report no fear of being physically harmed (89%). This indicates that efforts to maintain a safe and secure learning environment have been effective, fostering a sense of security among students. Positive Social Environment: A significant proportion of students across all groups report no harassment (79%) and no rumors (70%). This suggests a relatively positive social climate within the school, characterized by respectful interactions and a lack of negative social dynamics like gossip or bullying. Academic Engagement: The majority of students express a strong commitment to their school work, with 71% indicating that they try hard on their assignments. This demonstrates a positive attitude towards learning and academic engagement among students, which can contribute to their overall academic success and well-being. Identified Needs: Mental Health Support: Disaggregating the data by student groups reveals concerning trends in mental health, particularly among older students and non-traditional students. For example, 11th-grade students and non-traditional students report higher rates of chronic sadness, suicidal ideation, and social and emotional stress compared to 9th-grade students. These findings highlight the need for targeted mental health support and interventions to address the specific needs of these student populations and promote overall well-being. Parental Involvement: While parental involvement is essential for student success, the data shows that only 48% of students report their parents' participation in school activities. Disaggregating this data may uncover disparities in parental involvement among different student groups, indicating the need for strategies to enhance parental engagement, particularly among underrepresented or marginalized student populations. Attendance and Engagement: Despite the majority of students expressing commitment to their school work, a significant proportion report frequent absences (22%), and a small percentage perceive school as worthless and a waste of time (8%). Addressing issues related to attendance and student engagement is crucial for ensuring that all students have the opportunity to succeed academically and feel valued within the school community. Based on the analysis of local data and the identification of key learnings, the LEA (Local Education Agency) may determine several changes to existing plans, policies, or procedures to address areas of need and promote continuous improvement in the school environment. Here are some potential revisions, decisions, or actions that the LEA might implement: Enhanced Mental Health Support Services: Increase access to counseling and mental health resources for students, particularly for 11th-grade students and non-traditional students who reported higher rates of chronic sadness, suicidal ideation, and social and emotional stress. Implement proactive mental health initiatives such as peer support programs, mindfulness activities, and stress management workshops to promote resilience and well-being among all student groups. Parental Engagement Strategies: Develop targeted outreach efforts to increase parental involvement, especially among underrepresented or marginalized student populations. Provide resources and workshops for parents on how to support their children's academic success and well-being, including strategies for effective communication and involvement in school activities. Attendance and Engagement Interventions: Implement attendance improvement programs to address the issue of frequent absences among students. Offer personalized support and interventions for disengaged students to reengage them in their learning, such as academic mentoring, individualized learning plans, and extracurricular activities aligned with their interests. Facilities Maintenance and Safety Measures: Assess and address any concerns related to facilities maintenance to ensure a safe and conducive learning environment for all students. Review and update safety protocols and procedures to address any potential gaps in ensuring the physical and emotional safety of students and staff. Continued Data Collection and Analysis: Establish a system for ongoing data collection and analysis to monitor progress and identify emerging trends or areas of concern. Regularly review survey data and other indicators of school climate to inform decision-making and measure the effectiveness of implemented interventions and strategies. Professional Development for Staff: Provide training and professional development opportunities for educators and staff on topics such as trauma-informed practices, cultural competence, and positive behavior management to better support the diverse needs of students and create an inclusive school environment. By implementing these changes and initiatives, the LEA aims to address identified areas of need, promote student well-being and academic success, and foster continuous improvement in the school climate and educational outcomes. Regular evaluation and adjustment of these efforts will be essential to ensure their effectiveness and sustainability over time. Met 2024-06-20 2024 15735440000000 Rio Bravo-Greeley Union Elementary 6 RBGUSD LCAP Students Grades 3-8 Survey 2024 School Safety - I feel comfortable going to an adult when I have a problem. 83.4% Agree - I feel safe while at school. 95.4% Agree School Connectedness - My school provides me with a good education. 99.0% Agree - I feel comfortable going to an adult when I have a problem. 83.4% Agree - I look forward to coming to school each day. 82.4% - My school is clean and in good condition. 90.6% Agree RBGUSD maintains a high status of students who feel safe while at school from prior years. A challenge and barrier the district has faced is students acclimating to the return of full school days and focused in-person instruction. Some students have had to relearn how to behave and work in a school setting. The district is focusing not only on instruction but also on meeting the social and emotional needs of students post-pandemic. Another challenge and barrier post-pandemic has been student behavior. RBGUSD is committed to addressing and building successful students. Through the LCAP the district will continue with Goal 2, which focuses on ensuring campus safety and positive school culture at all school sites. These elements included student engagement, health, and social/emotional well-being. Descriptions of action steps to support Goal 2 include: - Maintain the foundational work the district has laid for Positive Behavioral Interventions and Supports. - Maintain campuses, district-wide where students are physically safe as well as support mental health. The district utilizes parental involvement/input and pupil engagement to aid in defining the needs of students. - Maintain parent education forums throughout the year for the parents to learn strategies to help their students. Focus topics will be on English Language, Special Education, Foster, Homeless, and Low Socioeconomically Disadvantaged. Priority to - Maintain an effective truancy monitoring system. - Maintain 1.0 FTE district-wide nurse with a focus on school safety. Focus on connecting families to community resources based on need. - Maintain 2.0 FTE school psychologist to provide social and emotional intervention supports and counseling. Met 2024-06-10 2024 15737420000000 Sierra Sands Unified 6 "DATA: The California Healthy Kids Survey (CHKS) was administered to 5th, 7th, 9th, and 11th-grade students in the winter of the 23-24. Results summary below: 5th Grade Percentage = Average % of respondents reporting “Yes, most or all of the time” responses. 7th-11th Grade Percentage = Total % of “Strongly Agree/Agree” responses. Student Perceptions of ""Felt Connected"" 5th: 71% 7th: 41% 9th: 45% 11th: 40% 11th* 47% Student Perceptions of ""Felt Safe"" 5th: 77% 7th: 42% 9th: 46% 11th: 47% 11th* 56% Response Rates and Sample Sizes: 5th: 45% (146/323) 7th: 82% (326/394) 9th: 78% (311/398) 11th: 90% (295/327) 11th*: 100% (57/57) *Mesquite H.S." MEANING: 5th-grade students felt more connected to school and safer during the 2023-24 school year than 9th, 11th, and nontraditional students. School connectedness and perceived safety remain an area of need for the district. USE: With such a low response rate from 5th-grade students it is difficult to rely on the data to make informed decisions. However, it is evident that social-emotional learning should be a focus to continue reestablishing positive school cultures on each school campus. Universal expectations for student and adult behavior need to be taught and reinforced. Met 2024-06-20 2024 15739080000000 McFarland Unified 6 "As part of our school-connected survey, students are asked several questions that help us understand how to support them better. The pieces of data that we think are most relevant to attend to at this moment are: Over 53% of our students either did not respond or responded negatively to the statement, ""I regularly attend or participate in school-sponsored events."" 41% of our students either responded negatively or did not respond to the statement, ""There are lots of chances for students to get involved in clubs, sports, etc..."" Also, when analyzing the 14 most popular reasons why students have missed school in the past 30 days, these three reasons stood out: #3 reason: didn't get enough sleep #4 reason: went on vacation #12 reason: being bullied" Looking at the data there were a few areas of concern. Over half of our students ignored or responded negatively to the question of whether or not they participate in school-sponsored events. While we have taken pride in the extra and co-curricular activities that we offer, the data leads us to believe we still need to offer more, and a better variety. Another concern we have is the high number of students who indicated they went on vacation as a reason for missing school. Our concern is the potential lack of importance the student/family may be putting on attendance. We also see a success in the data. The low number of students having reported bullying as the reason for missing school is a strength to us. While we want the number to be zero, we are happy to see that only about 1% responded with that as a reason. Based on our analysis, we have decided to initiate the following: *Our principals will survey students to find out what types of activities and events they would be interested in participating in. *We will continue to find ways to vertically align popular programs so that when students shift from elementary to junior high or junior high to high school, they can still participate in things that interest them. *We are adding a Student Intervention Manager and trauma counselor to each site to assist our students and improve the overall climate. *We will continue to distribute the message of how important attendance at school is each day. Additionally, principals will work with teachers to make sure each instructional day is as impactful as possible Met 2024-06-13 2024 15751680000000 El Tejon Unified 6 Our most recent Healthy Kids Survey revealed that there was a large difference is scores between both the sixth and seventh graders as well as between the ninth and tenth graders. In the sixth grade group the data showed that 71% feel a connection to school, 77% have Academic Motivation, 27% feel that school is really boring, 7% feel that it is a waste of time, 57% feel that there are caring adults at school, 73% feel there is high expectation for them, 35% feel they have meaningful participation, 73% perceive school as being very safe, 40% have been afraid of being beaten up, and 39% have experienced cyber-bullying. The seventh grade data revealed that 51% feel a connection to school, 61% have Academic Motivation, 32% feel that school is really boring, 18% feel that it is a waste of time, 63% feel that there are caring adults at school, 64% feel there is high expectation for them, 31% feel they have meaningful participation, 56% perceive school as being very safe, 19% have been afraid of being beaten up, and 37% have experienced cyber-bullying. The data for the ninth graders show that 51% feel a connection to school, 45% have Academic Motivation, 48% feel that school is really boring, 10% feel that it is a waste of time, 47% feel that there are caring adults at school, 56% feel there is high expectation for them, 18% feel they have meaningful participation, 64% perceive school as being very safe, 10% have been afraid of being beaten up, and 26% have experienced cyber-bullying. The eleventh grade results show that 49% feel a connection to school, 50% have Academic Motivation, 57% feel that school is really boring, 23% feel that it is a waste of time, 53% feel that there are caring adults at school, 59% feel there is high expectation for them, 27% feel they have meaningful participation, 52% perceive school as being very safe, 10% have been afraid of being beaten up, and 24% have experienced cyber-bullying. Areas of strength district wide are the number of students who have school connectedness, caring relationships with adults on campus, the feeling of high expectations from adults at school, the perception of feeling very safe at school, and the number of students who have been afraid to be beaten up at school is very low. Identified needs include a large number of students feel that school is boring and they don't have meaningful participation and the number of students who have experienced cyber-bullying is higher that we would like. We are bringing in cyber-bullying trainings and workshops at both the middle and high school as well as motivational speakers. We are also going to be giving out students surveys at the start of next school year to gain input from the students on what would make learning more exciting to them, which will also show that they do have meaningful participation. Met 2024-06-17 2024 16101650000000 Kings County Office of Education 6 We have administered a local climate survey to students enrolled at our court school for the last several years. Students who are enrolled at a county court school are deemed wards of the court, and as such, they are always considered Socioeconomically Disadvantaged, so our total will always be 100%. Additionally, due to our fluid and low enrollment, further disaggregated data cannot be displayed to protect the identity of students. We have found that student responses are a valuable part of the impact on our LCAP. The Spring 2024 survey responses showed that 100% of students felt very or somewhat safe at school. In addition, 85.7% of students indicated they felt strongly or somewhat connected to school. 85.8% of students felt very or somewhat supported regarding social and emotional needs support. The analysis of survey results identifies both strengths and areas of need. Teachers feeling connected to students increased by 25% from last year, partly due to a focus on assets-based thinking and relationship building. 100% of students feeling safe demonstrates a continuous focus on school safety. Student connectedness, however, slightly decreased by 1.3%, while parents feeling their students are connected to school showed a 9.1% increase. The site will focus on in-situation coaching with staff in relationship building to focus on this need. A barrier we face is that, as a court school, we have a high turnover of students as they enter and leave the facility based on their offense, which makes the data somewhat inconsistent based on population at any given time. Court schools serve populations of students who come into and out of programs more regularly than in other educational settings. We promote positive safety through student incentives and access to social and emotional learning (SEL) modules and curriculum. We have employed a full-time Transition Specialist for next year and will be increasing the hours of the part-time Principal to full-time for next year. The two roles work together to meet student needs and meet more frequently with probation staff. This year, we hired a mental health clinician to support students’ school-based mental health. We continue to focus on increasing staff collaboration, connectedness, and transparency. We continue to work to establish a more regular schedule for professional learning communities and instructional preparation. With the additional Transition Specialist support, students will receive more frequent academic updates so they can see their credits accumulate. The additional Transition Specialist support will allow them to see their graduation progress more frequently. The Transition Specialist also supports students exploring and applying for post-secondary academic and vocational opportunities and has implemented several career days this year. Next year, the plan is to increase those opportunities. Our program continues to work towards providing a safe, secure, and engaging learning environment for students that is sensitive to the needs of our populations. The staff has continued to receive training in culturally responsive and trauma-informed practices annually. Met 2024-06-12 2024 16638750000000 Armona Union Elementary 6 DATA: Regarding the efforts the school district makes to seek parent input in making decisions for the school district, Parent surveys (2024) said: 1) My child's school offers supports that help my child to be academically successful Grades TK-8 = 91.2% 2) My child's school provides a variety of activities/electives for my child Grades TK-8 = 88.3% 3) My child's school has teachers that go out of their way to help students Grades TK-8 = 83.2% 4) My child feels safe while at school Grades TK-8 = 85.3% 5) My child feels connected Grades TK-8 = 86.3 % 6) My child's school offers social-emotional supports for my child Grades TK-8 = 73.5% 7) I want to do well in school. Grades TK-8 = 91.5% 8) I feel safe while I am at school. Grades TK-8 = 56.2% 9) My school is clean and in good repair. Grades TK-8 = 42.7% 10) I have at least one trusted adult at my school that I can reach out to for help. Grades TK-8 = 83.7% 11) I am encouraged to participate in activities/sports at my school. Grades TK-8 = 69.1% MEANING: Strengths: A majority (90%) of the students, generally, want to do well in school A majority (90%) of parents believe that the school offers supports that help their child to be academically successful Challenges: Less than 50% of students believe their school is clean and in good repair Just over half of the students feel safe at school Approximately 75% of the students feel that the school offers social-emotional supports. "USE: We will continue to work with all families, students, and staff to fulfill our AUESD Mission ""We will utilize our human and financial resources to provide rigorous and relevant learning experiences for ALL students."" We need to address schools being clean and in good repair along with students feeling safe on campus. There are several focus areas that will be addressed at Parkview Middle School (Reds). The areas are Chronic Absenteeism, ELA, Math, and Suspensions/Expulsions." Met 2024-06-12 2024 16638750101717 Crossroads Charter Academy 6 Following are the key learnings from the survey results: Safety: 98.6% of parents agree or strongly agree their student is safe while at school (LCAP survey, Question 10) Connectedness: 97.1% of parents agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs. (LCAP survey, Question 9) Student surveys of school connectedness and safety Safety: 98.6 % of students feel safe on the school grounds during school time (LCAP survey, Question 10)Connectedness: 97.1 % of students think they are a part of their school(LCAP survey, Question 9) Staff surveys of school connectedness and safety. Safety: 100 % of staff agree or strongly agree the school is clean, safe, and in good repair Connectedness: 100 % of staff agree or strongly agree they are invited to help plan, implement, evaluate instructional materials, strategies, and programs. (LCAP survey, Question 9) Strength: Crossroads Charter Academy ensures that students feel they have the resources they need to learn, as well as feeling protected, safe, and important, which is crucial for their overall development and academic success. When students have access to the necessary materials, supportive environments, and a sense of security and belonging, they are more likely to engage fully with their education and achieve their potential. Growth: We identified an area of growth as providing enjoyable activities and opportunities for students to build connections and relationships is an excellent focus. Strong social connections and positive relationships are vital for students' emotional and Challenges/Barriers: Crossroads Charter Academy has observed social-emotional challenges among students, families, and staff, necessitating dedicated support. Since the introduction of the school therapist, there have been noticeable improvements in addressing these challenges. However, despite these positive changes, new enrollees continue to exhibit struggles upon joining the school community, highlighting the ongoing need for additional support from the therapist. Social-emotional difficulties among new students underscore the importance of providing tailored and ongoing therapeutic interventions. By allocating additional time and resources to support these students, Crossroads aims to facilitate their adjustment and integration into the school environment effectively. The commitment to addressing social-emotional needs reflects the school's dedication to fostering a supportive and inclusive community where all individuals can thrive. Crossroads Charter Academy has transitioned to exclusively employing full-time teaching staff, ensuring continuity and quality in the educational experience for students. Additionally, the school has forged a partnership with the KCOE of Education to introduce a school therapist dedicated to supporting students facing social and emotional challenges. This initiative reflects Crossroads' commitment to address Met 2024-06-12 2024 16638750112698 California Virtual Academy at Kings 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-10 2024 16638830000000 Central Union Elementary 6 Student (Grades 3-5) Safety: 56% Student (Grades 3-5)Connectedness: 70% Socioeconomically Disadvantaged Connectedness: 70% Student (Grades 6-8) Safety: 62% Student (Grades 6-8) Connectedness: 48% Socioeconomically Disadvantaged Connectedness: 47% Students grades 3-5 reported a 14% higher rate for school connectedness as compared to 56% for school safety. This is an area for growth. Students grades 6-8 reported a 14% lower rate for school connectedness as compared to 62% for school safety. Both safety and school connectedness are areas of growth. School sites disaggregate the data and develop actionable next steps. The surveys are being revamped for the upcoming school year. Teachers and students have shared that the questions were confusing due to the way they were written. Met 2024-06-14 2024 16638910000000 Corcoran Joint Unified 6 In the spring of 2023-23, CJUSD administered the Panorama Student Survey in grades 4-12. Areas measured included student perceptions of school climate, school belonging, school engagement, school teacher-student relationships, rigorous expectations, and school safety. More than half of the elementary students appear to feel positively about their relationships with their teachers (56%) and feel they are held to high rigorous expectations (68%). Fewer than half of elementary students responded favorably about their sense of belonging (49%), school safety (45%), and school climate (47%). In the elementary grades(Grade 4-5), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-45% EL-41% SED-46% Hispanic-46% White-43% African American-22% SWD-47% Foster-n/a Homeless-44% The following are percent of students in Grades 4-5 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-49% EL-50% SED-49% Hispanic-49% White-48% African American-41% SWD-50% Foster-n/a Homeless-58% A little over a third of secondary students appear to feel positively about their relationships with their teachers (36%) and have favorable opinions about the school climate (33%). About half the secondary students feel they are held to high rigorous expectations (50%) and school safety (40%). Fewer than a quarter of secondary students responded favorably about their sense of belonging (24%) and school engagement (21%). In the upper grades(Grade 6-12), the percent of students who had favorable responses in the area of ‘safety’ were as follows: All Student-40% EL-41% SED-40% Hispanic-40% White-23% African American-30% SWD-42% Foster-38% Homeless-40% The following are percent of students in Grades 6-12 who had favorable responses in the area of ‘connectedness’ or 'belonging': All Student-24% EL-25% SED-24% Hispanic-24% White-23% African American-25% SWD-26% Foster-30% Homeless-17% During student advisory committee meetings with students in Grades 6-12, it seemed to be a consensus that student discipline, fights, and other behaviors were the reason that they felt a low sense of security or safety at their schools. In addition, relationships with adults were a major factor in whether students felt connected to their school or had a sense of belonging. The decrease in students’ feeling safe may be a result of recent increase in discipline issues and suspensions at the schools. There were several disciplinary incidents at our schools this year. The increase in fights and vape usage were high this year. Students felt unsafe due to these issues and requested the district and schools take a more proactive approach to prevention of these incidents. There was a need for additional social-emotional and mental health supports, which were provided at every school in the form of additional counselors, school psychologists, and mental health clinicians. PBIS will continue as a focus of establishing school-wide expectations and code of conduct. All schools have received Gold status in past years for their efforts to support behavior, reward conduct and productivity, and for establishing interventions. Though staff is trying to connect with students, finding opportunities and time to engage with students outside of class has been a challenge in our middle school and high school. In order to address connectedness and school safety, the district will continue to provide support and training related to teacher-student relationships. The district continues to work towards providing a positive, safe, clean, and nurturing environment for students. Building strong relationships between students and staff has been a collaborative effort in order to improve connectedness between the two. The district understands the effect that developing positive relationships have on students’ academic success. Kagan class building exercises will also be incorporated into classrooms on a weekly basis to help promote student to student relationships. This will minimize the incidents between students and will support relationship building between students. The district has increased mental health services for the school sites that include: two mental health clinicians, behavior counselors for every site, district counselor, and three school psychologists. RTI models are continuously being strengthened district wide in order to reinforce positive expectations on every school campus, to develop strong relationships among students and staff, and to provide targeted behavioral supports for students. Met 2024-06-26 2024 16639170000000 Hanford Elementary 6 "Students in 5th – 8th grade participate in a annual survey every March. The survey platform being used is anonymous to elicit honest feedback from all students, thus, the results can not be disaggregated by student groups. On the 2023-2024 Student Survey, students overwhelmingly support the district’s efforts to create a broad educational and safe experience: • Physical education is important for good health. (95% of students Agree/Strongly Agree) • Physical education activities enrich (improve my experience at school. (75% of students Agree/Strongly Agree) • I think it is important to have music at my school. (77% Agree/Strongly Agree) • Participating in music enriches (improves) my experience at school. (85 Agree/Strongly Agree) • Participating in art enriches (improves) my experience at school. (67% Agree/Strongly Agree) • Participating in Art motivates me to come to school every day. (66.3% Agree/Strongly Agree) Students feel safe at school and connected to their school: • I feel safe at school. (76% Agree/Strongly Agree) • There is an adult I can talk to if I have a problem at school. (77% Agree/Strongly Agree) • I enjoy learning at my school. (69% Agree/Strongly Agree) • I plan to go to college. (87% Agree/Strongly Agree) Students have some concerns about bullying but feel that adults at the school are able to prevent most bullying. • There is a lot of bullying at my school (48% Agree/Strongly Agree) • Teachers, principals, learning directors, student specialists, counselors or other adults are able to prevent bullying at my school. (67% Agree/Strongly Agree)" Students in grades 5 through 8, from all of the district’s schools, participated in the survey. There were 1,887 responses. The survey was conducted using an anonymous online platform. Since respondents were completing the survey anonymously, results are not disaggregated by subgroup. The data show that students overwhelmingly support the district’s efforts to deliver a broad educational experience and that students feel safe at school and connected to their school. Although students have some concerns about bullying, they feel supported by adults in the school and that adults at the school are able to prevent most bullying. The district will continue to deliver a broad educational experience to its students. The district’s educational partners have provided a mandate that says a good education is focused on reading and math, but is also well-rounded, providing science, history, art, music, and physical education. The district will continue its efforts to ensure that students learn in a safe, well maintained school where they are supported, engaged, and connected to their school. The district will continue to provide health and social/emotional support to students with health professionals, counselors, student specialists, learning directors and vice principals, a social worker, and other personnel and non-personnel support. Met 2024-06-26 2024 16639250000000 Hanford Joint Union High 6 The feedback indicates varying levels of satisfaction across different areas. Among students, 52% reported positive engagement, 62% felt academically challenged, 29% had positive relationships, 24% felt a positive culture, 41% experienced a sense of belonging, and 32% felt prepared for college and career readiness. Families reported 45% positive engagement, 63% positive relationships, 55% positive culture, 55% satisfaction with communication and feedback, 56% satisfaction with resources, and 41% felt the school was safe. Staff responses showed 75% positive engagement, 84% positive relationships, 71% positive culture, and 57% satisfaction with professional development and support. This detailed feedback provides a comprehensive view of the district’s strengths and areas for improvement, guiding future efforts to enhance the educational environment. This analysis synthesizes feedback from 5,068 respondents across multiple stakeholder groups and school levels at Hanford Joint Union High School District. The snapshot provides high-level insights for each survey theme across different stakeholder groups, highlighting feedback from students, families, and staff. It focuses on themes such as engagement, relationships, and culture, and compares ratings across these groups and school levels. The report also delves into each question asked of the stakeholder groups in greater detail. It is important to note that the report does not include data on questions that were not asked of all three stakeholder groups (students, families, and staff members). The recent feedback survey highlights varying satisfaction levels among students, families, and staff. Key areas of strength include staff engagement (75%) and positive relationships (84%), while significant areas for improvement include student relationships (29%), school culture (24%), and sense of safety (41%). Students reported moderate levels of academic challenge (62%) and college/career readiness (32%), whereas families showed moderate satisfaction with engagement (45%), communication (55%), and resources (56%). Enhancing student engagement, relationships, culture, belonging, safety, and professional development opportunities for staff are crucial steps to improve the educational environment and support the growth of all stakeholders. Met 2024-06-25 2024 16639250137901 Hanford Online Charter 6 YouthTruth Survey (November 2023) Students: Academic Challenge - 4.05/5 ELL - 4.11 Person of Color - 4.02 Hispanic - 4.12 SPED - 4.05 FRPL - 4.19 Engagement: 3.81/5 ELL - 4.02 Person of Color - 3.82 Hispanic - 3.90 SPED - 3.84 FRPL - 4.07 College & Career Readiness - 3.49/5 ELL - 3.39 Person of Color - 3.57 Hispanic - 3.57 SPED - 3.78 FRPL - 3.91 Culture - 3.72/5 ELL - 3.86 Person of Color - 3.72 Hispanic - 3.74 SPED - 3.67 FRPL - 3.92 Parents: Academic Challenge - 4.11/5 Relationships - 4.89/5 Culture: 4.49/5 Communication & Feedback - 4.69/5 Provides the necessary resources to support students - 4.50/5 (up from 4.05, a prior goal) Increased Safety: Parents: 4.46/5 (up from 4.23) Staff: 4.41/5 We are pleased to report that our educational institution is making significant strides in providing a challenging academic experience for our students, ultimately preparing them for college. Our parents have expressed their appreciation that we challenge their students academically while guiding them toward post-secondary choices. Parents have well-received our school's culture, but we understand that some students may find it challenging to work independently of any peer group. In response, we have increased our social and academic activities this year and are working towards offering more opportunities. We are crucial to keeping parents informed about their child's academic progress and school activities. We pride ourselves on our open communication policy, and our teachers and staff are always available to address any questions or concerns that parents may have. Through regular newsletters, emails, and parent-teacher conferences, we provide up-to-date information to parents on their child's academic progress and the school's various activities. The transiency rate in our school population poses some challenges, but we are committed to finding ways to overcome them. To this end, we continue developing our CTE pathways and are dedicated to enhancing our college and career programs. Academic Challenge and College and Career Readiness: - We are committed to further developing our CTE pathways and ensuring academic success for all students. In the upcoming academic year, 24/25, we will utilize Exact Path to provide comprehensive academic support in math and English. Additionally, we have hired a highly qualified Spanish teacher who will play a crucial role in providing academic support for ELD students and tutoring in LOTE classes for A-G courses. These measures are essential to maintain academic excellence and ensure our students are well-equipped to achieve their academic and career goals. - We will add a grade level benchmark assessment that can show student progress over time in the program on language arts and math skills. Additionally, this provides the data to incorporate support and interventions for students who may not be academically progressing. Culture and Engagement: - Increase and offer many social and academic activities that engage the students and parents in the school’s community. We will consider varying the time of these events to make them accessible to more families, resulting in greater ownership and pride in the school. Met 2024-06-25 2024 16639330000000 Island Union Elementary 6 All students in grades three through eight participate in our survey. Overall, our students feel safe and connected at school. They survey also indicated that students overwhelmingly feel they can learn anything and meet their teacher's learning goals showing that they have a growth mindset. Areas students indicated they may need more support are staying calm when they are upset and describing their feelings. Based on our findings showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and student to navigate SEL curriculum and help students in handling situations they face during the course of the school day. After reviewing the student survey data, the areas of needs will be addressed through our multi tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum. Our BEST Team will address moretargeted needs for students needing additional support. Met 2024-06-26 2024 16639336010466 Island Elementary 6 All students in grades three through eight participated in our survey. Overall our students feel safe and connected at school. They survey also indicated that students overwhelmingly feel they can learn anything and meet their teacher's learning goals showing that they have a growth mindset. Areas students indicated they may need more support are staying calm when they are upset and describing their feelings. Based on our finding showing that 38% of our students find it difficult to describe their feelings and stay calm when someone is bothering them, teachers will use our SEL curriculum to highlight these areas and give students the skills to improve in these areas. Our BEST Team consisting of a psychologist, RBT, and LMFT are also on hand to support teachers and students to navigate SEL curriculum and help students in handling situations they face during the course of the school day. After reviewing the student survey data, the areas of needs will be addressed through our multi-tiered system of support. Staff will discuss ways they can support students in their classrooms using class meetings and SEL curriculum. Our BEST Team will address more targeted needs for students needing additional support. Met 2024-06-26 2024 16639410000000 Kings River-Hardwick Union Elementary 6 Through the Kings River-Hardwick LCAP Survey, information gathered showed that 85% of student felt a strong sense of safety and school connectedness. The School Resource Officer was also found to be a position that both student and parents feel strongly contributes to the feeling of a safe school campus. As a result of this data, the School Officer will continue to be maintained as a full-time position. All students, parents, and staff will be surveyed during the 2024-25 school year for reporting in the fall of 2025. The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus. An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use. The district will make revisions to the student, parent, and staff surveys administered during the 2024-25 school year to effectuate gathering of more in-depth data to inform next steps and decision making. Met 2024-06-25 2024 16639416010474 Kings River-Hardwick Elementary 6 Through the Kings River-Hardwick LCAP Survey, information gathered showed that 85% of student felt a strong sense of safety and school connectedness. The School Resource Officer was also found to be a position that both student and parents feel strongly contributes to the feeling of a safe school campus. As a result of this data, the School Officer will continue to be maintained as a full-time position. All students, parents, and staff will be surveyed during the 2024-25 school year for reporting in the fall of 2025. The district does not currently have disaggregated data by student group, but will work to expand the data indicators collected in a new survey that will be implemented in 2025. The School Resource Officer was identified as an integral part of our school community, promoting as enhanced feeling of safety and security on campus. An area of need identified was strengthening student knowledge in the area of social media use and potential dangers associated with inappropriate use. The district will make revisions to the student, parent, and staff surveys administered during the 2024-25 school year to effectuate gathering of more in-depth data to inform next steps and decision making. Met 2024-06-25 2024 16639580000000 Kit Carson Union Elementary 6 Safety: • Students: 84.6% • Parents: 97.9% • Staff: 94.7% Connectedness: • Students: 98% • Parents: 95.8% • Staff: 94.7% 2024 Local Data The 2024 local survey data highlights high levels of perceived safety and connectedness across students, parents, and staff. Specifically, 84.6% of students feel safe, compared to 97.9% of parents and 94.7% of staff. When it comes to connectedness, the rates are even higher, with 98% of students, 95.8% of parents, and 94.7% of staff feeling connected to the school community. Moving forward, efforts should focus on increasing the sense of safety among students, as their perception is lower than that of parents and staff. Enhancing communication and involvement strategies could further boost connectedness, particularly among parents and staff. To address the needs identified, a full-time psychologist has been hired to support student well-being. The school will continue to develop the Multi-Tiered System of Supports (MTSS) to enhance student safety. Monthly themes will be integrated into Social-Emotional Learning (SEL) activities in the classroom to strengthen connectedness. Additionally, SEL screeners will be used regularly to identify and address student needs proactively. Met 2024-06-19 2024 16639580136556 Kings Valley Academy II 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 95% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 99% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-06 2024 16639586113120 Mid Valley Alternative Charter 6 Safety: • Students: 84.6% • Parents: 97.9% • Staff: 94.7% Connectedness: • Students: 98% • Parents: 95.8% • Staff: 94.7% 2024 Local Data The 2024 local survey data highlights high levels of perceived safety and connectedness across students, parents, and staff. Specifically, 84.6% of students feel safe, compared to 97.9% of parents and 94.7% of staff. When it comes to connectedness, the rates are even higher, with 98% of students, 95.8% of parents, and 94.7% of staff feeling connected to the school community. Moving forward, efforts should focus on increasing the sense of safety among students, as their perception is lower than that of parents and staff. Enhancing communication and involvement strategies could further boost connectedness, particularly among parents and staff. To address the needs identified, a full-time psychologist has been hired to support student well-being. The school will continue to develop the Multi-Tiered System of Supports (MTSS) to enhance student safety. Monthly themes will be integrated into Social-Emotional Learning (SEL) activities in the classroom to strengthen connectedness. Additionally, SEL screeners will be used regularly to identify and address student needs proactively. Met 2024-06-19 2024 16639660000000 Lakeside Union Elementary 6 We administered a local climate survey to students enrolled at Lakeside School during the spring of 2023. Our results showed that 100% of students indicated they felt safe while at school. 100% of all students surveyed during the spring of 2023 stated they would like the school to continue to provide a Student Advocate, Student Specialist , School Resource Officer and SEL Support staff . These positions support positive school climate efforts. 100% of students felt that they were a part of the school community. Results were similar when asked if staff respects them at school. Results demonstrated that Parents, Staff and Students would like the school to continue to provide a Student Advocate, Student Specialist , School Resource Officer and SEL Support staff . These positions support positive school climate efforts. The district LCAP Goal 1 is aligned to this priority: Lakeside Union School District will provide a safe , healthy and aesthetically pleasing school environment. Met 2024-06-25 2024 16639740000000 Lemoore Union Elementary 6 In February 2024, a student survey was administered to students in grades 4-8. There were a total of 1359 responses collected. 81.9% percent of 4-8th graders responded that they felt close to people at the school up from 80.2% the previous year. 77.1% of students also responded that they felt like they were a part of their school down from 79.6% the previous year. 81.2% of students felt happy to be at their school down from 88.1% the previous year. This year, the results show that fewer students felt part of the school or felt that they were part of their school. This data is interesting because although more students reported feeling close to people at school, less people felt like they are part of the school, or are happy to be a school. For 2023-2024, 47.5% of all students talked with their counselor on topics ranging from issues with friends, family or peers to issues with homework, discipline or feelings of grief/sadness. This is an increase from 43.7% in 2022-2023. Although the majority of students feel safe at school, 42.9% of 4-8th grade students worry about being bullied at school which is an increase of almost 2%% from 2022-2023. Overall, schools are providing a safe environment and create opportunities for students to speak with a counselor to provide support to students who need to speak to someone beyond their friends, family and teachers. Student connectedness will continue to improve through relationship-building between students and between students and staff. The elementary school sites continue to develop their Tier 1 and Tier 2 behavior supports school-wide and will extend the development into Tier 3 next year using the Positive Behavior Interventions and Support (PBIS) framework. These behavioral response to intervention (RTI) supports will help to establish and reinforce positive behaviors on campus, develop strong relationships among students and staff and provide targeted behavioral supports to students. Despite significant increases in personnel aimed at improving student climate in terms of bullying and school connectedness, the issues continue to worsen. For instance, every school site now has its own full-time dedicated counselor and social-emotional para. Moreover, at two of our sites, there are multiple staff members in each of these roles, yet the problems persist. The crucial lesson here is that despite the increased allocation of resources in terms of personnel, the issues persist and in some cases have even worsened. Based on our data and response thus far, it's evident that simply assigning personnel isn't enough. Going forward, the district will require each school to develop a comprehensive system of support for student behavior. Additionally, every school must organize at least one event per trimester to promote school connectedness. Met 2024-06-18 2024 16639740100156 Lemoore University Elementary Charter 6 The LEA sent out a survey to students regarding climate in April 2024. The surveys gave us the following data: 76% of students were happy to be at this school, 80.1% feel close to someone at school, 70.4% feel safe at school, 57.6% have talked to our counselor/SEL Para, 84.9% said they enjoyed talking to, and/or it helped them, to talk to our counselor or SEL Para. The survey showed that while 76% were happy at school and 80% felt close to someone, only 70% felt safe. It also showed that almost 60% of our students talked to our counselor or SEL Para and 80% enjoyed doing so and/or thought it was helpful. Our LCAP reflects the review of these findings as we plan to add more student support in the way of an additional noon aide and SEL Para to next years staffing, and additional cameras on our site. This is so that the students feel safer and there is more supervision on campus during more unstructured time. It also helps with surveillance and making sure things aren't happening on campus that we can't see/monitor. The survey showed that while 76% were happy at school and 80% felt close to someone, only 70% felt safe. It also showed that almost 60% of our students talked to our counselor or SEL Para and 80% enjoyed doing so and/or thought it was helpful. Our LCAP reflects the review of these findings as we plan to add more student support in the way of an additional noon aide and SEL Para to next years staffing, and additional cameras on our site. This is so that the students feel safer and there is more supervision on campus during more unstructured time. It also helps with surveillance and making sure things aren't happening on campus that we can't see/monitor. Met 2024-06-18 2024 16639820000000 Lemoore Union High 6 LUHSD conducted student surveys at Lemoore High School (LHS) and Jamison High School (JHS) throughout the school year, including the LCAP and Healthy Kids Survey, as well as school climate and culture surveys. Parent surveys were also conducted, and staff participated in the LCAP survey. These surveys highlighted several important issues for stakeholders, such as bullying, drugs, access to social/emotional counseling, and school safety and connectedness. Key findings from LHS showed that while a significant portion of students and parents felt safe and supported at school, there were concerns about cleanliness and safety. Many students reported having at least one adult they could reach out to, though some did not. Similarly, parents felt welcome to participate in school activities and believed the school sought their input and kept them well-informed. Staff at LHS felt the school was a safe and supportive place to work and learn. At JHS, students, parents, and staff generally felt safe and supported, with high levels of satisfaction regarding cleanliness and school environment. Almost all parents felt that adults at the school cared about the students and that the school sought their input and kept them informed. Staff unanimously felt the school was a safe and inviting place for both working and learning. Suspension rates from the 2023 CA Dashboard showed a mixed picture, with LUHSD having an overall suspension rate of 8.2%, varying across different subgroups. LHS had a slight decline in suspension rates, while JHS saw an increase. Expulsion rates for both schools were reported to be just under 1%. LUHSD will use this data to inform decision-making processes, aiming to address the identified issues and enhance the educational environment across the district. The data from Lemoore High School (LHS) and Jamison High School (JHS) reveal both strengths and weaknesses. High participation rates in surveys were noted, with significant engagement among parents and staff, particularly at JHS where 69% of parents participated. Positive perceptions of safety and support were highlighted, with a majority of staff, students, and parents feeling safe and supported at both schools. Cleanliness and the presence of caring adults were also acknowledged strengths. However, there were significant weaknesses identified. Safety concerns were reported by a notable percentage of students and parents at LHS, along with concerns about cleanliness at both schools. Some students also indicated a lack of adult support. Suspension rates were particularly concerning, showing disparities across different student subgroups, with higher rates at JHS compared to LHS. Additionally, the low completion rate of the LHS Parent Survey suggests a potential gap in capturing parent perspectives effectively. Addressing these weaknesses is crucial to enhancing school climate and student well-being throughout LUHSD. LUHSD plans to enhance educational equity and access by continuing to implement, evaluate, and adjust the Multi-Tiered System of Supports (MTSS). This framework will focus on addressing barriers to student learning through intervention staff, team collaboration, and curriculum adjustments. To improve safety, the district will implement Crisis Go across all sites. Efforts to engage parents will be intensified with increased workshops aimed at fostering active participation. Specific initiatives include adding a counselor specializing in social-emotional learning (SEL) at Lemoore High School (LHS) to help reduce suspension rates. Jamison High School (JHS) will benefit from a Behavior Technician funded through Comprehensive Support and Improvement (CSI) to support managing suspension rates. Additionally, LUHSD is expanding the Summer Bridge program for American Indian students and enhancing counselor support through Title VI funding. These efforts aim to enhance support systems and improve outcomes for all students across the district. Met 2024-06-27 2024 16639820110205 Lemoore Middle College High 6 The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students. The California Healthy Kids Survey is conducted every other year at LMCHS. Student surveys at each individual site for different school requirements, such as WASC accreditation, LCAP or by the Student Services Department are also administered. The other student surveys share similar results as the California Healthy Kids Survey. Many of the current societal issues, such as bullying, access to social/emotional counseling, and school safety remain as important issues to all students. Parent involvement continues to be an area of growth for LMCHS. Students feel strongly that the academic offerings at LMCHS are effective and meaningful. Survey results reveal that students are happy with the direction of the school, and feel prepared to enroll and succeed in college level courses. The survey showed that students are dissatisfied with the condition of the restroom and the cafeteria. Action will be taken in the 2024-25 school year to improve these spaces. LMCHS will also continue to utilize the tutoring platform PAPER, which has shown to support all students effectively. Met 2024-06-27 2024 16639820136234 Lemoore Online College Preparatory High 6 "A survey was conducted in the spring of 2024 for both students and parents. 2024 PARENT SURVEY RESPONSES *94% agreed that ""student's teachers promote academic success for all students"" *100% agreed that ""the school provides support to promote learning at higher levels"" *100% agreed that ""teachers help students and provide assistance when needed"" *100% agreed that ""the school has adults that care about the students"" *88% agreed that ""the school is clean and has well-maintained facilities and property"" *100% agreed that ""students are provided all materials for learning"" *88% agreed that ""the school provides appropriate technology and internet access for students to be successful"" *100% agreed that ""teachers are knowledgeable about their subject matter and perform their duties in a professional manner"" *94% agreed that ""the school seeks parent input"" *94% ""feel welcome to participate in school activities"" *84% agreed that ""the school keeps me well-informed"" *64% agreed that ""the school provides useful parent workshops and opportunities to participate"" *100% agreed that ""the school provides a quality education that focuses on the academic success of each student"" 2024 STUDENT SURVEY RESPONSES Student Demographics: 14% American Indian/Alaskan 4% Asian 1% Black 41% Hispanic 1% Pacific Islander 43% White 9% Multiple Races 9% Middle Eastern/Yemeni 94% agree that ""My teacher(s) encourage me to make AND FOLLOW a schedule for the week so that I stay ON TRACK WITH MY CLASSES"" 94% agree that ""My teacher(s) encourage me to participate and to be responsible for my own learning"" 82% agree that ""My teacher(s) MOTIVATE me & offer me guidance about what it takes to be successful in an online high school"" 87% agree that ""My school offers a variety of methods to support my learning and to help me with my assignments"" 91% agree that ""My teacher(s) encourage me to be an advocate for myself and to ask for support and/or help when I need it"" 87% agree that ""My teacher(s) are approachable and show concern for students' needs"" 72% agree that ""The staff at my school asks about my plans after high school and shows me that they care about my future"" 75% agree that ""My experience at Lemoore Online is preparing me to take college classes"" 74% agree that "" My experience at Lemoore Online is preparing me for college and for my career"" 82% agree that ""I feel safe while at school"" 84% agree that ""The rules and consequences for behavior are clearly communicated by teachers and staff"" 83% agree that ""School rules are applied equally to all students"" 87% agree that ""Students have a lot of chances to get involved in clubs & activities"" 71% agree that they ""Feel informed about how to meet the ""A-G (4-year College) Requirements"" 84% agree that ""Students get information about COLLEGE and CAREER choices"" 59% agree that ""Students at Lemoore Online feel like they are a part of the school community and have SCHOOL SPIRIT""" "PARENTS The most stand-out need from the data is finding new and varied ways to keep parents informed about their child's progress AND events and resources at the school. Only 84% of parents feel ""well-informed"" while only 64% of parents feel that the school is providing useful parent workshops and opportunities to participate. STUDENTS The most stand-out piece of data from the students was that 28% of our students don't feel like we have asked them about their plans for after high school and don't feel supported in their future. Also, only 75% of students feel prepared when comes to college classes and only 74% feel we are preparing them for college and career. Only 71% feel informed about the A-G requirements. Finally, there is much room for growth when it comes to developing school spirit." "Moving forward, the school plans to address these concerns as follows: * Ensure all TEACHERS are communicating with ALL FAMILIES once a week re: the progress of their student via phone, text, email or in person. * Create more opportunities for PARENTS to come onto campus to participate in events and celebrations of student success (e.g. ART Gallery Walk, Parent Info Nights, Awards Assemblies), etc. * Incorporate more lessons about future planning, jobs, college & career readiness, financial awareness, etc. into our Homeroom Lessons. * Utilize the ""4-Year Plan"" more in discussions with the counselor, and include more discussions about the A-G requirements * Host a Career Week w/ events, guest speakers, etc. * Host a College Week w/ events, guest speakers, etc. * Continue to encourage more students to take dual enrollment classes to better prepare them for college" Met 2024-06-27 2024 16639900000000 Pioneer Union Elementary 6 The District administered a student survey addressing school connectedness and a sense of safety in Spring 2024. The survey addresses school connectedness through questions that ask if the student has an adult at their school they can trust and go to for support with things other than school work; if they look forward to coming to school; and if the teacher talks to them about their strengths and areas for improvement. 92.0% of 4th-5th graders and 84.5% of 6th-8th graders gave positive responses to a sense of connectedness. Both of these percentages have increased since the previous year’s survey. When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: *Asian students, 93.33% of 4th-5th grade 83.33% of 6th-8th grade *African American students, 100% of 4th-5th grade and 80.00% of 6th-8th grader *Filipino students, 96.67% of 4th-5th grade and 84.85% of 6th-8th grade *Hispanic students, 89.72% of 4th-5th grade and 83.97% of 6th-8th grade *White students, 93.94% of 4th-5th grade and 85.34% of 6th-8th grade *Students with Two-or-More Races, 96.67% of 4th-5th grade and 88.89% of 6th-8th grade *English Learner students, 92.06% of 4th-5th grade and 91.23% of 6th-8th grade *Students with disabilities, 92.47% of 4th-5th grade and 88.10% of 6th-8th grade *Socio-economically disadvantaged students, 93.47% of 4th-5th grade and 83.11% of 6th-8th grade. The same student survey from the Spring 2024 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 97.2% of 4th-5th graders and 91.7% of 6th-8th graders gave positive responses to a sense of safety. When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: *Asian students, 100% of 4th-5th grade and 93.75% of 6th-8th grade *African American students, 100% of 4th-5th grade and 82.50% of 6th-8th grade *Filipino students, 92.50% of 4th-5th grade and 88.64% of 6th-8th grade *Hispanic students, 96.28% of 4th-5th grade and 92.67% of 6th-8th grade *White students, 98.48% of 4th-5th grade and 90.30% of 6th-8th grade *Students with Two-or-More Races, 98.75% of 4th-5th grade and 95.83% of 6th-8th grade *English Learner students, 92.86% of 4th-5th grade and 93.42% of 6th-8th grade *Students with disabilities, 95.16% of 4th-5th grade and 91.96% of 6th-8th grade *Socio-economically disadvantaged students, 96.62% of 4th-5th grade and 92.60% of 6th-8th grade. "Overall a sense of school connectedness for students has increased since last year, while a sense of safety has remained relatively the same among students which was already higher than connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2024. Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families. When reviewing the disaggregated data by student subgroups, a few areas of need are present. Hispanic students in both grade spans report feeling less connected than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. Filipino students in both grade spans report an overall lower rating for sense of safety than all students. However, when reviewing each specific question, 100% of Filipino students in grades 4 through 8 responded positively to the question, ""I feel safe while at school."" The question relating to safety for which Filipino students responded least positively was, ""My school is clean and in good condition.""" School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the disaggregated data for a sense of school connectedness, the District will use its Professional Learning Community (PLC) process to work to build connections with student groups identified as needing additional support. Met 2024-06-13 2024 16639900116699 Frontier Elementary 6 When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: *Asian students, 93.33% of 4th-5th grade 83.33% of 6th-8th grade *African American students, 100% of 4th-5th grade and 80.00% of 6th-8th grader *Filipino students, 96.67% of 4th-5th grade and 84.85% of 6th-8th grade *Hispanic students, 89.72% of 4th-5th grade and 83.97% of 6th-8th grade *White students, 93.94% of 4th-5th grade and 85.34% of 6th-8th grade *Students with Two-or-More Races, 96.67% of 4th-5th grade and 88.89% of 6th-8th grade *English Learner students, 92.06% of 4th-5th grade and 91.23% of 6th-8th grade *Students with disabilities, 92.47% of 4th-5th grade and 88.10% of 6th-8th grade *Socio-economically disadvantaged students, 93.47% of 4th-5th grade and 83.11% of 6th-8th grade. The same student survey from the Spring 2024 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 97.2% of 4th-5th graders and 91.7% of 6th-8th graders gave positive responses to a sense of safety. When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: *Asian students, 100% of 4th-5th grade and 93.75% of 6th-8th grade *African American students, 100% of 4th-5th grade and 82.50% of 6th-8th grade *Filipino students, 92.50% of 4th-5th grade and 88.64% of 6th-8th grade *Hispanic students, 96.28% of 4th-5th grade and 92.67% of 6th-8th grade *White students, 98.48% of 4th-5th grade and 90.30% of 6th-8th grade *Students with Two-or-More Races, 98.75% of 4th-5th grade and 95.83% of 6th-8th grade *English Learner students, 92.86% of 4th-5th grade and 93.42% of 6th-8th grade *Students with disabilities, 95.16% of 4th-5th grade and 91.96% of 6th-8th grade *Socio-economically disadvantaged students, 96.62% of 4th-5th grade and 92.60% of 6th-8th grade. "Overall a sense of school connectedness for students has increased since last year, while a sense of safety has remained relatively the same among students which was already higher than connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2024. Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families. When reviewing the disaggregated data by student subgroups, a few areas of need are present. Hispanic students in both grade spans report feeling less connected than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. Filipino students in both grade spans report an overall lower rating for sense of safety than all students. However, when reviewing each specific question, 100% of Filipino students in grades 4 through 8 responded positively to the question, ""I feel safe while at school."" The question relating to safety for which Filipino students responded least positively was, ""My school is clean and in good condition.""" School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the disaggregated data for a sense of school connectedness, the District will use its Professional Learning Community (PLC) process to work to build connections with student groups identified as needing additional support. Met 2024-06-13 2024 16639906010557 Pioneer Elementary 6 When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: *Asian students, 93.33% of 4th-5th grade 83.33% of 6th-8th grade *African American students, 100% of 4th-5th grade and 80.00% of 6th-8th grader *Filipino students, 96.67% of 4th-5th grade and 84.85% of 6th-8th grade *Hispanic students, 89.72% of 4th-5th grade and 83.97% of 6th-8th grade *White students, 93.94% of 4th-5th grade and 85.34% of 6th-8th grade *Students with Two-or-More Races, 96.67% of 4th-5th grade and 88.89% of 6th-8th grade *English Learner students, 92.06% of 4th-5th grade and 91.23% of 6th-8th grade *Students with disabilities, 92.47% of 4th-5th grade and 88.10% of 6th-8th grade *Socio-economically disadvantaged students, 93.47% of 4th-5th grade and 83.11% of 6th-8th grade. The same student survey from the Spring 2024 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 97.2% of 4th-5th graders and 91.7% of 6th-8th graders gave positive responses to a sense of safety. When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: *Asian students, 100% of 4th-5th grade and 93.75% of 6th-8th grade *African American students, 100% of 4th-5th grade and 82.50% of 6th-8th grade *Filipino students, 92.50% of 4th-5th grade and 88.64% of 6th-8th grade *Hispanic students, 96.28% of 4th-5th grade and 92.67% of 6th-8th grade *White students, 98.48% of 4th-5th grade and 90.30% of 6th-8th grade *Students with Two-or-More Races, 98.75% of 4th-5th grade and 95.83% of 6th-8th grade *English Learner students, 92.86% of 4th-5th grade and 93.42% of 6th-8th grade *Students with disabilities, 95.16% of 4th-5th grade and 91.96% of 6th-8th grade *Socio-economically disadvantaged students, 96.62% of 4th-5th grade and 92.60% of 6th-8th grade. "Overall a sense of school connectedness for students has increased since last year, while a sense of safety has remained relatively the same among students which was already higher than connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2024. Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families. When reviewing the disaggregated data by student subgroups, a few areas of need are present. Hispanic students in both grade spans report feeling less connected than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. Filipino students in both grade spans report an overall lower rating for sense of safety than all students. However, when reviewing each specific question, 100% of Filipino students in grades 4 through 8 responded positively to the question, ""I feel safe while at school."" The question relating to safety for which Filipino students responded least positively was, ""My school is clean and in good condition.""" School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the disaggregated data for a sense of school connectedness, the District will use its Professional Learning Community (PLC) process to work to build connections with student groups identified as needing additional support. Met 2024-06-13 2024 16639906110233 Pioneer Middle 6 When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school connectedness are as follows: *Asian students, 93.33% of 4th-5th grade 83.33% of 6th-8th grade *African American students, 100% of 4th-5th grade and 80.00% of 6th-8th grader *Filipino students, 96.67% of 4th-5th grade and 84.85% of 6th-8th grade *Hispanic students, 89.72% of 4th-5th grade and 83.97% of 6th-8th grade *White students, 93.94% of 4th-5th grade and 85.34% of 6th-8th grade *Students with Two-or-More Races, 96.67% of 4th-5th grade and 88.89% of 6th-8th grade *English Learner students, 92.06% of 4th-5th grade and 91.23% of 6th-8th grade *Students with disabilities, 92.47% of 4th-5th grade and 88.10% of 6th-8th grade *Socio-economically disadvantaged students, 93.47% of 4th-5th grade and 83.11% of 6th-8th grade. The same student survey from the Spring 2024 also captured student perceptions on a sense of safety while at school. The survey addresses school safety through questions that ask if the student felt safe at school; if there are rules for student behavior in class; if there are consequences for breaking the rules; and if the school is clean and in good condition. 97.2% of 4th-5th graders and 91.7% of 6th-8th graders gave positive responses to a sense of safety. When the survey responses are disaggregated by significant subgroup, the results for positive responses on a sense of school safety as follows: *Asian students, 100% of 4th-5th grade and 93.75% of 6th-8th grade *African American students, 100% of 4th-5th grade and 82.50% of 6th-8th grade *Filipino students, 92.50% of 4th-5th grade and 88.64% of 6th-8th grade *Hispanic students, 96.28% of 4th-5th grade and 92.67% of 6th-8th grade *White students, 98.48% of 4th-5th grade and 90.30% of 6th-8th grade *Students with Two-or-More Races, 98.75% of 4th-5th grade and 95.83% of 6th-8th grade *English Learner students, 92.86% of 4th-5th grade and 93.42% of 6th-8th grade *Students with disabilities, 95.16% of 4th-5th grade and 91.96% of 6th-8th grade *Socio-economically disadvantaged students, 96.62% of 4th-5th grade and 92.60% of 6th-8th grade. "Overall a sense of school connectedness for students has increased since last year, while a sense of safety has remained relatively the same among students which was already higher than connectedness. The District also surveyed families about school climate and safety as part of its annual parent survey given in the spring of 2024. Overall, 96.2% of parents and families responded positively to their sense of school connectedness which is a 22 percentage point increase over the previous year. 97.2% responded positively that they felt their children were safe while at school, which is a 17.6 percentage point increase over the previous year. The increase in positive responses to both connectedness and safety among students and their families is a clear strength of Pioneer District. The significant growth among parent survey results demonstrate the efforts made by site administration, teachers, and staff to build a sense of community with families. When reviewing the disaggregated data by student subgroups, a few areas of need are present. Hispanic students in both grade spans report feeling less connected than all students. In particular, the question regarding having a trusted adult at school shows need for improvement. Filipino students in both grade spans report an overall lower rating for sense of safety than all students. However, when reviewing each specific question, 100% of Filipino students in grades 4 through 8 responded positively to the question, ""I feel safe while at school."" The question relating to safety for which Filipino students responded least positively was, ""My school is clean and in good condition.""" School sites and the District worked diligently to ensure the health and safety of students while at school. Additionally a variety of services and programs are in place to support a sense of safety such as providing health care staff, counseling staff, Positive Behavior Intervention and Support (PBIS), and a Multi-Tiered System of Support (MTSS). All school sites work to create a sense of connectedness and school engagement amongst the students. They provide clubs, activities, social-emotional lessons, and supports. Pioneer has MTSS as a unifying approach to student services and programs to meet all areas of student education, both academic and social-emotional. MTSS allows the District to leverage resources and services for all students; strategize effective supports for student success; and provide evidence-based, data-driven, district-wide, and school-wide supports for academic, behavior, and social-emotional learning (SEL). Participation in MTSS has resulted in the addition of SEL instruction; in-depth self-assessment of site and district level programs, policies, and needs to support students and staff which are guiding an ongoing system of improvement; and the plans to implement more SEL professional development and supports for students. Additionally, the district uses the PBIS model to improve school climate for all students. Based on the results of the disaggregated data for a sense of school connectedness, the District will use its Professional Learning Community (PLC) process to work to build connections with student groups identified as needing additional support. Met 2024-06-13 2024 16739320000000 Reef-Sunset Unified 6 California Healthy Kids School Climate Report Card 2024 School Connectedness- 50% Academic Motivation - 66% Caring Adult Relationships- 73% Perceived School Safety- 79% Promotion of Parental Involvement- 53% Harassed or bullied at school - 26% Experienced chronic sadness/hopelessness - 42% Feel a part of the school- 48% Key Learnings: With a score of 50%, there is an opportunity to enhance school connectedness among students. Building a sense of belonging and connection within the school community can contribute to improved academic motivation, socialemotional well-being, and overall school climate. With a score of 48%, efforts should be made to increase students' sense of belonging and inclusion within the school community. Creating opportunities for student voice and involvement in decision-making processes, fostering positive relationships among peers, and celebrating diversity can help cultivate a more inclusive school environment. Identified needs: Despite the overall positive perception of school safety, 26% of students report being harassed or bullied at school. This highlights a significant concern that needs to be addressed to ensure a safe and supportive learning environment for all students.With 42% of students reporting experiencing chronic sadness or hopelessness, there is a need for increased attention to students' mental health and well-being. Addressing underlying factors contributing to these feelings and providing appropriate support and resources is essential for promoting positive emotional development and academic success.With a relatively low score of 53%, there is room for improvement in promoting parental involvement. Engaging parents and caregivers as partners in their child's education can have a positive impact on student outcomes and school climate, suggesting a need for strategies to enhance parent-school collaboration. Areas of Strength: With a score of 73%, the presence of caring adult relationships indicates a positive aspect of the school climate. This suggests that students feel supported and connected to adults within the school community, which can have a positive impact on their overall well-being and academic success. Scoring at 79%, the perception of school safety is relatively high. This indicates that students feel safe and secure within the school environment, which is crucial for creating an optimal learning environment where students can thrive academically and socially. Goal two within our LCAP is exclusively focused on enhancing the climate and culture within our schools. Through the initiatives outlined in this goal, we aim to address concerns surrounding the establishment of a safe and nurturing learning environment for ALL students. While initial efforts have been made this year to address mental health, the LEA has devised a three-year plan to further bolster students' social-emotional well-being and mental health. This plan entails ongoing support from community schools, MTSS, PBIS, and trauma-informed practices. Additionally, we are committed to fostering parent involvement through the collaborative efforts of our community schools, family engagement center, and community partnerships Met 2024-06-20 2024 17101730000000 Lake County Office of Education 6 Students at Lloyd P. Hance Community School (Hance) and Clearlake Creativity School (CCS) participate in the California Healthy Kids Survey (CHKS) annually. Because both schools have a student population that is considerably low (Hance has 14-17 students enrolled throughout the school year and CCS has 25-28 students enrolled throughout the school year.) analyzing CHKS results by student groups is not possible if we are to preserve student confidentiality. Therefore, this data is reviewed as a collective student voice that includes all grade levels. From the CHKS 51% of students at Hance and CCS report that they feel connected to school; 65% of students surveyed did not see school as “worthless and a waste of time.” More than half of the students survey found school “boring.” 67% of students at Hance and CCS report that they perceive school as very safe or safe. Half of the students surveyed feel connected to school, feel they have caring adult relationships, and feel academically motivated. This data reveals a greater need for adult and student engagement. More than half of the students survey found school “boring.” This data strongly supports teacher professional development focused on active engagement strategies and relevant lessons in the classroom. 65% of students surveyed did not see school as “worthless and a waste of time.” This demonstrates that students understand the importance of school but when partnered with the previous data point, this data point supports the need for the a more engaging and relevant educational environment. 67% of students feel “very safe or safe” at school. Considering the reasons why students enroll at Hance and CCS, this data is a testament to the positive efforts school teams are making to ensure student safety. These results support our decision to implement Big Picture Learning at Hance and the NEEDS-SEB program at CCS. The data further supports a more robust implementation plan for Character Strong (social-emotional learning program) and Restorative Practices at both schools. Big Picture Learning, NEEDS-SEB, Character Strong and Restorative Practices have all been included in the 2024-25 LCAP. Met 2024-06-26 2024 17640140000000 Kelseyville Unified 6 "California Healthy Kids Survey (School Connectedness): This metric reports student responses to the California Healthy Kids Survey on questions related to school connectedness. Results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" for grade 5, and ""Agree"" or ""Strongly Agree"" for grades 7, 9 and 11 to the following questions: Do you feel close to people at school? Are you happy to be at this school? Do you feel like you are part of this school? Do teachers treat students fairly at school? Do you feel safe at school? Average responses to the questions above were as follows: Grade 5 - 58% Grade 7 - 58% Grade 9 - 41% Grade 11 - 50% California Healthy Kids Survey (Violence and Victimization): This metric reports student responses to the California Healthy Kids Survey on questions related to student to student violence and victimization. For grade 5, results are reported as the average percentage of students who answered ""Some of the time"", ""Most of the time"", or ""All of the time"" to the following questions: Do other kids hit or push you at school when they are not just playing around? Do other kids at school spread mean rumors or lies about you? Do other kids at school call you bad names or make mean jokes about you? For grades 7, 9, and 11, results are reported as the average percentage of students who answered ""One or more times"" to the following question. During the past 12 months, how many times on school property have you been pushed, shoved, slapped, hit, or kicked by someone who wasn’t just kidding around, been afraid of being beaten up, had mean rumors or lies spread about you, had sexual jokes, comments, or gestures made to you? Average responses to the questions above were as follows: Grade 5 - 44% Grade 7 - 38% Grade 9 - 28% Grade 11 - 27% California Healthy Kids Survey (Parent Involvement): This metric reports student responses to the California Healthy Kids Survey on questions related to parent involvement in schooling. For Grade 5, results are reported as the average percentage of students who answered ""Most of the time"", or ""All of the time"" to the following questions: Does a parent or some other grown-up at home care about your schoolwork? Does a parent or some other grown-up at home ask if you did your homework? Does a parent or some other grown-up at home check your homework? Does a parent or some other grown-up at home ask you about school? Does a parent or some other grown-up at home ask you about your grades? For Grades 7, 9, and 11, results are reported as the percentage of students who answer ""Agree"" or ""Strongly Agree"" to the following statements: Teachers at this school communicate with parents about what students are expected to learn in class. Parents feel welcome to participate at this school. School staff take parent concerns seriously. Average responses to the questions above were as follows: Grade 5 - 85% Grade 7 - 44% Grade 9 - 29% Grade 11 - 35% " Having positive relationships with students is a relative strength for KVUSD according to the CHKS data. Data for almost every grade level that took the CHKS shows that at least 50% of students feel they have positive relationships with staff. Improving school climate and safety continues to be an area of improvement for KVUSD. Our CHKS data showed that roughly a third of our students have experienced violence or victimization at school. KVUSD will be increasing the number of counselors that will be providing mental health services to students. We will continue to implement PBIS district-wide and and will be using a Social-Emotional Curriculum in grades K-8. Additionally, KVUSD will continue to have a School Resource Officer, Campus Monitors, and Noon Duty Aides to supervise students and ensure that our campuses are safe. Met 2024-06-18 2024 17640220000000 Konocti Unified 6 KUSD administers the PASS (Pupil Attitudes to Self and School) for students in grades 1-12. The 2024-25 LCAP reports PASS results for questions related to school connectedness for grade 5, and caring relationships for grades 7, 9, and 11. PASS results are reported as a percentile rank of all PASS results nationwide, and are placed into four, color coded bands as follows: Green -31st to 100th percentile, High Satisfaction; Yellow- 21st to 30th percentile, Moderate Satisfaction; Orange - 6th to 20th percentile, Low to Moderate Satisfaction; Red -1st to 5th percentile, Low Satisfaction. For the 2023-24 school year, KUSD 5th grade PASS results show Low to Moderate Satisfaction (Orange) to questions regarding school connectedness, and 7th, 9th, and 11th grade PASS results show Moderate Satisfaction (Yellow) to questions regarding caring relationships. An analysis of student group scores did not show statistically significant differences when compared to the All Students group. Although KUSD continues to improve on LCAP metrics related to school connectedness and caring relationships, there is a strong commitment within the district to improve in all aspects of school climate and culture (LCAP Goal 6). The 2024-25 KUSD LCAP includes actions that are measured by metrics that directly impact students' attitudes regarding school connectedness and caring relationships, including the addition of several positions focused on increasing attendance, decreasing suspensions, and improving the health and well-being of students and staff. Met 2024-06-26 2024 17640300000000 Lakeport Unified 6 LUSD Stakeholder Partner Survey Student Survey: School Climate and Culture Question: I think the school effectively addresses incidents of bullying and harassment. Response: 41% of students Strongly Agree or Agree / 50% of student Strongly Disagree or Disagree Question: I am respected and included by my peers and school staff. Responses: 64% Strongly Agree or Agree / 20% Strongly Disagree or Disagree California Health Kids Survey Question: If feel safe at my school. Response: Grade 9 - 76% Strongly Agree, Agree or Neutral / 24% Strongly Disagree or Disagree. Grade 11 - 73% Strongly Agree, Agree or Neutral / 27% Strongly Disagree or Disagree. Question: I feel I am a part of this school. Response: Grade 9 - 62% Strongly Agree, Agree or Neutral / 38% Strongly Disagree or Disagree. Grade 11 - 67% Strongly Agree, Agree or Neutral / 33% Strongly Disagree or Disagree. LUSD has a group of students that are clearly connected and feel safe at school. At the same time, there is a smaller group that we need to work to build relationships and create strong school connections. LUSD has recently adopted a clear expectation for all students when on campus. This expectation includes that students will not engage in physical altercations with students or staff. This clear expectation has improved student behavior dramatically. Building upon this work in the future will include clear expectations and consistent, fair, and firm consequences for students in violation of the Student Code of Conduct. Met 2024-06-20 2024 17640480000000 Lucerne Elementary 6 The California Healthy Kids Survey was administered to students in the 5th-8th grade. It is a survey that gauges resilience, risky behaviors, protective factors, and sense of safety. This survey is a reliable tool for understanding students’ perspective on the school culture and climate. For the 2023-24 school year we had approximately 107 students complete the Healthy Kids survey. This sample size is representative of the school population and allows a good perspective on the students’ experience at school and in the community. School Connectedness: 4th-8th grade results 50% of students felt highly connected to the school. Academic Motivation: Results 78% feel motivated academically. School Safety: Results: 65% of students feel very safe at school. The breakdown of these results indicates that we have made an improvement from previous years’ data. A significant increase has been made in the number of students that feel connected to our school. The analysis of these results indicate an increase in students’ feeling motivated academically. These results indicate that there has been a large increase in the number of students who feel safe at school. There is a large decrease in the amount of students reporting unsafe behaviors. The District will continue to offer after school enrichment activities which has historically improved school connectedness for students. The district has programs in place that will help support students academically and personally. PBIS supports positive behavior while AVID uses “Best Practices” to develop academic routines in students. The district will continue to support the students academic growth with the AVID program. The teaching staff, counselor and the Student Council will continue to bring attention to these issues in the 2024-2025 school year and utilize our SEL Curriculum, Second Step. The district has created & adopted a bullying reporting form where students can report bullying to administration and work to resolve issues with the guidance of a staff member. Met 2024-06-18 2024 17640550000000 Middletown Unified 6 In terms of school connectedness, an encouraging 77% of fifth-grade students expressed feelings of connection to their school community. Similarly, an impressive 86% of students reported a sense of academic connectedness, reflecting a positive engagement with their studies. The majority of students provided positive feedback regarding safety and administrative clarity. Specifically, 81% felt safe within the school environment, while 79% clearly understood school rules. These findings suggest a supportive and well-structured educational setting within the district, fostering both safety and clarity for its students. Perceptions of school connectedness varied across grade levels. While 53% of eighth graders reported feeling connected to school, this percentage decreased to 43% for freshmen and 46% for juniors. Despite these differences, academic motivation remained consistently high, with an average of 56% of surveyed secondary students expressing motivation in their studies. In terms of safety, 47% of secondary students perceived school as very safe, indicating a positive overall perception of their learning environment. However, concerns around cyberbullying persist, with 35% of students reporting some form of cyberbullying experience. This data underscores the importance of ongoing efforts to promote a safe and supportive school environment for all students. An identified area of support is feelings of school safety. Although 81% of our students said they felt safe at school, 19% indicated they did not feel safe, and 21% reported that the rules on site were unclear. The promotion of a positive school culture will facilitate a sense of belonging at MUSD. Peer mentoring programs are a way to bring connectedness and a sense of belonging to the school. Student leadership and the Associated Student Body (ASB) at each sight allow for student representation and the recognition of student leadership. The organization of regular school events such as assemblies and spirit weeks enriches students. Cultural celebrations will help to facilitate inclusivity for all students. Met 2024-06-26 2024 17640550108340 Lake County International Charter 6 LCICS asks all members of the school community to respond to surveys provided twice each year. According to the 2023-24 surveys the majority of respondents rated our school highly in all areas. Students have been feeling more and more comfortable on campus each year since the 2020-21 school year. While empathy for one another continues to gain traction, it has still not been restored to pre-pandemic levels. Many students still struggle with emotional regulation and reactivity., but this too appears to be getting better. Many students are still not exhibiting the desire to take more ownership of their learning process which is a primary goal of our program. We continue to utilize a trauma informed approach to instruction and community building. We continue to discuss the importance of empathy and responsibility both for others and for self with our students. Increased involvement by our families will support a sense of extended family within our LCICS community and produce an even more positive environment in which our students, staff and families can thrive. We continue to focus on the social-emotional aspects of our curriculum and have been seeing progress made both in student self-awareness and the expression of empathy toward others. We will continue to address the social-emotional, artistic and academic wellness of our students and attend to ensuring we are creating a positive learning environment where all members of our community can grow and thrive. We have not planned any major changes to our approach other than to try even harder to encourage our families to be active participants in our extended family. Met 2024-06-26 2024 17640550129601 California Connections Academy North Bay 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 17769760000000 Upper Lake Unified 6 ULUSD annually administers the California Healthy Kids Survey (CHKS) to students in grades 5, 7, and 11. Our focus on school connectedness has been prioritized in our LCAP as we know that when students can identify an adult who cares about them on campus, they are more likely to succeed in academics and attendance, both focus areas for the LEA. Overall scores indicate that 56% of students connect with at least 1 adult on campus who generally cares about them. The trend for reports shows a decline from last year and an area we will continue to focus on. ULUSD continues to collect local data from our SEL (Social Emotional Learning) to engage students in recognizing their feelings and meaningful conversations about the adults on campus who care. ULUSD has learned through the annual analysis of data that while we identify additional staff and support, not all students are feeling connected to an adult on campus. Based on the disaggregated data, ULUSD has identified that some students may not understand the importance of their annual survey and/or have the language to express that the adults on campus care about them. Each school site will continue to implement SEL Curriculum, routines and support to ensure that students have multiple opportunities to talk about feelings and connections at school prior to the survey. Each school site has established baseline data for their SEL implementation and will continue to support the emotional needs of the students at school with adults who care about them collectively and independently. Met 2024-06-18 2024 18101810000000 Lassen County Office of Education 6 Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Lassen County Office of Education has 8 students enrolled in moderate/severe classroom and does not participate in the school climate survey. Input is given primarily by students and families within the context of IEP meetings. Currently, there are no changes in existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Met 2024-06-26 2024 18640890000000 Big Valley Joint Unified 6 In spring of 2024 an LCAP survey was published in English and Spanish on the school district. Paper copies were also made available at the school sites. There were 26 respondents. The twenty six questions provide a snapshot on the climate of the parent and student stakeholders. Unfortunately there were no identifying questions, so there is no disaggregation. There are sufficient textbooks (92.3%). The facilities are well kept (88%). The technology access is adequate (73%). 90% responded that the 1:1 Chromebook ratio is helpful. Teachers are easily accessible and have knowledge of subject matter (92%). Stakeholders recognize the difficulty in attracting talented teachers (62%). There are opportunities for parent involvement (96%). Parents feel welcomed (77%). Parents are regularly informed of students' progress (96%). The judgement of the school mental health counselor did not apply to 50% of the respondents. 45% believed EL students had adequate academic support. 33% felt academic intervention was adequate. Parent satisfaction of student progress was 44% with no opinion for 28%. 52% of respondents felt the After School Program is valuable, (44% had no opinion.) 34.5% of respondents felt that students needed more homework. The co- and extra-curricular activities were judged as adequate (50%). Access to athletic opportunity was (50%). 73% of respondents agreed that the Agriculture Education program is very important. Children feel safe at school (81%). Parents understand the importance of attendance (88.5%). About 92% of respondents felt that the school lunch ( and breakfast) program serves nutritious and flavorful meals. Staffing is an issue. Academic course rigor and relevance needs to improve. EL and intervention programs need to be strengthened. The district has struggled to fill teacher vacancies for the past two years. Recruiting has become necessary. In 2023-2024, three teachers were either intern or on a short term permit. The need for intervention and EL support continues to be concern. By working with the classified union, the district may improve invention opportunities, especially for EL. In athletics, teams are not at their maximum. This past year there were no high school girls teams for either volleyball or basketball. Professional development for Instructional support to all staff is budgeted. Met 2024-06-26 2024 18641050000000 Janesville Union Elementary 6 In analyzing local data the following information is available- 2022-23 CAASPP ELA Data % Met or Exceeded All Students- 37.25%; White- 42.47%; Socioeconomically Disadvantaged- 29.55%; Students with Disabilities- 12% Math Data % Met of Exceeded All Students- 33.99%; White- 40%; Socioeconomically Disadvantaged- 26.44%; Students with Disabilities- 24% CAST Data % Met or Exceeded All Students- 25%; White- 26.53%; Socioeconomically Disadvantaged- 19.23%; Students with Disabilities- N/A 2022-23 Chronic Absenteeism Rate- All Students 15.6%; White- 14.1%; Socioeconomically Disadvantaged- 20.8%; Students with Disabilities- 23.4% 2022-23 Suspension and Expulsions 0 Expulsions Suspensions- All Students 4.86%; White- 4.91%; Socioeconomically Disadvantaged- 5.24%; Students with Disabilities- 4.08% Healthy Kids Survey Results- 2023-2024 Staff Survey Results- 15% of Staff reported Students have a readiness to learn. 22% of Parents feel their student is motivated and ready to learn. 14% of Staff reported there is adequate counseling and support services for students. 56% of 8th graders have reported being in social emotional distress. 44% of Parents feel the school provides resources for their child's social emotional needs. 33% of Staff reported the working environment at Janesville School is positive. "In analyzing student data there are several key take-aways for Janesville School to continue to make growth for not only unduplicated students, students with special needs but all students for the upcoming school year. It is clear that math is a needed area of growth. Not only from evaluating CAASPP scores which clearly show that there is a larger discrepancy between students of all subgroups but the overall number of students who ""met or exceeded"" the standard is lower math intervention is needed. The staff at Janesville School has committed to a strategic math intervention program for all students in grades TK-8th for the 2024-2025 school year. This program with specifically target the skills that each student needs and place them in that ability level and teach them those skills. It is guided by the teacher but can be done whole group and in a small group setting. In the area of English Language Arts the Science of Reading program was started in the 2023-2024 school year with pieces of small group intervention in the primary grades. After analysis of both CAASPP scores and end of the year STAR reading scores a system has already been put into place for strategic intervention using this program for the 2024-2025 school year. In meeting with LCAP stakeholders it was identified by a great deal of feedback that the social emotional wellbeing of our students was a high priority. This is backed up by the evidence of the Healthy Kids survey results. Percentages from both staff, student and parent surveys support the increase of our previous part time counseling position to a full time counselor for the upcoming schoolyear." The LEA is going to implement a more streamlined system of attendance tracking and monitoring. It is evident by the chronic absenteeism rates that students of all subgroups are chronically absent. The LEA will work to enforce policies of tracking and monitoring attendance in order to have students in the classroom so they can learn. Met 2024-06-18 2024 18641130000000 Johnstonville Elementary 6 Based on the data provided from the local climate survey, California Dashboard, and the California Healthy Kids Survey, here's a detailed analysis of the various components along with observations on the scores across different student groups: 1. School Engagement and Supports • School Connectedness: The rate at which students indicated they felt connected to the school at least most of the time varied throughout the year from 65% down to 50%. • School Perceived as Very Safe or Safe: Student perceptions have varied throughout the school year from a high of 78% and ending the school year with 68%. 2. Behavioral Metrics • Chronic Absenteeism: Overall categorized as Yellow, with Hispanic and White groups marked as Orange, and Socioeconomically Disadvantaged also marked as Yellow. This indicates moderate to significant challenges with absenteeism, particularly among specific student subpopulations. • Suspension Rate: Overall marked as Orange, with White marked as Red, Hispanic Orange, and Socioeconomically Disadvantaged Orange. This suggests high suspension rates, particularly among White students, pointing to possible behavioral or systemic issues needing to be addressed. It should be noted that the school’s small student population causes a low number of incidents to be disproportionality reported within the Dashboard. Key Learnings • There are disparities in chronic absenteeism and suspension rates among different student groups, indicating that minority and socioeconomically disadvantaged students face more challenges in these areas. • The decline in school connectedness scores is concerning, as it is essential for students to feel engaged and part of their school community. • Variability in the perception of safety suggests that some students might not consistently feel secure, which can impact their ability to learn and participate fully in school activities. Identified Needs • Intervention for Absenteeism: Targeted programs to address the factors contributing to high absenteeism among Hispanic and White students, as well as those who are socioeconomically disadvantaged. • Review of Disciplinary Policies: Examination of current disciplinary practices to address the high suspension rates and ensure fairness and effectiveness. In addition, the exploration of alternatives to suspension need to be explored. • Enhance School Connectedness: Initiatives to bolster connectedness and engagement across all student demographics to prevent further declines. • Consistent Safety Measures: Development of strategies to maintain and enhance the feeling of safety at school for all students, focusing on areas and times where perception drops. Areas of Strength • High initial scores in perceptions of safety and connectedness indicate that there are existing strengths in the school environment that can be built upon. These areas should be analyzed to replicate successful strategies across the school system. • The increased perceptions of student safety after falling indicate some of the steps taken had positive effects. To address the areas of need identified through the analysis of local climate survey data and behavioral metrics, Johnstonville Elementary School District will consider implementing several changes to existing plans, policies, or procedures. These changes are aimed at fostering continuous improvement in school engagement, safety, and overall student well-being. Here are some suggested revisions, decisions, and actions: 1. Examination of the Attendance Policies • Targeted Interventions: Develop and implement targeted interventions for groups with high absenteeism rates. This will include family outreach services. • Developing Extrinsic Motivations: Develop and implement a quarterly reward system to help those students who are extrinsically motivated. 2. Enhanced Discipline Procedures • Review Discipline Policies: Review and revise discipline policies to ensure they are applied equitably across all student groups. • Restorative Practices: Increase the use of restorative practices that focus on repairing harm and restoring relationships, rather than punitive measures. This approach can help reduce suspension rates and improve the school climate. • Alternatives to Suspension: Examine practices that will keep students within their instructional setting, yet keep both themselves and others safe. 3. Improvements in School Engagement and Connectedness • Student Voice: Utilize pulse surveys and other forums to gather feedback on school policies and practices. Ensuring that students have a voice in decision-making can enhance their connectedness to the school. 4. Continuous Monitoring and Evaluation • Data-Driven Decisions: Establish a system for continuous monitoring of the effectiveness of new policies and interventions. This will include the regular collection and analysis of data to inform adjustments and improvements. • Professional Development: Provide ongoing professional development for teachers and staff on new policies and practices to better support all students. 5. Increase Mental Health Resources • Mental Health Support: Increase mental health resources and support services at Johnstonville School to address the mental well-being of students, which can impact both their academic performance and behavior. By implementing these changes, Johnstonville Elementary School District aims to create a more supportive environment that addresses the specific needs identified through data analysis. Continuous improvement efforts will focus on the overall enhancement of student engagement, safety, and academic success. Met 2024-06-20 2024 18641390000000 Lassen Union High 6 Lassen High School District uses the California Healthy Kids Survey to determine if the climate at our school and also the students social and emotional health. Students responding that school is worthless and a waste of time 9th grade 15% 10th grade 17% 11th grade 14% 12th grade 10% School Connectedness 9th grade 42% 10th grade 43% 11th grade 47% 12th grade 44% Long Term English Leaners 47% Students with an IEP 40% Life Satisfaction 9th grade 54% 10th grade 57% 11th grade 56% 12th grade 60% Students who experienced chronic sadness/hopelessness 9th grade 50% 10th grade 45% 11th grade 37% 12th grade 29% Students who responded that the school upkeep was positive 9th grade 22% 10th grade 20% 11th grade 21% 12th grade 19% Lassen Union High School District has a percentage of its population that is struggling with social and emotional needs. These issues are also leading to a feeling of disconnect to the school and academic struggles. Due to an aging facility and a disconnect of students from their school, facility repairs from vandalism has increased. This has led to an increase in the workload on our facility and custodial staff. School is upgrading the classroom furniture, bathroom and facility repair. Consideration to hire an additional maintenance/custodial staff is being considered for the 2024/25SY. An additional social worker and counseling services will be expanded in the school district to meet the ongoing needs of our students. Met 2024-06-26 2024 18641620000000 Ravendale-Termo Elementary 6 The District administered the CA Healthy Kids Survey to its small student population in order to gather input from students regarding school safety and school connectedness. Although all data from the survey is not available due to the small number of responses, the District shared results from the Survey with the governing board during the Spring of 2024. Students showed a very strong connection to the school and indicated that they were happy with their educational setting. Some students suggested that the District take a closer look at ways to bring musical instrument opportunities to the students and also an increased desire for field trips that expose students to more career opportunities. "The small school atmosphere at Juniper Ridge Elementary School lends itself well to providing a feeling of connectedness for our students. One teacher with a small student body presents an opportunity to create a ""family"" atmosphere that provides a lot of comfort for both students and parents alike." 100% of parents and students felt that the school was a safe place as measured by a local survey administered in the Fall of 2023. Met 2024-06-26 2024 18641700000000 Richmond Elementary 6 https://drive.google.com/drive/folders/12PbTSgvAMNbA76QizKZ1J_xAbBAvtgTa https://drive.google.com/drive/folders/12PbTSgvAMNbA76QizKZ1J_xAbBAvtgTa CHKS were specific around the need for further support around social-emotional learning, bullying, and parent/guardian engagement. The School Community Survey results show students feel a need for the school to emphasize more help with their social emotional and behavioral issues. Classified staff meet periodically throughout the year to discuss school-wide concerns. The classified advisory committee quickly identified a need for consistent campus behavior expectations and clear communication. Challenges for the above mentioned situations could be a result of a change in administration for the past three years. Consistency was an issue. Decisions were made to implement a comprehensive SEL program in grades TK-8. A multi-Tiered system of supports was created around the needs of the district and student population. Most importantly, Professional Learning Communities involving all staff has been built into the academic calendar in order to help brainstorm and create interventions for all students. Increase in collaboration and cross grade level communication is the goal to help support all students. Met 2024-06-27 2024 18641880000000 Shaffer Union Elementary 6 6-8 CHKS: School Perceived as Safe: 74% School Connectedness: 64% 5th grade Local Survey: Feeling like you have someone to talk to: 86% Feeling safe: 83% Overall School Safety Perception: Strengths: The majority of students perceive the school as safe, with 74%/86% reporting a positive perception of safety. This suggests that efforts to maintain a secure environment have been effective in fostering a sense of safety among students. Identified Needs: While the overall perception of safety is positive, it is important to disaggregate the data to identify any disparities among student groups. Addressing the specific safety concerns of different demographic groups, such as gender, race/ethnicity, or grade level, may be necessary to ensure that all students feel equally safe and supported. School Connectedness: Strengths: A significant percentage of students report feeling connected to the school community, with 64%/83% indicating a sense of connectedness. This indicates that efforts to promote a supportive and inclusive school culture have been successful in fostering positive relationships and a sense of belonging among students. Identified Needs: Similar to the analysis of school safety perception, disaggregating the data by student group can reveal disparities in feelings of connectedness. Addressing the specific needs of marginalized or underrepresented student groups, such as English language learners, students with disabilities, or students from low-income backgrounds, may be necessary to strengthen overall school connectedness and promote a more inclusive environment. Intersectional Analysis: It is important to conduct an intersectional analysis of the data to understand how different factors, such as race, gender, socioeconomic status, and other demographic variables, intersect to influence perceptions of safety and connectedness. This can help identify groups of students who may be experiencing multiple layers of marginalization and inform targeted interventions to address their specific needs. Actionable Insights: Based on the identified needs and areas of strength revealed through the data analysis, schools can develop targeted strategies and interventions to enhance school safety perception and connectedness. This may include implementing bullying prevention programs, fostering positive relationships between students and staff, providing mental health support services, and promoting inclusive practices that celebrate diversity and foster belonging for all students. Enhanced Safety Measures: Strengthening existing safety protocols and procedures to address any identified concerns related to school safety perception. This may include increasing visibility of security personnel, conducting regular safety drills, and implementing measures to address specific safety concerns raised by students or staff. Promoting Positive School Climate: Implementing programs and initiatives aimed at fostering a positive school climate and promoting a sense of connectedness among students. This could involve implementing social-emotional learning (SEL) curriculum, promoting peer mentoring programs, and providing opportunities for student leadership and involvement in decision-making processes. Inclusive Practices and Cultural Competency: Providing professional development and training for staff to promote inclusive practices and cultural competency within the school community. This may include workshops on diversity, equity, and inclusion, as well as training on implicit bias and culturally responsive teaching strategies. Targeted Support for Marginalized Groups: Implementing targeted interventions and support services to address the specific needs of marginalized or underrepresented student groups identified through the data analysis. This could involve providing additional resources for English language learners, students with disabilities, or students from low-income backgrounds to ensure equitable access to opportunities and support. Parent and Community Engagement: Strengthening partnerships with parents and the wider community to promote collaboration and shared responsibility for student well-being and success. This may involve increasing communication with parents, providing opportunities for parent involvement in school activities, and engaging community organizations to provide additional support and resources for students. Continuous Monitoring and Evaluation: Establishing mechanisms for continuous monitoring and evaluation of progress toward addressing areas of need and implementing targeted interventions. This could include regular surveys or focus groups to assess changes in school safety perception and connectedness over time, as well as ongoing data analysis to identify emerging trends or areas requiring further attention. By implementing these changes to existing plans, policies, or procedures, the LEA aims to address areas of need identified through the analysis of local data and promote continuous improvement within the school community. These revisions, decisions, and actions reflect the LEA's commitment to creating a safe, supportive, and inclusive learning environment where all students can thrive academically, socially, and emotionally. Met 2024-06-25 2024 18641960000000 Susanville Elementary 6 Data: The CA Healthy Kids Survey was administered to parents, staff and students in the fall of 2023: Middle School results from students were as follows: 1. 66% of 6th graders, 46% of 7th graders and 37% of 8th graders agreed or strongly agreed that they were connected to the school. 2. 69% of 6th graders, 61% of 7th graders and 54% of 8th graders agreed or strongly agreed that they had caring adult relationships at school. 3. 67% of 6th graders, 42% of 7th graders and 47% of 8th graders agreed or strongly agreed that the school is perceived as very safe or safe. Elementary School (Grades 3-5) results from students were as follows: 1. 67% of 3rd graders, 53% of 4th graders and 60% of 5th graders agreed or strongly agreed that they were connected to the school. 2. 75% of 3rd graders, 55% of 4th graders and 60% of 5th graders agreed or strongly agreed that there were caring adults in the school. 3. 77% of 3rd graders, 63% of 4th graders and 66% of 5th graders agreed or strongly agreed that they feel safe at school The data suggests that students have more of a connection with school and their teachers at our lower grade levels and while this connection has normally waned in 7th and 8th grade, we are seeing an uptick in connectedness in the middle school.. Across the schools, it appears that the majority of our students have caring adult relations at the schools, whether these be teachers, paraprofessionals or other staff. Students report feeling very safe at school and this percentage wanes as they get older as well. Overall, the schools provide a strong connection for kids and create an environment that is inclusive and supportive. An area for growth is to increase this feeling in students in particular classes at each school level. Barriers for these connections are poor attendance, apathy and lack of support from home. Many of the actions in the 24-25 LCAP are designed to support student interest and connectedness to the schools. Staff have very strategically created new programs and offerings that will help engage students and improve the overall culture at the schools. The schools have already seen improved engagement from high-interest activities and have seen improved behaviors from the counseling that has been available at the sites. Met 2024-06-26 2024 18641960135756 Thompson Peak Charter 6 "Local Climate Survey Summary Surveys were conducted during May 2024 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 2024 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in March 2024. Survey results include: 89% of parents responded affirmatively to the statement, ""my child feels connected to the school community."" Responses to school safety include: Grades 6-12: 100% Grades K-5: 100% Parents: 100% We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? 30% of students in grades 6-12 said yes. Additionally, The California Healthy Kids Survey was administered. Twenty-one students in grades 9-12 responded. Of those respondents, 95% noted there is a teacher or adult at the school who really cares. Results of concern are 42% of students responded yes to having chronic sadness." The school prides itself on creating a welcoming and safe environment for staff, students and parents. An area of attention is the feeling of extended sadness felt by several students. The school provides mental health support and intends to make sure all students and families know of its availability. A student success course based on the 7 Habits is being provided to all students. Met 2024-06-26 2024 18642040000000 Westwood Unified 6 Data: The local climate survey data, the California Healthy Kids Survey, provides valuable insights into the perceptions and experiences of students, parents, and staff within Westwood Unified School District. The survey, administered in late November, offers a comprehensive overview of various aspects of school climate and conditions. Overall, the survey yielded an encouraging finding, with 63% of respondents agreeing or strongly agreeing that Westwood USD actively seeks the input of parents in decision-making processes. This indicates a positive perception of the district's efforts to engage parents and stakeholders in shaping school policies and initiatives. Meaning: High School Day Length: The data suggests that the high school day is perceived as too long by students. This indicates a need to reassess the structure of the school day to ensure it aligns with the well-being and needs of students. Advisory Day and Lunch Timing: The adjustment of lunch timing during Advisory day has resulted in students feeling hungry. This highlights the importance of considering the practical implications of schedule changes on student nutrition and well-being. Communication and Event Notices: Providing advanced notice of events occurring during school hours is essential for student and family planning. School Bullying and Supervision: Addressing school bullying and improving supervision during recess are critical for creating a safe and inclusive school environment. Mental Health Counseling: Continuing mental health counseling services is essential for supporting student well-being. Families from low-income families or with pre-existing mental health conditions, are disproportionately in need of mental health support. Communication Methods: Increasing the use of text messages as a means of communication can improve parent engagement and accessibility of information. Families with limited access to internet and non-English speaking families, would benefit most from text-based communication methods. USE: Based on the analysis of local data and the identification of key learnings, Westwood Unified School District has determined several changes to existing plans, policies, or procedures to address areas of need and ensure continuous improvement: High School Master Schedule, Passing Periods and Breaks, Consistent Lunch Times, Professional Development for Student Supervision, and Continuation of mental health counseling. By implementing these revisions, decisions, and actions, the District aims to address areas of need identified through data analysis and key learnings, promoting continuous improvement and fostering a supportive learning environment for all students. Met 2024-06-20 2024 18750360000000 Fort Sage Unified 6 Data Dash Board Standard Met. also, using our combined survey results and more effectively, our one on one interactions with all our students we were able to start initiatives such as SEL, PBIS more engaging CTE electives and even improving our lunch menu. Both CHKS and Local survey has improved overall Improve website, other communication strategies & continue with Possip surveys Met 2024-06-26 2024 18750360121657 Mt. Lassen Charter 6 MLCS has made significant growth in many areas through the development of PLC's as the standard for operating to implementing interventions for ELA, Reading and Mathematics. For our math intervention program (MTSS) we created essential standards, pacing guides, rubrics, and SMART goals, as well as common assessments for all grades. As part of this process, we reflected throughout the year on what was working, what need to be adjusted and made necessary changes, as needed. As part of a growth mindset school, we have continued to provide targeted professional development for all staff in the area of standards-based instruction, differentiated instructional strategies, and trauma informed instruction. MLCS created their own local climate survey that was administered in January 2024. As part of that survey and outreach, 70.6% of parents and students felt a connectedness with the school. As a general rule, the satisfaction with MLCS was over 80% for most questions on the local climate survey. One area of need identified was more support with SEL. MLCS has seen an increase in socioeconomically disadvantage students enrolling at the school (2021 - 35.8%, 2022 - 58.5%, 2023 - 63.3%). In response to the increase in SED students, MLCS has developed systems to help identify and support Unduplicated Pupils so that their needs are met, and academic progress can be made. In addition, MLCS has identified a need to provide staff with culturally relevant strategies and instructional practices to meet the culturally diversity of the students who attend MLCS. Lastly, educational partners have identified a need for more support in the area of SEL. MLCS has identified and added culturally responsiveness training to support the need to meet the needs of our culturally diversity students. Met 2024-06-26 2024 18750366010763 Long Valley 6 "Local Climate Survey Summary Surveys were conducted during May 2024 to all enrolled students and their families and included questions on student perceptions of school safety and connectedness. All results were presented at the June 2024 Governing Board Meeting. The California Healthy Kids Survey (CHKS) was administered in the winter and results were presented in March 2024. Survey results include: 78% of Doyle parents and 100% of Portola parents responded affirmatively to the statement, ""staff creates a welcoming environment at school for my family.” Responses to school safety include: Doyle: grades 6-12: 83% grades K-5: 96% parents: 95% Portola: grades 6-12: 100% grades K-5: 100% parents: 100% We asked students if during the last 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities? 37% of Doyle 6th-12th graders said yes; 58% affirmed this statement in Portola (12 students completed the survey, 7 of which responded with yes). Additionally, The California Healthy Kids Survey was administered. Twenty-nine students in grades 7, 9 and 11 responded. Of those respondents, 93% had a high degree of agreement that they felt there is a teacher and/or an adult that really cares about them. Results of concern are 21% of students responded yes to having chronic sadness or hopeless feelings." The school prides itself on creating a welcoming and safe environment for staff, students and parents. An area of attention is the feeling of extended sadness felt by several students. The school provides mental health support and notifies all students and families of its availability. A student success course based on the 7 Habits has been implemented with fidelity since its initial implemented in 2022-23. The school has also allocated funding for a mental health counselor to support all students. Met 2024-06-26 2024 19101990000000 Los Angeles County Office of Education 6 Of the 1046 student survey requests across the two high schools 872 students responded to the CHKS survey (83%). This was a 6% drop from the previous year. Almost all categories addressing Supports and Engagement saw increases from previous years with the most significant occurring in Perceived School Safety (+6%) and High Expectations from adults (+6%). Additionally, increases were seen in students' efforts to try harder on school work (+6%) and parents feeling welcomed at school (+5%). At Non-Traditional school sites 541 student survey requests were made with 165 respondents (30%). This was a significant drop from the previous year (-39%). There were decreases in many of the Support and Engagement indicators. School Connectedness fell by 4% points. Caring adult relationships (-7%) and Perceived school safety (-8%) also saw significant drops. Alternatively, increases in student’s efforts to try harder were seen (+2%). Additional disaggregation of student group responses is currently in process. Students in the two high schools identified significant increases in caring adult relationships and high expectations, indicating an increased effort to promote adult involvement and interaction. These indicators stay true across nearly all grade levels in high schools. Additionally, the promotion of parent involvement also showed increased levels across all grades with a slight dip in the senior year (-1%) but still well within the margin of error. Significant decreases were noted in the Substance Use category across both high schools and the non-traditional school sites. Every category (cigarette smoking, vape products, tobacco vaping, and marijuana vaping) saw drops from the previous year. This can be attributed to effective prevention efforts and education regarding the risks of such behaviors. Additionally, significant decreases were noted in the Social and Emotional Health categories across the high school and non-traditional sites. Students in the 9th and 10th grade saw nearly double digit drops in instances of social and emotional distress. Moreover, increases in optimism and life satisfaction were seen across all levels with the most significant occurring in 12th graders who saw a 14% increase in optimism and non-traditional school site students who saw a 6% increase in life satisfaction. Increased Adult Involvement and Interaction: Continue to promote and support initiatives that foster caring adult relationships and high expectations. This includes professional development for staff on effective student engagement strategies and expanding mentorship programs. Enhance parent engagement efforts by organizing more school events that welcome parent participation and providing resources to help parents support their children's education. Substance Use Prevention: Maintain and expand successful prevention programs that have led to decreases in substance use. This involves continuing education on the risks of substance use and providing support resources for students. Social and Emotional Health Support: Promote programs that have successfully increased optimism and life satisfaction, such as positive psychology interventions and extracurricular activities that build a sense of community and belonging. Provide additional follow up focus groups to identify effective measures that led to drops in social and emotional distress. Maintain and expand support services from school counselors to assist students and families in developing Individualized Learning Plans including academic, transition and post-secondary goals and support families in accessing post-secondary and college and career pathways information including financial aid resources. Provide enhanced school mental health services at selected sites including individual, group and family mental health counseling. Maintain and expand use of graduate level social work interns to support students and families with mental health services. Non-Traditional School Sites Focus: Address the significant drop in survey response rates at non-traditional school sites by implementing strategies to increase student participation in future surveys, such as better communication and incentives for completion. Focus on improving school connectedness and perceived school safety by implementing targeted programs that create a more inclusive and supportive school environment. Met 2024-06-18 2024 19101990106880 Jardin de la Infancia 6 Not Met 2024 19101990109660 Aspire Antonio Maria Lugo Academy 6 The recent climate surveys conducted at Aspire Antonio Maria Lugo Academy in grades 3-5 provided insights into Classroom Climate, Classroom Belonging, School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. The Classroom Climate and Belonging scores were slightly below the district average at 62% and 61% respectively. At the school level, School Climate matched the district average at 62%, but School Safety was a concern at 52%, slightly above the district but indicating potential areas of concern. The Sense of Belonging and Teacher-Student Relationships scored 66% and 71%, showing relatively stronger relationships and student integration into the school community. These metrics, disaggregated where possible, help identify specific areas needing attention, such as enhancing safety perceptions and boosting the positive energy within classrooms and the wider school environment. Analysis from both classroom and school-wide surveys indicates that while there is a strong foundation in teacher-student relationships and a sense of belonging, there are notable areas for improvement, particularly in school safety and classroom climate. The data reveals a need for enhanced strategies to improve the perceptions of fairness and positivity within the school, addressing behavioral impacts on learning, and enhancing the overall safety measures which are currently below the satisfaction threshold. These findings underscore the necessity of targeted interventions to build a more cohesive and secure environment, ensuring that students not only feel connected but are also supported in a physically and psychologically safe space. Responding to the data, Aspire Antonio Maria Lugo Academy is implementing several LCAP-aligned initiatives to address the identified needs. The focus is on enhancing school safety through comprehensive strategies such as improving surveillance, conducting regular safety drills, and integrating conflict resolution and bullying prevention programs. To boost classroom climate, we are expanding our PBIS initiatives and integrating SEL practices across all classrooms to ensure consistent positive behavioral supports are in place. Furthermore, to foster stronger community ties and enhance family engagement, we continue to hold events in both Spanish and English, supporting our diverse community and ensuring all voices are heard and integrated into our school culture and decision-making processes. Regular monitoring through follow-up surveys and stakeholder feedback will help us gauge the effectiveness of these actions and make necessary adjustments, ensuring continuous improvement in our school climate and student well-being. Met 2024-06-20 2024 19101990112128 Aspire Ollin University Preparatory Academy 6 The climate surveys conducted at Aspire Ollin University Preparatory Academy for Winter 2024 focused on Classroom Climate, School Climate, School Safety, Sense of Belonging, and Teacher-Student Relationships. Results indicate that Classroom Climate scored 56%, slightly below the district average of 61%. School Climate was notably lower at 37%, significantly under the district average. Sense of Belonging and Teacher-Student Relationships also reported lower scores, at 33% and 46% respectively, highlighting areas where students feel less connected and supported by their school environment and staff. These metrics suggest a critical need for targeted interventions to improve the perceived safety and interpersonal connections within the school. The data underscores several challenges within Aspire Ollin University Preparatory Academy, particularly in fostering a nurturing and supportive school climate. The notably low scores in School Climate and Sense of Belonging point to a disconnect between students and the school environment. Additionally, the relatively lower scores in Teacher-Student Relationships suggest potential areas for enhancing teacher engagement and responsiveness to student needs. These findings direct attention towards improving communication channels and support mechanisms within the school to better serve the student body, especially underserved groups. In response to the survey findings, Aspire Ollin University Preparatory Academy has implemented several strategic actions within their LCAP to address these concerns. Initiatives include enhancing Family and Community Engagement to build stronger relationships and trust between families and the school, which is crucial for fostering a supportive school culture. The establishment of the regional black family advisory council and continued communication in home languages are steps toward more inclusive community engagement. Additionally, the school has prioritized improving attendance through comprehensive strategies that address chronic absenteeism, especially among vulnerable student groups. To directly tackle the issues of school climate and student engagement, the school has expanded its PBIS and SEL efforts, ensuring all staff are trained in these frameworks to support a positive and inclusive learning environment. Monitoring the effectiveness of these actions will involve regular analysis of updated survey data and direct feedback from the school community. Met 2024-06-20 2024 19101990115030 Magnolia Science Academy 3 6 Student Based on the data provided, here are my observations regarding the average approval rates and changes from the previous year: The student average approval rate increased by 2 percentage points, from 61% in Spring 2023 to 63% in Spring 2024 Family The family average approval rate decreased slightly by 1 percentage point, from 97% in Spring 2023 to 96% in Spring 2024. While the decrease is relatively small, it may indicate some areas where family approval or satisfaction could be further improved. Staff The staff average approval rate experienced a more significant decrease of 3 percentage points, from 77% in Spring 2023 to 74% in Spring 2024. This decline in staff approval could be related to various factors, such as workload concerns, resources, leadership, or other issues highlighted in the previous survey comments. Student 2 increases that we noticed is that the students have a clearer understanding of what our school expects of them. We did a better job of increasing visibility of the rules with the use of classroom posters and establishing a schoolwide acronym for everyone to understand what MSA-3 represents (Valuable, Intelligent, Prepared, Excellent & Respectful. The largest growth we had was “The school rules are fair” with a 15 point increase overall. Family In summary, while there are strengths in staff support and community engagement, there are also opportunities to address concerns related to discipline, educational offerings, and communication barriers for individuals with disabilities. Positive aspects include: Staff and teachers are caring, supportive, and attentive to concerns. There's a great sense of community. Diversity in clubs and activities, with options available on Saturdays. Appreciation for staff efforts to involve parents in activities and keep them informed about events and announcements. Staff: Based on the staff survey results, there are several key strengths and successes to highlight: The school shines in providing a supportive and inviting learning environment for students. A very high 95% of staff feel the school is a welcoming place for students to learn. The school also promotes academic success (85% approval) and sets high standards (75% approval) for all students. An impressive 95% of staff believe the school emphasizes giving students academic help when needed. This, combined with the 84% who feel lessons are taught in relevant ways, suggests strong instructional practices to support student learning. Notably, 95% of staff report that the school encourages all students to take rigorous courses regardless of background. This speaks to a commitment to high expectations and access for all. While not as high as some other areas, a solid majority of staff report that adults at the school support and respect each other (80%) and have close professional relationships (58%). Most staff feel behavior rules and consequences are clear to students, with approval rates of 82-86% on questions related to students understanding expectations. A strong 97% feel school rules are fair and 90% believe adults treat students with respect. These positive results should be celebrated and communicated to all educational partners. Based on the survey findings and identified areas for improvement, the school is planning to implement the following suggestions: For Students: 1. Improve food quality by reviewing the current meal program, gathering student input, and exploring healthier, more appealing options. 2. Upgrade and maintain cleaner, more spacious bathrooms to address student concerns and meet their needs. 3. Expand extracurricular offerings, including a wider variety of sports, clubs, and electives to cater to diverse student interests. 4. Increase the frequency of field trips and fun school events to enhance student engagement and overall school experience. For Parents: 1. Strengthen school-home communication by establishing clear protocols for timely updates on student grades, behavior, and assignments. 2. Review and enhance school safety measures and discipline policies to address concerns about bullying, violence, and drug use. 3. Enrich the academic program by incorporating more rigorous curriculum, practical life skills classes, and improved academic resources. 4. Expand extracurricular activities, including sports teams, arts programs, and student clubs, to meet family preferences. 5. Improve the quality and variety of school lunch options to satisfy parents' desires for healthier, tastier meals for their children. For Staff: 1. Provide targeted professional development and support for staff in areas such as student discipline, special education, and mental health. 2. Increase staff support by hiring additional personnel, creating opportunities for collaboration, and providing dedicated staff spaces. 3. Improve resources and facilities, particularly for science education, by acquiring necessary equipment, materials, and addressing space constraints. 4. Foster open communication and collaboration among departments and include staff in decision-making processes that affect school policies and practices. 5. Set higher academic standards, particularly in lower grades, and implement high dosage academic interventions for struggling students. To implement these suggestions, the school will take the following steps: 1. Form task forces or committees to develop action plans addressing each area of improvement, with clear goals, timelines, and responsibilities. 2. Allocate necessary resources, including budget, personnel, and materials, to support the implementation of improvement initiatives. 3. Provide training and professional development for staff to enhance their skills and capacity to effectively implement changes. 4. Regularly communicate progress updates and gather ongoing feedback from students, parents, and staff to ensure continuous improvement. 5. Monitor and evaluate the effectiveness of implemented changes using relevant data and metrics, making adjustments as needed to optimize results. Met 2024-06-17 2024 19101990115212 Magnolia Science Academy 2 6 The local climate survey data for the 2023-2024 academic year reveals significant changes in approval rates across all educational partners, including parents, students, and staff. Comparing the survey results from Spring 2024 to Spring 2023, we observed a 13 percentage point decrease in student approval rates, an 8 percentage point decrease in family approval rates, and an 18 percentage point decrease in staff approval rates. These shifts can be largely attributed to recent staffing transitions, notably the departure of five teachers, which introduced inconsistency, particularly in middle and high school. This instability has had a noticeable impact on both student classroom culture and staff dynamics. Historically, student approval rates have been the lowest among the three groups, highlighting the critical need to address this area. Recognizing this, we have prioritized increasing student approval rates and overall satisfaction through targeted strategies. We are enhancing student support services to better address their academic and emotional needs, fostering a positive classroom and campus environment, and ensuring learning experiences are both engaging and relevant. Additionally, we are strengthening communication channels between students, teachers, and parents to ensure that student voices are heard and valued in the decision-making processes. By focusing on these initiatives, we aim to create a more inclusive, supportive, and fulfilling educational experience for all students. Our goal is to improve student approval rates and overall satisfaction, ultimately fostering a more positive school climate for everyone involved. "Our recent climate surveys have provided valuable insights into our strengths and areas needing improvement. Over the past year, we've made significant progress, reflected in the survey approval rates. One of our key strengths is the high approval rate from family surveys, reaching 90% in Spring 2024. This demonstrates strong engagement and satisfaction, highlighting the trust and support our families have in our educational programs. However, we need to improve student and staff survey approval rates. Student approval rates dropped by 13 percentage points since Spring 2023, indicating a need to enhance student engagement and address their concerns. Similarly, staff approval rates declined by 18 percentage points, pointing to the need for targeted efforts to boost morale and foster a positive work environment. Prioritizing staff support, professional development, and better communication will be crucial. Safety received the highest ratings from students, while the sense of belonging was the lowest, averaging 50%. This was particularly low among 7th and 8th graders, who reported a significant decrease in happiness at school. As a school of choice, where parents often influence enrollment, students may feel less empowered. We are committed to fostering a stronger sense of inclusion and ownership by actively seeking student feedback and implementing initiatives to create an engaging school environment. For families, safety was the highest-ranked category, but there were noticeable declines in responses to statements like ""school staff takes my concern seriously"" and ""school staff responds to my needs in a timely manner."" To address this, we will review feedback thoroughly and develop action plans to improve communication, responsiveness, and overall satisfaction. This may involve enhancing communication channels, implementing protocols for timely responses, and providing additional training for staff. Among staff, safety ranked the lowest, with significant declines in responses related to disruptive student behavior and lack of respect from students. Given the staff turnover and many new teachers, these findings are concerning but understandable. In response, we will restructure professional development to focus on classroom management and fostering positive relationships with students. Additionally, we will introduce an instructional coach position to provide targeted guidance and support to teachers. By addressing these key areas and implementing targeted strategies, we aim to create a more inclusive, supportive, and fulfilling educational experience for all members of our school community. We remain committed to listening to our stakeholders, addressing their feedback, and striving for excellence in all aspects of our educational environment." To address areas identified through our data analysis and feedback, we are implementing several changes to improve our school environment and foster a more supportive and engaging atmosphere. Enhancing School Culture and Facilities We are developing a designated assembly area for events like PBIS celebrations and grade-level recognitions. This space will strengthen our school community. Additionally, we are improving the shading in our lunch area to create a more comfortable space for students. Boosting Student Engagement and PBIS To increase student engagement, we are working closely with the student council to organize various events. This collaboration ensures student interests are prioritized. We are also enhancing the PBIS reward system by incorporating items that align with student interests, based on their feedback. Promoting School Spirit and Uniform Options To promote school spirit and offer more choices, we are expanding our uniform options with different materials and styles. We are partnering with a vendor to offer branded merchandise like Mustang hats, sweaters, and backpacks, fostering unity and pride among students. Educational Programs and Workshops We are introducing programs, workshops, and assemblies focusing on bullying prevention, cultural awareness, and drug prevention. These initiatives aim to enhance student safety and well-being. Strengthening Staff and Community Engagement We are establishing a dedicated space as a staff and community hub to facilitate better collaboration. This space will support various activities and promote a stronger sense of community. We are also incorporating team-building activities to foster collaboration and a sense of belonging among students and staff. Improving Communication and Schedules We are refining our communication protocols to ensure clear and accessible communication between the school and families. Additionally, we are revising the bell schedule and supervision plans to enhance support during nutrition and lunch periods, ensuring a safe environment for our students. Restructuring Professional Development To support our teachers' professional growth, we are restructuring professional development opportunities. This will help teachers improve classroom management and create engaging, culturally relevant lessons that meet the diverse needs of our students. Through these proactive steps, we are addressing concerns raised by our school community and making significant strides toward continuous improvement. We are dedicated to creating a supportive, engaging, and inclusive environment for all students, staff, and families. Met 2024-06-17 2024 19101990121772 Environmental Charter Middle - Gardena 6 In our 2024 climate survey, we saw a slight increase in feelings of school connectedness. 56% of students reported a high level of school connectedness, compared to 51% in 2023. The strongest indicator in the series of questions that measure connectedness was: I feel close to people at this school,an 8% increase school wide, this includes an 18% increase for our Black/AA students. Our greatest area of need within those questions was: I feel like I am part of this school. This indicator had a 2% increase but remains the one indicator below 50% school wide and at 35% for our Black/AA students. We see advisory having an impact on peer to peer relationships but that is not translating to students feeling like they are part of the school. Areas of strength include students reporting an increased feeling of being close to people at this school, an increase in being happy to be at this school and an increase in teachers treating students fairly at this school. The area of focus for growth is the CHKS indicator in which we scored the lowest when asked whether a student agreed with the statement “I feel like I am a part of this school.” There is a clear need for student voice and leadership to be elevated more regularly. We are committed to fostering a more inclusive school environment where our Black/African American students, who have reported less connection to the school, feel a stronger sense of belonging. To do this, we will track a subset of climate questions on a regular basis and build in time for students, teachers, and parents to analyze the data results and provide feedback. Met 2024-06-20 2024 19101990127498 Environmental Charter Middle - Inglewood 6 The California Healthy Kids Survey is administered yearly and analyzed by school personnel for the purpose of planning and staffing programs in response to key data. In our 2024 student climate survey, 69% of students reported that there are adults in school who really care about them, notice when they are absent, and listen to them when they have something to say, which is a decline from last year (73%). However, school connectedness remains the same, with 60% of students reporting a high level of connectedness to the school. Although the campus is completely secured during the school day with only one point of ingress/egress, we have eight cameras actively monitoring the campus, monthly emergency drills, and yearly active shooter training to ensure all adults understand processes and roles, only 66% of students feel safe or very safe at school. We pay particular attention to bullying or the perception of bullying because middle school is a time when students experience several transitions and during this difficult time bullying increases. As a result of these efforts, bullying has declined, with 9% of students reporting having experienced bullying or harassment, compared with 14% last year. Areas of strength include students reporting an increased feeling of being close to people at this school, an increase in being happy to be at this school and an increase in teachers treating students fairly at this school. The area of focus for growth is the CHKS indicator in which we scored the lowest when asked whether a student agreed with the statement “I feel like I am a part of this school.” There is a need for student voice and leadership to be elevated more intentionally. We are committed to fostering a more inclusive school environment where our Black/African American students, who have reported less connection to the school, feel a stronger sense of belonging. To do this, we will track a subset of climate questions on a regular basis and build in time for students, teachers, and parents to analyze the data results and provide feedback. Met 2024-06-20 2024 19101990128025 Lashon Academy 6 The recent school safety and climate survey at Lashon Academy revealed valuable insights regarding the sentiments and experiences of our students. The survey had a completion rate exceeding 90%, representing a diverse array of students across various grade levels and demographic groups. Notably, 88% of all students, 74% of SPED students, 85% EL students, 78% Hispanic and 85% white expressed excitement about their teachers, and 81% of all students, 89% SPED students, 88% EL students felt valued as members of the school community. However, 12% of students, primarily in grades 5th-8th, reported concerns about social media challenges. Key learnings from the survey highlight the strengths of Lashon Academy's teaching staff and the inclusive environment that makes students feel valued. The positive perception of teachers and the strong sense of belonging among students, including English Language Learners, underscore the effectiveness of our current efforts. Nevertheless, the concern about social media challenges among a subset of students indicates a need for targeted interventions and support mechanisms to ensure the safety and well-being of all students. In response to the survey findings, Lashon Academy plans to implement several changes to existing strategies. We will prioritize strengthening student-teacher relationships and extending learning beyond the traditional classroom to enhance educational experiences. Additionally, ongoing initiatives will focus on maintaining and fostering a sense of belonging among all students. To address the issue of social media use and conduct, we will introduce targeted interventions and support programs to protect students' digital well-being and promote a safe online environment. Met 2024-06-19 2024 19101990132605 Valiente College Preparatory Charter 6 Not Met 2024 19101990134346 Intellectual Virtues Academy 6 Survey Data on Sense of Safety (% agreeing): Students: 85% Parents: 98% Staff: 100% Survey Data on Sense of Connectedness (% agreeing): Students: 92% Parents: 98% Staff: 100% Survey Data on Overall Satisfaction with IVA High (% agreeing): Students: 87% Parents: 100% Staff: 100% School climate is an area of strength for IVA High. Student, staff, and parent surveys continue to show year after year a strong sense of safety and connectedness, including an overall satisfaction with the learning and climate of IVA High. None needed with respect to this priority. Met 2024-06-05 2024 19101990134361 Russell Westbrook Why Not? Middle 6 Russell Westbrook Why Not? MS utilized the Panorama Survey platform to assess student's perceptions of school safety & connectedness. The data is as follows: School Belonging (How much students feel that they are valued members of the school community.)=32% School Climate(Perceptions of the overall social and learning climate of the school.)=42% School Engagement (How attentive and invested students are in school.)=24% School Safety (Perceptions of student physical and psychological safety at school.)=55% School Teacher-StudentRelationships (How strong the social connection is between teachers and students within and beyond the school.)=43% Westbrook Middle School students still struggle to feel a sense of belonging with the school, and in their relationships with staff, a trend that has been seen since the end of the pandemic. Positively, they are feeling a greater sense of safety at the school, which will be helpful to build upon to create the sense of belonging and connection. This indicates that the school needs to continue its work with supporting the social-emotional health of the students. To that end we will continue to provide social work and counseling support, as well as providing teachers with training in culturally responsive practices to better assist them in connecting with students from diverse backgrounds. Met 2024-06-13 2024 19101990135368 Alma Fuerte Public 6 Alma Fuerte conducted a comprehensive climate survey to gain insights into students' perceptions of school safety and connectedness. The survey aimed to capture students' feelings of safety and care within the school environment, as well as their opinions on the teachers, staff, and administration. This survey was conducted in alignment with the California Healthy Kids Survey, which focuses on various aspects of students' well-being. To ensure maximum participation, the administration actively promoted the survey and emphasized the importance of students' voices. Confidentiality was assured to create a safe and open environment for students to share their thoughts. Efforts were made to accommodate students with diverse backgrounds and abilities, ensuring that everyone had an equal opportunity to participate. Upon completion of the survey, the administration diligently analyzed the data to identify any significant trends or patterns. The results of the survey were overwhelmingly positive, with the majority of students reporting feeling safe and cared for within their school. Students expressed deep appreciation for their teachers, staff, and administration, recognizing their unwavering support and belief in their success. The administration's commitment to student well-being and success fostered an overall sense of connectedness and trust within the school community. Regarding bullying, the survey revealed that incidents were relatively rare, indicating that students felt secure from physical harm. Students expressed satisfaction with the measures in place to prevent bullying and maintain a supportive environment. However, the survey also highlighted areas for improvement. Some students expressed a desire for expanded learning opportunities, such as more sports options and engaging field trips. Additionally, some students wanted more challenging academics to further enhance their educational experience. These findings have reinforced the administration's belief in the importance of fostering a safe, caring, and intellectually stimulating school climate. The positive relationships between students and teachers, staff, and administration are highly valued. The administration appreciates the trust students have placed in them and is dedicated to addressing their feedback and suggestions. By incorporating the results of the survey, the administration aims to continuously improve and provide an enriching educational experience for all students. Through the analysis of the survey data, several key learnings have emerged, highlighting both the needs and areas of strength within Alma Fuerte's school climate. The data was also disaggregated by student group, allowing for a more comprehensive understanding of the specific needs and strengths of different student populations. Alma Fuerte is incredibly proud of the high level of support and feeling of security that overall students from all student groups expressed. 1. Overall Perception of Safety and Care: - The majority of students, across all student groups, reported feeling safe and cared for within the school environment. This indicates a strong sense of physical and emotional security among the student body. 2. Positive Relationships and Support: - Students from various student groups expressed deep appreciation for their teachers, staff, and administration. They recognized the unwavering support and belief in their success, indicating strong positive relationships between students and school staff. 3. Trust and Valuing Student Voices: - Students felt that their voices were not only heard but also valued by the administration. This demonstrates a culture of trust and inclusivity, where students feel empowered to share their thoughts and opinions. 4. Bullying Prevention and Supportive Environment: - The survey data revealed that incidents of bullying were relatively rare, indicating that students felt secure from physical harm. Students also expressed satisfaction with the measures in place to prevent bullying and maintain a supportive environment. 5. Areas for Improvement: - Some students, disaggregated by student group, expressed a desire for expanded learning opportunities. This includes more sports options and engaging field trips, indicating a need for additional extracurricular activities. - Additionally, some students, disaggregated by student group, sought more rigorous academics and greater challenges in their coursework. This highlights the need for curriculum enhancements to meet the academic needs of diverse student populations. By disaggregating the data by student group, the analysis also provided insights into the specific needs and strengths of different student populations within the school. This allows for targeted interventions and support to address any disparities and ensure an inclusive and equitable learning environment for all students. The analysis of the survey data has reinforced the administration's commitment to fostering a safe, caring, and intellectually stimulating school climate. It has highlighted the strengths of positive relationships, trust, and a supportive environment, while also identifying areas for improvement in terms of expanded learning opportunities and academic challenges. The administration will utilize these learnings to address student needs and continuously enhance the school experience for all students. Based on the analysis of the survey data and the identified needs, Alma Fuerte has determined some changes to existing plans, policies, and procedures to address the areas of need. The following changes are considered necessary to enhance the school experience and ensure the fulfillment of student needs: 1. Rigor and Additional Enrichment for High-Achieving Students: - Alma Fuerte recognizes the need to provide more rigorous academic opportunities for high-achieving students. To address this, the school will introduce more opportunities for enrichment using scaffolding, differentiation and project based learning. These challenging offerings will meet the needs of high-performing students and provide them with opportunities for intellectual growth and enrichment. 2. Expansion of Middle School Sports: - The analysis of the survey data revealed a desire for more sports options among students, particularly in the middle school level. To address this need, Alma Fuerte will expand the range of sports offered in the middle school sports program. This may include introducing new sports such as soccer, basketball, volleyball, and track and field. By diversifying the sports options, the school aims to provide a wider range of athletic opportunities for students and promote physical fitness and team spirit. 3. Professional Development for Teachers: - To ensure the successful implementation of the changes mentioned above, Alma Fuerte will provide professional development opportunities for teachers. These sessions will focus on strategies for differentiating instruction, designing challenging curriculum, and creating inclusive learning environments. By equipping teachers with the necessary skills and knowledge, the school aims to better meet the academic needs of all students and provide an engaging and supportive learning experience. 4. Collaboration with Community Organizations through our Entrepreneurial and Community School focus: - Alma Fuerte recognizes the importance of partnerships with community organizations to enhance extracurricular opportunities for students. The school will seek collaborations with local sports clubs, art centers, and other organizations to provide additional enrichment activities outside of the regular curriculum. These partnerships will enable students to explore their interests and talents beyond the classroom, fostering holistic development and a well-rounded educational experience. Alma Fuerte will utilize the Metro Bus passes to expand these opportunities in the community. 5. Ongoing Data Analysis and Continuous Improvement: - Alma Fuerte understands the importance of ongoing data analysis to monitor the effectiveness of the implemented changes and identify any areas that require further attention. The school will establish a system of regular data collection and analysis to assess the impact of the changes on student outcomes and satisfaction. This will enable continuous improvement and adjustments as necessary. Met 2024-06-24 2024 19101990135582 Westbrook Academy 6 Russell Westbrook Why Not? HS utilized the Panorama Survey platform to assess student's perceptions of school safety & connectedness. The data is as follows: School Belonging (How much students feel that they are valued members of the school community.)=28% School Climate (Perceptions of the overall social and learning climate of the school.)=41% School Engagement (How attentive and invested students are in school.)=27% School Safety (Perceptions of student physical and psychological safety at school.)=62% School Teacher-Student Relationships (How strong the social connection is between teachers and students within and beyond the school.)=41% Westbrook High School students still struggle to feel a sense of belonging with the school, and in their relationships with staff, a trend that has been seen since the end of the pandemic. Positively, they are feeling a greater sense of safety at the school, which will be helpful to build upon to create the sense of belonging and connection. This indicates that the school needs to continue its work with supporting the social-emotional health of the students. To that end we will continue to provide social work and counseling support, as well as providing teachers with training in culturally responsive practices to better assist them in connecting with students from diverse backgrounds. Met 2024-06-13 2024 19101990136119 Animo City of Champions Charter High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19101990137166 Soleil Academy Charter 6 Soleil Academy utilized the Kickboard survey to measure school climate data. We surveyed a total of 175 students in grades third through fifth. Of the 175 students, at least 85% of English Learners, Students with Disabilities, and socioeconomically disadvantaged students felt a sense of connectedness. Moreover, 82% of those subgroups felt safe at Soleil Academy. Overall safety and connectedness were the strongest indicators of our climate overall. Soleil Academy surveyed what scholars enjoy the most about our school, what they wish we had, and what they want in the future. The key learnings identified overall strengths and areas of improvement in the responses. Strengths include engaging in fun activities, learning different things, using technology/computers, having a strong rapport with teachers and kind staff members, the focus on celebrating different cultures, and the overall feeling of calmness and safety on site. Some areas they wish were better include more outdoor recess time, more games/activities that scholars enjoy, more enrichment time, better-tasting food, and more school-wide incentives. They also requested no uniforms. Their long-term vision included more time outdoors. After receiving their input, Soleil Academy explored schedule options to increase outdoor time for students. We were able to keep recess the same but also added an enrichment class two times a week for physical education so that students could enjoy more time outside. In addition, Soleil included students in the food vendor selection. If the food vendor changes, Soleil Academy plans to include more scholars from the upper grades to ensure it meets the needs of more scholars. Lastly, we are unable to omit uniforms as that is how we differentiate scholars from Soleil Academy from our host sites on the Prop 39 shared spaces. Met 2024-06-22 2024 19101990137679 Magnolia Science Academy 5 6 MSA-5 collects feedback from students, families, and staff using the CORE Districts survey developed by Panorama Education.The survey results for Spring 2024 show a 100% participation rate for students, 88.4% for families, and 96.3% for staff, with slight fluctuations compared to Spring 2023. The data is disaggregated by student groups and compared to the CORE Districts dataset. Overall satisfaction rates for Spring 2024 are 78% for students, 96% for families, and 93% for staff. These figures show a decrease of 3 percentage points for students, stability for families, and an increase of 18 percentage points for staff compared to Spring 2023. The average approval rates are 67% for students, 96% for families, and 80% for staff, with students experiencing a slight decrease of 1 percentage point and staff experiencing a significant decrease of 13 percentage points compared to the previous year. Disaggregated data on specific survey topics reveal that students' approval rates for Climate of Support for Academic Learning is 78%, Knowledge and Fairness of Discipline Rules and Norms is 66%, Safety is 67%, and Sense of Belonging is 52%. Families have high approval rates with 98% for Climate of Support for Academic Learning, 99% for Knowledge and Fairness of Discipline Rules and Norms, 87% for Safety, and 98% for Sense of Belonging. Staff's approval rates are 97% for Climate of Support for Academic Learning, 78% for Knowledge and Fairness of Discipline Rules and Norms, 75% for Safety, and 69% for Sense of Belonging. Key learnings from the survey data indicate several areas of strength and identified needs. Family satisfaction remains consistently high, demonstrating strong perceptions of academic support and fairness in disciplinary practices. Staff satisfaction has shown significant improvements in the Knowledge and Fairness of Discipline Rules and Norms and Safety categories. Additionally, there has been a notable increase in the students' Sense of Belonging, indicating progress in fostering a connected school environment. However, some areas need attention. The Sense of Belonging among students, while improved, still remains in a lower percentile range, suggesting a need for more targeted efforts to enhance connectedness and safety perceptions. The significant decrease in staff approval rates highlights areas for improvement in workplace conditions, communication, and support. Disaggregated data reveals that staff approval rates are lower than those for students, indicating a discrepancy in perceptions of school culture and belonging. "In response to the identified needs, MSA-5 plans to make several changes to existing plans, policies, and procedures. To enhance the Sense of Belonging, the school will emphasize the concept of ""respect"" in Life Skills and Advisory courses and increase supervision in both indoor and outdoor spaces to enhance safety measures. To improve staff satisfaction, ongoing professional development opportunities will be implemented, open communication channels will be established, and staff contributions will be recognized. Additionally, addressing workload concerns and providing additional support where needed will be prioritized. To improve community engagement, MSA-5 will continue to involve families in decision-making processes through PAC/ELAC and faculty meetings and use platforms like ParentSquare to keep the community updated on the new facility project and seek feedback. The school also plans to enhance college and career counseling services to provide better guidance and support for students, particularly in the college application process. By addressing these areas with targeted interventions and proactive measures, MSA-5 aims to enhance overall satisfaction and meet or exceed the set approval targets in the upcoming year." Met 2024-06-17 2024 19101990138669 Da Vinci RISE High 6 School culture survey indicators on the Spring 2024 CORE Student Survey at Da Vinci RISE remain strong with positive survey responses in all areas near or above 90%. 96% of students replied positively (ratings of Strongly Agree, Agree, or Neutral) that they feel like they are a part of the school. Similarly, 93% of students responded that they are happy to be at this school, and 92% of students reported that they feel close to people at the school. Staff at the school are also perceived highly by students with 96% of Da Vinci RISE students reporting (Strongly Agree, Agree, or Neutral) that adults at the school encourage them to work hard so they can be successful in college or at the job they choose, and 96% of students also reported that teachers go out of their way to help students. Nearly all Da Vinci RISE students consistently report feeling safe on campus (Strongly Agree, Agree, or Neutral), with 96% of students reporting feeling safe at school. RISE students also have positive self-perceptions, with students responding 89.2% positively to questions on Self-Management, 92.9% positive to questions on Growth Mindset, 90.9% positive to questions on Self-Efficacy, and 91.9% positive on questions on Social Awareness. All of these responses rate at the highest level (Level 10) on the CA CORE SEL Student Survey Index scale. While our overall survey results were strong, when we disaggregate our surveys by student groups and focus on only the most positive responses (top two responses of five instead of top 3), we begin to see some areas for improvement. On the 2023-24 Spring RISE Student Survey, only 54% of unduplicated (socioeconomically disadvantaged, foster, homeless, or English Learner) RISE students Strongly Agreed or Agreed that they felt close to people on campus, and students who were not in unduplicated groups reported feeling more connected at 60%. Similarly, unduplicated students were less likely to report getting along with students who are different than them, with 50% of unduplicated students responding positively and 60% on non-unduplicated students responding positively to the same question. Da Vinci RISE will continue to support all students, but especially those in historically marginalized or unduplicated student groups to ensure that all students feel connected to our school. As part of our LCAP, we outline multiple actions targeted towards improving outcomes for students, including extensive professional development for staff, targeted curriculum, interventions and supports, access to technology and transportation, as well as behavioral supports, counseling, and access to partner organizations and services outside of the school. RISE meets students where they are through a hybrid independent study schedule with independent, 1:1 and small group learning opportunities, academic and SEL goals, credit maps that backward plan from their intended graduation date, instructional materials, and by providing the necessary information for students to access their learning, instructors, and support staff. RISE is designed to support students with asynchronous and in-person learning to ensure they can continue their education regardless of transiency or inconsistencies in their lives outside of RISE. RISE teachers use mastery-based grading to ensure that students work towards concrete, measurable outcomes in each course and to give students multiple opportunities for learning and mastery. All RISE staff are trained in trauma-responsive practices, non-violent crisis intervention and restorative justice to support students in their socio-emotional growth and to create a safe environment in which they learn and thrive holistically. In addition to our own in-house Mental Health Team, we work closely with community partners and organizations to provide wraparound services for our students, including, but not limited to, the following: mentorship, career readiness, job training, internship and job opportunities, counseling, process groups, vision and medical, legal support, transportation, meals, and access to a variety of extracurricular opportunities, including sports and arts. Met 2024-06-20 2024 19101990139170 Lashon Academy City 6 The recent school safety and climate survey at Lashon Academy City revealed valuable insights regarding the sentiments and experiences of our students. The survey had a completion rate exceeding 90%, representing a diverse array of students across various grade levels and demographic groups. Notably, 88% of all students, 85% EL students, 78% Hispanic and 80% Black expressed excitement about their teachers, and 81% of all students, 88% EL students felt valued as members of the school community. However, 12% of all students, primarily in grades 5th-6th, reported concerns about social media challenges Key learnings from the survey highlight the strengths of Lashon Academy City's teaching staff and the inclusive environment that makes students feel valued. The positive perception of teachers and the strong sense of belonging among students, including English Language Learners, underscore the effectiveness of our current efforts. Nevertheless, the concern about social media challenges among a subset of students indicates a need for targeted interventions and support mechanisms to ensure the safety and well-being of all students. In response to the survey findings, Lashon Academy City plans to implement several changes to existing strategies. We will prioritize strengthening student-teacher relationships and extending learning beyond the traditional classroom to enhance educational experiences. Additionally, ongoing initiatives will focus on maintaining and fostering a sense of belonging among all students. To address the issue of social media use and conduct, we will introduce targeted interventions and support programs to protect students' digital well-being and promote a safe online environment. Met 2024-06-19 2024 19101990139345 We the People High 6 Not Met 2024 19101990140681 Environmental Charter High - Gardena 6 Our student responses on annual climate surveys indicate that school connectedness has declined slightly - 55% reported a high level of connectedness this year compared to 58% last year. The climate survey results also indicate that perceptions of school safety remain about the same (69% this year vs. 70% in 2023). Tobacco, alcohol, and drug use has fallen by about 2%, with approximately 96% of students reporting no use in the past year. The decrease in the perception of safety is largely due to student to student incidents. The increase of conflicts lead the administration team to: - Monitor discipline log entries for responsive intervention prior to escalation to referrals. - Hire a restorative practices campus supervisor to support with tier 1 interventions - Review the current RA process and streamline support for students involved - Provide training for counselors and admin in restorative practices - Monitor classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric. - Offer training to parents on restorative practices that can be used at home Additionally, we seek to develop our student culture to promote more student to student accountability and mentorship through the implementation of LinkCrew. We are hoping to develop leaders within the student body that can disseminate what an ECS student looks and acts like. Our student responses on annual climate surveys indicate that school connectedness has declined slightly - 55% reported a high level of connectedness this year compared to 58% last year. The climate survey results also indicate that perceptions of school safety remain about the same (69% this year vs. 70% in 2023). Tobacco, alcohol, and drug use has fallen by about 2%, with approximately 96% of students reporting no use in the past year. ECHSG is actively working to address the decrease in connectedness amongst the student body as evidenced by the annual climate survey. Even though this decrease was slight, it can be attributed to the change in advisory instructors for a couple of grade levels due to teachers not returning to ECHSG. We take a lot of pride in pairing advisory groups to educators for the entirety of their high school career and these transitions can feel challenging for founding schools. In addition, ECHSG had a significant decrease in safety perception due to an increase in student conflict during Fall 2023. Even though the student to student escalations were immediately addressed, our community felt the impact as it is unlike other years. In order to address this decrease, ECHSG implemented and will continue to: - Calibrating staff advisory expectations and providing advisory support - Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations. - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for 12th graders as they navigate the college application process and work towards graduation. - Sending key staff to comprehensive Restorative Practices training to increase expertise - Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. - Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their students. - Training of supervisory staff to effectively address safety concerns - Purchase of vape detectors and implementation of protocol to address incidents in a timely manner Met 2024-06-20 2024 19101990140772 KIPP Poder Public 6 Not Met 2024 19101990140798 Bridges Preparatory Academy 6 Our LEA invites our school’s educational partners to share their perspectives regarding the effectiveness of our school's support and encouragement of student learning, alignment of resources, cultivation of a positive school climate, and maintenance of clean and accessible campus facilities. BPA uses the California Healthy Kids Survey, which is an anonymous assessment recommended for students aged 10 and above. For the 2023-2024 annual school year survey, 134 students, 31 parents, and 13 staff members participated. Key learnings in the following areas were analyzed: - student connectedness, learning engagement/motivation, and attendance; - school climate, culture, and conditions; - school safety, including violence perpetration and victimization/bullying; - physical and mental well-being and social-emotional learning; and - student support, including resilience-promoting development factors (caring relationships, high expectations, and meaningful participation. The below summarizes student responses by grade level: In school connectedness, we had a 67% response for 6th grade, a 35% response for 7th, and a 45% response for 8th grade. For academic motivation, the 6th graders showed 72%, the 7th 59%, and the 8th 72%, respectively. For schools perceived as very safe or safe, the 6th graders had 73%, the 7th 59%, and the 8th 56%. For those who experienced harassment or bullying, the 6th graders had 43%, the 7th graders 34%, and the 8th graders 54%. With social-emotional distress, the 6th graders showed 18%, the 7th graders were 21%, and the 8th graders were 30%. For caring adults, the 6th graders showed 78%, 7th graders 53% and 8th 76%. Finally, for high expectations, the 6th graders showed 85%, 7th graders 66%, and 8th graders 85%. The takeaways from the 2023-2024 survey are: Most students in grades 6th-8th have a strong sense of school connectedness, perceive our school as very safe or safe, have academic motivation, feel like they have caring adult relationships, and feel like they have high expectations to reach. Identified key learnings, including identified needs and areas of strength determined through the analysis of data described, are: - According to most students, grades 6 through 8 are academically motivated, feel a sense of belonging, and are aware of the high expectations that are in place for them as students. Monthly attendance percentages are high per grade level: 15% for grade 6, 21% for grade 7, and 15% for grade 8. - Most of the students in grades 6th through 8th perceived the school as being very safe or safe, but also the percentages are high when it comes to experiencing harassment or bullying and having mean rumors or lies spread about you. - For Social and Emotional Health, the results vary: The areas of needs and areas of strengths are as follows: For social-emotional distress, the 6th graders had 18%, the 7th graders had 21%, and the 8th had 30%. Chronic sadness/hopelessness was experienced by the 6th graders, who showed 28%, 7th graders 31%, and 8th graders 55%. Considered suicide, 6th graders 15%, 7th graders 19%, and 8th graders 30%. Optimism 6th graders 56%, 7th graders 46% and 8th graders 31%. Life satisfaction is 70%, 7th graders 58%, and 8th graders 58%. Anxiety and stress can hinder learning by affecting the ability to retain information. The Social Worker will address attendance, implementing Dean’s List, PBIS (Positive Behavior Intervention and Supports), and other services to remedy the high percentage of absenteeism. Our school, BPA, is a trauma-sensitive school. We understand that anxiety and stress can hinder learning by affecting the ability to retain information. To meet the social-emotional needs of our students and address bullying/harassment, continued MTSS, PBIS, and other related trainings that support social-emotional development will take place this school year for the staff. Also, students will continue to have an SEL period daily and Restorative Circles as needed. Met 2024-06-17 2024 19101990140962 The SEED School of Los Angeles County 6 "SEED LA administered the SEED Network SEL Survey, an evidence-based survey, to its students, measuring six key focus areas. (Participation rate 83.3%) The following percentages of students received an overall score of 28 or higher (areas of strength), out of 40. *28 indicates a score of good/great. o Relationship Skills: 49.5% of students received an overall score of 28 or higher out of 40 o Self-Regulation 42.6% o Self-Management: 27.8% The following are key areas for growth: o Responsible Decision-making o Social awareness o Mental Health Survey results will be analyzed and communicated to our educational partners. SEED LA will evaluate its SEL tools during Summer Professional Development and assess best practices to implement in the school year 2024-25 to improve key areas for growth. SEL skills are a focus of the student life program, and Student Life Counselors can use these survey results to focus on curriculum and tools focused on the key areas identified for growth. In addition, the school student life and student support services team will partner best to meet the mental health needs of the scholars. " Several key learnings have been identified based on the analysis of the SEED Network SEL Survey administered by SEED LA. The survey, which had an impressive participation rate of 83.3%, measured six key focus areas and provided valuable insights into students' social-emotional learning (SEL) competencies. Areas of Strength 1. **Relationship Skills**: - **Strength**: Nearly half (49.5%) of the students received an overall score of 28 or higher out of 40, indicating that many students excel in this area. - **Implication**: This suggests that students at SEED LA generally have strong abilities to establish and maintain healthy and rewarding relationships with diverse individuals and groups. This strength can be leveraged to foster collaborative and supportive classroom environments. 2. **Self-Regulation**: - **Strength**: 42.6% of students achieved an overall score of 28 or higher. - **Implication**: Many students are adept at managing their emotions and behaviors in different situations, which is crucial for academic and social success. Programs that enhance self-regulation skills could be particularly beneficial for students still developing these competencies. 3. **Self-Management**: - **Strength**: Although lower than the other areas of strength, 27.8% of students received a score of 28 or higher. - **Implication**: A subset of students can effectively manage their time, set goals, and stay motivated. This skill is essential for academic achievement and personal growth. Key Areas for Growth 1. **Responsible Decision-Making**: - **Need**: Students need support in making ethical, constructive personal and social behavior choices. - **Implication**: Implementing programs that focus on improving decision-making skills could help students weigh the consequences of their actions and make more informed choices. 2. **Mental Health**: - **Need**: Addressing mental health issues is critical for student well-being and academic performance. - **Implication**: Providing access to mental health resources and counseling and creating a supportive environment where students feel safe expressing their concerns can significantly improve their mental health and overall school experience. Conclusion The SEED Network SEL Survey results highlight several strengths among SEED LA students, particularly in relationship skills, self-regulation, and self-management. However, there are clear areas for growth in responsible decision-making, social awareness, and mental health. Addressing these needs through targeted SEL programs and mental health support can help foster a more supportive and effective learning environment for all students. Based on the analysis of the SEL Survey results, SEED LA has determined the following changes that will take place to existing plans & policies to address the identified areas of need and support continuous improvement: 1. Enhancing Relationship Skills Current Status: 49.5% of students scored 28 or higher. Actions - Peer Mentorship Programs: Implement peer mentorship programs where older students mentor younger students, focusing on building and maintaining healthy relationships. SEED LA will partner with the Center for Collaborative Schools to facilitate Peer Group Connection, where 11th & 12th-grade students will mentor incoming freshmen to foster a strong collegial spirit at SEED LA. Community Building Activities: Increase the frequency of community-building activities, such as team-building exercises, group projects, and social events encouraging positive interactions. SEED LA’s focus on project-based learning experiences in the classroom and after-school programming will accomplish this. 2. Improving Self-Regulation Current Status:** 42.6% of students scored 28 or higher. Actions: Mindfulness and Stress Management Workshops:** Introduce regular mindfulness and stress management workshops for students to help them develop self-regulation techniques. Mindfulness is a component of the Advisory curriculum that will be extended to Morning Programming: 7:30 -8:30 am. 3. Enhancing Self-Management Current Status: 27.8% of students scored 28 or higher. Actions - Goal-Setting Workshops: Conduct goal-setting workshops that help students develop personal and academic goals and action plans to achieve them. Our ABC (Attendance -Behavior—Course Completion) Conferences will be regularly facilitated during the intervention block monthly. - Time Management Skills Training: Offer time management skills training sessions to help students prioritize tasks and manage their time effectively. 4. Addressing Responsible Decision-Making Key Area for Growth Actions: - Decision-Making Frameworks: Teach students structured decision-making frameworks that they can apply in various contexts. - Role-Playing Exercises: Incorporate role-playing exercises that simulate challenging decision-making situations, helping students practice and refine their skills. 5. Supporting Mental Health Key Area for Growth Actions: Mental Health Services: Expand access to mental health services, including counseling, therapy, and support groups within the school. Based on the data, SEED LA seeks to increase its mental health support with group therapy for subgroups of students needing it. Some focus areas have been 9th-grade girls, grief circles for students who lost parents and family members during the pandemic, students who are embracing their identity, etc. By implementing these changes, the LEA aims to foster a supportive and nurturing environment that enhances students' social and emotional development, ultimately contributing to their overall well-being & academic success. Met 2024-06-27 2024 19101996116883 Odyssey Charter 6 The 2024 CalSCHLS student survey administered to students in grades 3rd, 5th and 7th- 8th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: 72% of our elementary students and 72% of our middle school students indicated feeling connected to the school 86% of our elementary students and 59% of our middle school students indicated they are academically motivated and believe staff hold high expectations 80% of our elementary students and 82% of our middle school students feel safe at school 68% of our elementary grade students and 58% of our middle school students indicated their teacher cares about them These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students. The results of the Spring 2024 CALSCHLS surveys do not reveal a generalized theme for a focus area of improvement. Instead, the feedback from diverse constituents, grade levels, and staff categories highlights segmented areas for attention. Parents reported inconsistent approaches to communication and therefore we will continue to leverage our ParentSquare platform, students shared varying experiences in learning and classroom environments, and staff indicated a lack of feeling included in school decision making as an area for growth. Based on the feedback from the Spring 2024 CALSCHLS surveys, here are the improvements to be made: Inconsistent Approaches to Communication (Parents) Continue leveraging the ParentSquare platform to enhance and standardize dit communication with parents. Varying Experiences in Learning and Classroom Environments (Students) Implement strategies to ensure more consistent learning experiences across different classrooms and teachers. Lack of Inclusion in School Decision Making (Staff) Develop and implement initiatives to involve staff more actively in school decision-making processes, ensuring their voices are heard and considered Met 2024-06-18 2024 19101996119945 Magnolia Science Academy 6 Several factors may have contributed to these changes. Notably, students experiencing a 4% decline in their perception of Knowledge and Fairness of Discipline, Rules, and Norms could have influenced the overall approval rating. Additionally, the transition of several staff members throughout the year and not starting at the beginning may have posed challenges in establishing and adhering to school-related norms in this area. On the other hand, the uptick in approval rates among families indicates positive strides in communication and engagement efforts. Increased safety and climate of support for academic learning likely contributed to this improvement. However, the significant drop in staff approval rates warrants further exploration and discussions. Challenges with facilities for the third year in a row, all staff being on the same page with rules and expectations, and admin support may have impacted staff morale and satisfaction. Moving ahead, it's crucial to closely monitor these trends and pinpoint areas for improvement. By addressing concerns and implementing strategies to enhance satisfaction and engagement across all stakeholders, we aim to strengthen our school community. Based on our findings, it's evident that addressing Knowledge and Fairness regarding Discipline, Rules, and Norms is crucial, as all three demographics have shown a decline compared to last year. Particularly concerning is the decrease among staff, who exhibited drops across all surveyed aspects in this domain. The most notable decline was observed in perceptions of how the school handles discipline problems fairly, dropping by 20%. While the decrease among students in this area was not as pronounced, there were declines across several question areas. The most significant drop among students was in the clarity of school rules, with an 8% decrease. Similarly, families experienced a 5% decline, mirroring the students' decrease in understanding the consequences of rule-breaking, which dropped by 6%. To address these concerns, the school is planning to enhance communication regarding rules and norms with all community partners. For instance, dedicated time will be allocated during staff in-service sessions and regular Wednesday meetings throughout the year. Students will engage with these topics in their classes and receive periodic reviews. Additionally, families will be invited to attend school information sessions covering various topics, including this one, held periodically throughout the year. Met 2024-06-17 2024 19642120000000 ABC Unified 6 The 2023-2024 California Healthy Kid Survey results indicated the following regarding the percentage of students who felt safe at school: 77% of 6th graders, 61% of 7th graders, 62% of 9th graders, and 63% of 11th graders. Regarding the percentage of students who felt connected to their school sites, the following was reported: 72% of 6th graders, 60% of 7th graders, 56% of 9th graders, and 56% of 11th graders. It should be noted that these survey results are higher than the prior year indicating that students feel an increased connection and safety to schools overall. In addition, it is noted that parents felt a greater sense of security at schools, with 92% agreeing or strongly agreeing that they felt their school site was safe in ABC Unified. The California School Parent Survey indicated that 92% of parents felt that “school staff treat parents with respect and 86% of parents/guardians indicated that the school provided multiple opportunities for two-way communication. Families are more likely to feel connected and engage in school activities and decision-making processes when they feel welcomed and respected. It's essential to acknowledge school and districtwide efforts to promote school connectedness and safety. Students’ sense of connectedness and safety are District priorities. In examining the data from the California Healthy Kids Survey regarding subgroups, it is noted that regarding school connectedness, the subgroup ratings begin to decrease below the District average. For example, for connectedness in middle school, 70% of 7th graders felt connected. However, the average percentage of students feeling connected was less for African American and Hispanic/Latino students as well as English learners and students with disabilities (SWD). This difference begins to widen in high school with 11th-grade African American students, Hispanic/Latino students, EL students, and students with disabilities averaging all below the 56% average (ex: 46% African American, 51% Hispanic/Latino, 45% EL students and 49% SWD). This variance suggests that we must work to build stronger connections at the secondary level for specific student groups. When it comes to students perception of safety, the opposite trend occurred. Student population subgroups had an increased sense of safety as grade levels increased. For example, in 11th grade the average percentage of students feeling safe was 63% and subgroup numbers were at that same level or higher: African American 67%, 60% Latino, 64% EL, and 60% SWD. This was not the case at the elementary level, where the average safety rating was at 77% but only 60% of African American students perceived school as safe (other subgroup data in Elementary is not available). Throughout the 2023-2024 school year, permanent mental health professional(s) (MHP) worked directly providing virtual support to individual students and student groups. Social-emotional learning, mental health awareness, school activities/events, and support from the MHP were important factors in helping students feel connected to school and promoting student engagement in their school community. The District continues to improve school and facilities safety: changes to public entrance on school campuses, the installation of cameras and monitors throughout school campuses, and improvement to student drop-off and pick-up areas. The District and all schools use the visitors’ management system to issue temporary ID badges to anyone entering a school or district building without a District-issued ID. A social-emotional learning curriculum was purchased for each school site to infuse SEL instruction regularly. However, additional professional learning is needed to better support the implementation of this curriculum in the classroom setting. Skilled paraprofessionals in PBIS, Youth Mental Health First Aid, and SEL work alongside two District SEL Behavioral Support TOSAs at the elementary and secondary levels to support teachers with students who need immediate behavioral interventions and Behavioral Intervention Plans (PBIS BIP). In addition, tiered intervention supports need to be revisited to ensure students receive on-demand support when needed. Positive Behavioral Interventions and Supports (PBIS) refresher and booster training will be provided for school teams to reinforce their work around PBIS at every school site for the 2024-2025 school year. Additionally, school site EL counselors and districtwide events with district Parent Advisory Committees such as the Black Family Circle or Hispanic Latino Family Circle are all ways that ABC Unified can work to increase connectedness with school sites. Through the Student Voice Forums, feedback from student groups included opportunities for students to connect with their school sites through college and career-based experiences including clubs, work internships, and college fairs or career day speakers. The District Equity Officer will work with specific school sites to develop restorative practices and provide proactive asset-based training for staff members to help build the school community connection and sense of safety. Met 2024-06-18 2024 19642460000000 Antelope Valley Union High 6 DATA: School Climate Surveys In terms of school climate, the Fall 2023 survey indicated the following: - Culture/Climate - 82% of students, 94% of parents/guardians, and 95% of staff are proud of their school - Caring Relationships - 87% of students, 95% of parents/guardians, and 99% of staff agree there is a teacher or other employee at the school who cares about them or their child - Intervention Support - 91% of students; 95% of parents/guardians, and 94% of staff state they believe the school provides students with resources to be successful - High Expectations - 84% of students, and 94% of parents/guardians indicated there is a teacher or some adult at the school who has high expectations for them or their child. - Connectedness - 62% of students, 89% of parents/guardians, and 82% of staff feel connected to the school MEANING: We continue to see overall statistical growth in almost every area in the years since the “COVID Dip”. In this last year’s Climate Survey that was provided to all of our educational Partner groups, the data indicates growth across the board since last year. Specifically, as a result of our efforts to increase parent engagement, we saw, on average, +5% increases in agreement amongst the parent group in the areas of school pride, caring relationships, school safety, availability of resources, school cleanliness, communication, high expectations, and connectedness. Amongst students, there was a statistical growth in every area of measurement. USE: Each school was given access to this data so that they could make adjustments to their School Plans for Student Achievement (SPSAs) based upon feedback received. Furthermore, efforts were discussed to continue to raise the level of student participation, student engagement, and parent engagement regardless of the growth we are already seeing over the last couple of years. While we are happy to see the increase over time, we know we can continue to grow in these areas and others. Met Multiple surveys were given to students, parents, staff, and community members during the 2023/2024 school year. We received over 19,000 responses to two (2) different quantitative surveys (fall survey and winter survey) and over five hundred to three (3) 2024-06-11 2024 19642460126003 Academies of the Antelope Valley 6 DATA: School Climate Surveys In terms of school climate, the Fall 2023 survey indicated the following: - Culture/Climate - 82% of students, 94% of parents/guardians, and 95% of staff are proud of their school - Caring Relationships - 87% of students, 95% of parents/guardians, and 99% of staff agree there is a teacher or other employee at the school who cares about them or their child - Intervention Support - 91% of students; 95% of parents/guardians, and 94% of staff state they believe the school provides students with resources to be successful - High Expectations - 84% of students, and 94% of parents/guardians indicated there is a teacher or some adult at the school who has high expectations for them or their child. - Connectedness - 62% of students, 89% of parents/guardians, and 82% of staff feel connected to the school MEANING: AAV continues to see overall statistical growth in almost every area in the years since the “COVID Dip”. In this year’s Climate Survey that was provided to all of our educational Partner groups, the data indicates moderate growth as AAV has historically always been in the 90th percentile in most categories. Specifically, as a result of their efforts to increase parent engagement, AAV saw some growth amongst the parent group in the areas of school pride, caring relationships, school safety, availability of resources, school cleanliness, and high expectations. Amongst students, there was also a statistical growth in several of the areas of measurement. USE: AAV was given access to this data so that they could make adjustments to their LCAP (which serves as their Site Plan) based upon feedback received. Furthermore, efforts were discussed to continue to raise the level of student participation, student engagement, and parent engagement regardless of the growth we are already seeing over the last couple of years. While we are happy to see the increase over time, AAV wants to continue to grow in these areas and others. Met Multiple surveys were given to students, parents, staff, and community members during the 2023/2024 school year. We received over 19,000 responses to two (2) different quantitative surveys (fall survey and winter survey) and over five hundred to three (3) 2024-06-11 2024 19642461996537 Desert Sands Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized learning program. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 94% of students reported that they felt connected to an adult at the school " This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had trauma in their lives and possibly with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 99% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. With our commitment to continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-05-30 2024 19642610000000 Arcadia Unified 6 Arcadia Unified School District (AUSD) administers the California School Climate and Health Learning Survey (CalSCHLS) annually to grades 5, 7, and 9. Students were surveyed in 5th Grade to mark their feelings about safety at school. Of the students who participated in the survey, 87% of 5th-grade students feel safe at school. At the middle and high school levels, the question is adjusted to ask if the students perceive school as safe or very safe. In 7th grade, 71% of students perceive school as safe or very safe. In 9th grade, 75% perceive their school as safe or very safe. 5th, 7th, and 9th-grade students were also asked about their feelings about school connectedness. School Connectedness results were as follows: 5th-grade - 78%, 7th-grade 65%, and 9th-grade 65%. All percentages reflect “yes, most of the time” or “Yes, all of the time” responses. It is important to note that the data is not cohort data from year to year. Additional data was collected during the Spring of 2023 from researcher Dr. Alan Daly and his team from UC San Diego referred to as “Better Together.” This was our fifth and final year collecting this data. The aggregated data is posted on our district website. The data about our district culture resulted in a mean of 4.8 and is based on a 6-point scale in agreement about a healthy culture and climate from all educational partner groups in our district. The surveys were conducted at schools in February and March of 2024. The data for 2024 showed a 2% increase for 5th-grade students in 2024 at 87%. In 2023 it was 85%. Our 7th-grade students' data increased by 1%, and the 9th-grade data increased by 11%. It is important to note that the data is not cohort data. AUSD continues to monitor and reflect upon our safety practices to ensure all students are safe and understand the conditions that impact students' feelings of safety. Our facilities, maintenance, and transportation services work closely with all site principals to ensure student safety of facilities in addition to the work done by our counselors and site staff. In addition, the school connectedness data is also increased for 5th-grade students by 2%. A 1% decrease occurred for 7th-grade students, and a 6% increase occurred for 9th-grade students. The percentages are represented by the students who would agree or strongly agree with questions in the school connectedness category. Many students have a neutral response to these questions, and those responses are not reflected in the percentages. The data collected by Dr. Daly continues to be in the “agree” range for culture and climate with our educational partners. This is a strong indicator that our organization's strength is centered around healthy relationships. Dr. Daly has reported annually in his findings that our data is unique in maintaining a culture and strong ratings around trust in our organization. The Healthy Kids and Better Together data is shared with school site principals. Several specific data points have been included in our Local Control Accountability Plan. Healthy Kids will continue to be collected annually. The data from these sources and other data points will help us continue to reflect and evaluate our practices for a healthy social climate. Met 2024-06-25 2024 19642790000000 Azusa Unified 6 AUSD administers a District Annual Survey each year to grades 3-12. Results include data from the following areas: engagement, culture, safety, belonging and peer collaboration (connectedness), and relationships. Data serves to measure the District’s progress on state Priority Six. Key Measures of Climate: Engagement Elementary School - 83% positive responses Middle School - 47% positive responses High School - 54% positive responses Key Measures of Climate: Culture Elementary School - 25% positive responses Middle School - 35% positive responses High School - 29% positive responses Key Measures of Climate: Belonging and Collaboration Elementary School - 41% positive responses Middle School - 40% positive responses High School - 38% positive responses Key Measures of Climate: Relationships Elementary School - 79% positive responses Middle School - 38% positive responses High School - 34% positive responses Key Measures of Climate: Safety Elementary School - 71% positive responses Middle School - 33% positive responses High School - 39% positive responses Differences in student responses to the key climate measures are evident across different grade levels, mirroring ongoing trends observed at the District, state, and national levels. These differences among grade spans include the following: *29% more elementary-grade students expressed high levels of engagement when compared to high school students. *36% more elementary students expressed high levels of engagement when compared to middle school students. Smaller differences between the three grade spans exist in the key measure of school culture. Elementary school students expressed a 25% rate of positive responses to questions contained in the culture theme, while middle school students reported a 35% rate. *In the survey, 41% of elementary school students responded positively to questions about belonging and peer collaboration. Middle school students had a similar rate at 40%, while high school students had a slightly lower positive response rate at 38%. *High levels of elementary students responded positively to questions contained in the theme of relationships. High school and middle school students indicated lower levels of positive responses to relationship questions (Middle 38%, High 34%). *Elementary and middle school students reported feeling safe at high levels, with 71% of elementary students indicating they feel secure. In contrast, only 33% of middle school students and 39% of high school students reported feeling safe, indicating lower levels of perceived safety among older students. AUSD results are, on average, similar to those reported by similar California schools and national results. In the area of culture and safety, AUSD secondary students’ positive responses declined slightly from the previous year and are in the second quartile when compared to state and national results. Culture and safety impact school climate as they address students’ perception of respect and feelings of being safe at their schools. Based on this data, decisions have been made to address areas of need by focusing on social-emotional learning, restorative practices, conflict resolution, and diversity, equity, and inclusion. Staff professional development will prioritize these areas in the coming years. Additionally, through the Community Schools initiative, we aim to foster a restorative and safe climate at each school. There is a strong emphasis on building support systems for students and staff to ensure the implementation of best practices in a restorative environment. In 2023-2024, AUSD saw declines in student positive responses at the secondary level. The continued impact of COVID-19 mandates, high levels of chronic absenteeism, and increased violence in the community were some of the contributing factors. AUSD publicly shared the results of the District Annual Survey, including those addressing State Priority 6. Results were used to drive the evaluation of prior initiatives and to support the development of the 2024-2025 LCAP. To address the identified areas of need and to enhance student safety and connectedness, the District has worked with educational partners to inform LCAP actions and services that integrate a supportive and secure learning environment for students. Action in the LCAP supports community partnerships that will provide push-in support to address behavioral issues and promote positive interactions. This push-in support will reduce incidents of violence and improve student behavior, contributing to a safer school environment. The District will support the implementation of restorative practices, peer mediation, and community circles to resolve conflicts and build community. Restorative practices will promote a sense of belonging and accountability, reduce disciplinary actions, and foster positive school climates. To improve student connectedness, implementing community schools will focus on leveraging resources that support students and families and create safe and restorative school climates. The LCAP actions and service will add additional staff to support student mental health needs, provide crisis interventions, and connect families with resources. Furthermore, staff training will be provided to support positive and supportive school climates. By integrating these initiatives, the District will proactively support safety and connectedness by creating comprehensive support systems for students, families, and staff. Met 2024-06-13 2024 19642870000000 Baldwin Park Unified 6 The elementary sample size of 56% is down from the previous year by 8%. Secondary sample sizes vary greatly. A noticeable increase of 13% of eleventh graders participated from last year to this year. Meanwhile, ninth graders displayed an 11% decrease in students participating in the survey from last year to this year. In contrast, seventh graders' participation has remained remarkably stable, with only a 1% difference among those participating between the current year and the previous year, demonstrating a reliable trend. When asked to respond to feeling safe at school, there was a noticeable decline among last year's 5th and 11th graders and the current year's fifth and eleventh graders. Last year's seventh and ninth graders did not demonstrate as significant a difference as the current year's seventh and ninth graders. In response to their perceptions that there is a caring adult at their schools, there was a decrease among fifth and seventh graders and an increase among ninth and eleventh graders when comparing current-year data to previous-year results. "Baldwin Park Unified School District is dedicated to fostering an environment of support, understanding, and emotional safety for students and all educational partners to increase student achievement. The annual California Healthy Kids Survey results provide the district with critical learnings in school safety. Participating 5th graders responded if they felt safe on their way to and from school; 80% either responded yes or yes most of the time. Only 10% of fifth graders responded, ""No, never."" When provided the prompt if the teachers and other grown-ups at school care about them, 71% of 5th graders responded yes, all of the time, or yes, most of the time. Only 7% of 5th graders responded, ""No, never."" Students responded to the prompt, ""During the past 12 months, how many times did you intentionally damage school property?"" Of participating students, 94% of 7th graders, 97% of 9th graders, and 99% of 11th graders responded never. When students were asked about their feelings of safety at school, only a tiny percentage of students indicated unsafe or very unsafe. However, 39% of 7th, 46% of 9th, and 37% of 11th graders indicated they felt neither safe nor unsafe." Baldwin Park Unified School District will address the following areas of need to strengthen and provide for continuous improvement: -Provide availability of mental health agency services on school sites. -We are dedicated to completing the upgrade of school sites’ public address and bell systems, including emergency alerts, to enhance the safety and security of our school community. -Continue providing classroom emergency supplies, push bars on gates, and installing Automatic External Defibrillators (AEDs). -Encourage “See Something Say Something” with students, staff, and families. -Continuation of Positive Behavior Interventions and Supports. (PBIS) (Title IV Funding) -We are steadfast in our commitment to implementing Second Step, a social-emotional learning program, recognizing the importance of emotional well-being in the academic journey. (Title IV Funding) -Continued expansion of Expanded Learning Opportunities Program (ELOP) before, after, and non-instructional day activities that strengthen school connectedness. (ELOP Funding) Met 2024-06-25 2024 19642871996479 Opportunities for Learning - Baldwin Park 6 OFL-BP sent the School Climate and LCAP survey in the spring of 2024. Overall, students, families, and staff have a positive perception of the school environment, but there is a need to improve academic rigor, family engagement, and safety measures. Addressing these areas will foster a more supportive and effective educational environment. Areas of strength Students show strong engagement, a high sense of belonging, and overall positive feelings toward their school experience. The high percentage in Learning Recovery indicates effective measures have been implemented to address any academic gaps due to disruptions. Families feel well-supported and believe their children are ready to learn, reflecting confidence in the school's ability to prepare students. The high school climate rating suggests families perceive the school environment positively. Staff exhibit high engagement and satisfaction with professional development and leadership, indicating a supportive work environment. The increase in feedback and coaching highlights effective professional development programs. Areas of Growth While there was an increase in student opinion regarding School Rigorous Expectations (70%), the relatively lower percentage suggests a need to further challenge students academically to meet higher standards. The school will offer additional support and dual enrollment opportunities in the new school year (Goal 1 Action 6). The low rating in Family Engagement (68%) indicates a need to improve communication and involvement opportunities for families. The very low percentage in Learning Recovery (8%) suggests families may not be fully aware of or satisfied with the measures taken to address academic gaps. The school will continue to increase family engagement via new approaches to ensure they know about resources and collaboration opportunities (Goal 5 Action 1 and Goal 4 Action 2). The relatively low rating in school safety (65%), despite increases in other areas, suggests staff concerns about the adequacy of current safety measures. The school will provide more training and review current security measures to increase the feeling of safety amongst staff (Goal 5 Action 4). Challenges and Barriers There is a stark contrast between family perceptions of learning recovery and those of students and staff, suggesting a communication gap or unmet expectations regarding academic support. Additionally, the lower family engagement percentage highlights a need for better strategies to involve parents in the school community. Met 2024-06-24 2024 19642950000000 Bassett Unified 6 The CA Healthy Kids Survey yielded 695 responses from students in grades: 5, 7, 9, and 11. Participants identified the following as strengths (Grade 5): -(School Engagement & Supports) High expectations by adults in schools: 84% Yes, most/all of the time -(School Safety & Cyber Bullying) Feel safe on way to/from school: 82% Yes, most/all of the time -(School Disciplinary Environment) Students treated with respect: 87% Yes, most/all of the time Participants identified the following areas in need of improvement (Grade 5): -(School Engagement & Supports) Meaningful Participation: 39%% Yes, most/all of the time -(School Safety & Cyber Bullying) Called bad names, target of mean jokes: 58% Yes, most/all of the time -(School Disciplinary Environment) Students well behaved: 37% Yes, most/all of the time Participants identified the following as strengths (Grade 7, 9, 11): -(School Engagement & Supports) High expectations by adults in schools: 53-69% Yes, most/all time -(School Safety & Cyber Bullying) School perceived as very safe/safe: 34-51% Yes, most/all of the time Participants identified the following areas in need of improvement (Grade 7, 9, 11): -(School Engagement & Supports) Meaningful Participation: 16-25% Pretty/Very much true -(Social and Emotional Health) Experienced chronic sadness/hopelessness: 32-42% Past 12 months. Student surveys indicate the need for increased meaningful engagement and continuing to provide an SEL tiered system of support. BUSD will provide teacher professional development on engagement strategies to ensure meaningful participation (Goal A, Action1), and increase the hours of School Safety Monitors (Goal B, Action 3). SEL needs continues to be addressed by LCAP Goal B, Action 2; contract renewals of Second Step and Thrively programs to be used at the elementary and secondary levels, and by the assignment of Counselors at every school (including elementary schools). Community Schools Initiative (CSI) - Implemented at BHS & DJ (plans to implement at all BUSD sites) Student Behavioral Health Incentive Program (SBHIP) Four priorities: Increase the number of individuals trained/qualified to provide mental health services/ supports Increase access to mental health care/providers on campus Data Systems Universal Prevention The following actions and services are written into the LCAP to address concerns with the social-emotional needs of students and the implementation continuous improvement: Overall, the District was successful in implementing the majority of Actions for Goal 2. Action 1: Increased attendance rate and a reduction in Chronic Absenteeism was supported by Site Attendance Teams and the Student Services department. Systems to promote and monitor attendance were established and implemented at both the site and district level. For example, a Chronic Absenteeism report was shared with district and site administrators monthly, data analysis followed, and action steps were taken. Additionally, Attendance Recovery days were held on Saturdays. Action 2: Counselors supported academic and behavioral support (small groups) of students throughout the year. All secondary schools and all elementary schools increased efforts in revitalizing the PBIS site program. Site teams met to plan and implement the program. Action 3: Social Emotional well-being was further supported by school safety monitors and community liaisons at each school site. These individuals interacted with students and their parents on a daily basis with the goal of providing social-emotional support and referring to additional resources as needed. Action 4: The Wellness Program (elementary/middle school athletic program) was minimally implemented at the elementary level due to the staffing shortage. Met 2024-06-25 2024 19643030000000 Bellflower Unified 6 "Goal one of BUSD's LCAP states, "" BUSD will provide all students with safe, collaborative conditions for learning "" Action steps included in the LCAP to ensure meeting this goal include monitoring students' feeling of connectedness and safety at school and their agreement that bullying is not allowed as well as monitoring parents' and teachers’ agreement that students are safe at school. The Healthy Kids Survey is administered yearly at elementary and secondary school sites. The most recent data revealed that 70% of 5th grade students and 51% of middle and high school students feel highly or moderately connected at school. The metric for elementary students remained the same as last year while the secondary metric increased from 48% in 2023. Survey data revealed that 96% of staff strongly agree and agree that their school is a supportive and inviting place for students to learn and 80% of parents feel welcome to participate at school. The survey also showed that 75% of 5th grade students report that they feel safe at school all or most of the time. The percent of secondary students reporting they feel safe at school is 51% while 84% of parents strongly agree or agree that their child is safe at school. Disaggregation of the Healthy Kids Survey by ethnicity and grade level yields additional information. At the secondary level, the White and Asian student groups report higher levels of school connectedness than the Black and Hispanic student groups. In terms of school safety, the White student group reports the highest percentage of agreement while the Asian student group has the lowest percentage in this area. Asian, Black, and White student groups report high percentages of having caring adult relationships at school." The key learnings from the data show that connectedness and safety for parents, staff and elementary students are very positive. In order to increase the feeling of connectedness and perceptions of safety for all student groups at the secondary level, several interventions have been put in place. All staff including administrators, counselors, teachers, and classified staff, have been trained in the School-Connect program and use the pillars of this program to build strong relationships with students. The goal of the program is to provide school staff with classroom strategies to support the social, emotional, and academic growth of students. The amount of counselors at the middle and high schools has been increased to meet the diverse needs of our students and both comprehensive high schools have a dean of climate and culture. Each elementary site has a school counselor. Every site has a wellness center which is a safe and relaxing space for students to access when needed. School safety is being addressed across the district. Parent and staff representatives from every site met to discuss safety in our BUSD schools and to discuss strategies that can be implemented to make our schools even safer. All parent and community groups have been given the opportunity to provide input on the solutions as we work together to ensure BUSD is a safe and welcoming place for all students. All sites are implementing Positive Behavior Intervention and Supports (PBIS) and several sites have been recognized at the gold, silver and bronze level for their PBIS implementation. Met 2024-06-20 2024 19643110000000 Beverly Hills Unified 6 BHUSD has provided numerous opportunities for students, staff, families, and community stakeholders to provide feedback from advisory meetings, DELAC, Principals' Advisory Council, Town Halls, California Health Kid Survey, and other surveys to create and assist with implementing our strategic plan. The strategic plan is here: https://www.bhusd.org/apps/pages/index.jsp?uREC_ID=1994774&type=d&pREC_ID=2090503 Through our update to the Board of Education on May 2, 2023, we found that some of our schools have met our goals of ensure our students, families and staff feel safe and connected while some schools are close to meeting this goal and is still in progress. This means we still have some work on ensuring that students can identify a trusted adult in each school, that parents feel welcome regardless of previous interactions with the school staff, and that all teachers feel supported by their administration and colleagues. All of this data, results, and goals are embedded in the strategic plan. Key learnings from the analysis of disaggregated data in BHUSD have highlighted several significant areas of strength and identified needs within the district. One of the principal strengths identified is the sense of safety and connection felt by students across various groups. This sentiment is supported by evidence from our comprehensive security programs, Positive Behavioral Interventions and Supports (PBIS) systems, and robust intervention programs. Additionally, parent engagement initiatives have played a crucial role in making students feel heard and connected to their school communities, which is vital for their academic engagement and success. Another significant area of strength is the extensive mental health support provided by the district. The data indicate that these mental health initiatives have been effective, as evidenced by increased student attendance and improved academic performance. This suggests that mental health support is helping students remain in school and enhancing their ability to perform well academically. However, the analysis also identifies areas where the district needs to focus its efforts further. This includes addressing gaps in reaching all student groups equally with these programs and ensuring that interventions are tailored and accessible to each group's unique needs. The need for ongoing evaluation and adaptation of these programs is essential to ensure they continue to meet the evolving needs of our students and maintain the high standards of support and safety that BHUSD aims to provide. In response to key learnings from local data analysis, BHUSD is implementing several strategic changes to its existing plans, policies, and procedures to address areas of need and promote continuous improvement. First, the district is developing a comprehensive framework to enhance student behavior and attendance, refining our PBIS program with targeted behavioral interventions and deploying new attendance monitoring systems for a more effective response. Additionally, BHUSD is expanding its mental health support initiatives by increasing the number of mental health professionals available in schools and extending training for staff on mental health awareness and intervention. This expansion also includes forming partnerships with local mental health agencies to broaden the support available to students and families. To ensure students feel engaged and aware of their academic standing, BHUSD is enhancing its academic monitoring processes. This enhancement involves adopting new software tools for real-time performance tracking and increasing the frequency of communications regarding students' academic progress. Teacher professional development will also be intensified to include training on these new tools and effective student engagement strategies. Furthermore, BHUSD is committed to continuously revising its policies and procedures based on stakeholder feedback and regular policy reviews. This approach includes ongoing engagement with students, parents, and teachers through surveys and focus groups, ensuring that the district's actions remain aligned with the community's needs and contribute to improved student educational outcomes. Met 2024-06-18 2024 19643290000000 Bonita Unified 6 Student Panorama Data Spring 2024 Sense of Belonging positive responses Grades 3-5 - Overall 68%; Socio (Socioeconomic) 67%; ELL (English Language Learner) 58%; Special Ed 68%; White 69%; His (Hispanic) 67%; Black 65%; Two or More Races 67% Grades 6-8 - Overall 42%; Socio 39%; ELL 47%; Special Ed 43%; White 42%; His 43%; Black 48%; TOM (Two or More Races) 37% Grades 9-12 - Overall 36%; Socio 35%; ELL 33%; Special Ed 33%; White 36%; His 37%; Black 29%; TOM 37% Student Safety positive responses Grades 3-5- Overall 72%; Socio 71%; ELL 66%; Special Ed 65%; White 71%; His 71%; Black 67%; TOM 75% Grades 6-8- Overall 55%; Socio 54%; ELL 64%; Special Ed 58%; White 53%; His 54%; Black 51%; TOM 52% Grades 9-12- Overall 64%; Socio 64%; ELL 70%; Special Ed 58%; White 62%; His 65%; Black 64%; TOMs 65% West Ed Surveys for March 2024 Parents - School Safety 91% answered (Strongly Agree/Agree) that school is a safe place for their child. School Connectedness: 89% answered (Strongly Agree/Agree) that school was a supportive and inviting place for students to learn. Staff- School Safety 96% answered (Strongly Agree/Agree) that school is a safe place for students. School Connectedness 97% answered (Strongly Agree/Agree) school motivates students to learn. When reviewing demographic differences in Safety EL students in elementary schools rate school safety 6 points below the overall rating. EL Students in Middle rate safety 9 points higher and high school rates safety 6 points higher than overall. Students in the Special Education program rated safety lower in elementary and high school at as much as 5 points. Safety is a priority that continues to be a focus. The West Ed Parent Survey had a 91% rating of Strongly Agree/Agree and the West Ed Staff Survey rated school safety at 96%. BUSD will continue to keep processes and procedures in place to maintain these high ratings. BUSD continues to work to include student voices in decisions that inform the district. At the high school sites, the administration engages various student groups on campus to provide opportunities for student voice. San Dimas High School currently has the Integrity Team, which meets to gather student voices so that every student gets what they need to reach their potential. At Bonita High School, the House of Representatives meets once per month. Feedback from both groups is shared with the district executive team. BUSD recognizes the need to engage underrepresented subgroups throughout the district. Teacher groups and the BUSD Equity Committee identify better ways to reach families of all groups. Met 2024-06-26 2024 19643370000000 Burbank Unified 6 The School Satisfaction Survey is administered through a third party to provide BUSD educational partners anonymity. This survey is designed to analyze and compare trends over time. Additionally, results are analyzed by the third party vendor to provide desegregated results, cross-reference responses, as well as provide recommendations as well as key findings based on overall analysis and year-to-year trends. The results below reflect the most recent data obtained from the spring 2024 School Satisfaction Survey. Based on analysis of this survey, survey results include highlights in the following areas of positive perceptions: - Familiarity and engagement with BUSD’s LCAP has increased between 2023 and 2024. - Overall, a majority of student and parent respondents have positive perceptions of BUSD teachers. - Student and parent respondent perceptions of their principals show a statistically significant increase across all measures from 2023 to 2024. - BUSD schools are strong in parent engagement, as all the statements relating to parental engagement have over 75% agreement. - Student respondents indicate that instances of bullying are happening less frequently this year across all individual characteristics besides race. In 2024, respondents report bullying less frequently than in the previous year. - Students indicate that they are more likely to attend a four-year university after high school than in the previous year. Based on analysis of this survey, future work in Burbank Unified School District could include: 1. Improve communications related to BUSD’s LCAP plan. - Trends from 2023 to 2024 indicate an increase in familiarity with the LCAP; however, there are still low rates of very and extreme familiarity 2. Engage in fostering voice among education partners.. - The survey results indicate that parent respondents do not feel that district office administrators are in tune with their children's schools' most pressing needs. Further, instructional staff do not frequently engage in conversations related to their school. 3. Develop targeted professional development opportunities for staff. - While half of staff respondents believe that professional development (PD) is effective and sustainable, there is room for growth as respondents indicate that mental health and awareness, behavior management, school safety, and English Learner instruction are the biggest priority areas for professional development. Met 2024-06-20 2024 19643450000000 Castaic Union 6 We administered a survey from Youth Truth to our students staff and families in February of 2024. According to our Youth Truth Survey data: Among elementary students, 75% of students feel like they are often or sometimes a part of their school. 98% of students feel like they are cared for or somewhat cared for by their teachers and staff members. 94% of students feel safe or somewhat safe at school. Among our middle school students, 40% feel often connected to their school. 45% feel there are adult caring relationships at school and 66% feel safe at school. When examining our Youth Truth Survey data, we notice that students at the elementary school feel much more connected to school and feel as though they have more caring relationships than our middle school students. Last year we began training staff in Capturing Kids Hearts, a program designed to create school connections between staff and students. We will continue our training and implementation this coming year. Our middle school received intensive support with the program this year and has redesigned the way they will do their advisory period next year to support school connectedness and a school family. As a whole district, we continue to focus on supporting our students socially. Met 2024-06-27 2024 19643520000000 Centinela Valley Union High 6 According to the 2023-24 CHKS, 50% of students perceive our schools as safe/very safe. However, the following student groups reported a lower rate of perceived safety than all students: Asian students (40.25%); Native Hawaiian/Pacific Islander students (42%); Multiracial students (44.5%); students identifying as Some Other Race/Ethnicity (31%); Female students 49%; Non-Binary students 33%, and; students identifying as Some Other Gender 38.5%. Similarly, 46% of students agree/strongly agree on the connectedness scale questions (I feel close to people at this school; I feel happy to be at this school; I feel like I am part of this school; the teachers at this school treat students fairly; I feel safe in my school). However, the following student groups reported a lower rate of school connectedness than all students: African American students (43.25%); Multiracial students (42.25%); Female students (43%); Non-Binary students (33%), and; students identifying as Some Other Gender (45%). Additionally, 53.75% of students reported positive caring relationships with adults in school according to the caring relationships scale questions (There is a teacher or some other adult from my school: who really cares about me; who notices when I’m not there; who listens to me when I have something to say). However, the following student groups reported a lower rate of caring relationships with adults in schools than all students: students identifying as Some Other Gender (32%); students identifying as Some Other Race/Ethnicity (49%), and; Male students (53.5%). Monitoring the mental health of our students as well as their ability to get help when needed is a critical means of assessing our school climate. According to the CHKS, 21.75% of students wanted to talk to a counselor or therapist about feeling very sad, stressed, lonely, or depressed and 18.5% of students were able to get help from a counselor or therapist when they needed it. This reflected only a 3.25% gap between the percentage of students who wanted mental health support and those who successfully received that support. 56.5% of students received the help they needed from a counselor or therapist at school. Additionally, 46.75% of students reported experiencing emotional safety at school according to the emotional safety at school scale questions (At my school I feel socially accepted; at my school I feel that I matter to others). Finally, while data from the California Healthy Kids Survey indicates that 82.75% of students have never utilized a vape product, the impact of vaping on campus is a significant concern to our staff and its impact on school climate. According to the California School Staff Survey, when asked how much of a problem student vaping or e-cigarette use is for our students, 31% of staff reported it is a moderate problem, while 40% reported it is a severe problem. Perceived Safety - This data indicates that there are significant disparities in the perception of safety among different student groups, with students identifying as Some Other Race/Ethnicity and Non-Binary students feeling the least safe. There is a clear need to identify the root cause of the lower rate of perceived safety specifically for these student groups. School Connectedness - This data suggests that overall school connectedness is relatively low, with significant gaps for Non-Binary students and Multiracial students. Efforts should be made to increase the overall sense of connectedness among students, with a focus on African American students, Multiracial students, Female students, Non-Binary students, and students who identify as Some Other Gender. Caring Relationships with Adults - The data indicates a particularly low percentage of students identifying as Some Other Gender who feel they have caring relationships with adults in school. Building stronger, more positive relationships between students and adults in the school is crucial, especially for students identifying as Some Other Gender. Over half of the students report having positive relationships with adults in school, which is a strength to build upon. Mental Health Support - These data points highlight a relatively small gap between students wanting and receiving mental health support, suggesting that the system for accessing mental health supports on campus is effective. However, the overall percentage of students feeling emotionally safe is less than half. While the gap between those wanting and receiving mental health support is small, there is still a need to ensure that all students have access to the mental health resources they need, and feel empowered to access them. Vaping Use Among Students - This data suggests that the majority of students are either not engaging in vaping or are possibly underreporting their usage. Despite the high percentage of students reporting no vape use, the California School Staff Survey reveals that staff members perceive vaping as a substantial issue on campus. The significant concern expressed by staff members shows a proactive stance towards addressing vaping issues. Staff are vigilant and recognize the importance of tackling this problem, which is crucial for implementing effective solutions. There is a clear need for targeted interventions and prevention programs to address vaping among students. The discrepancy between student self-reports and staff perceptions indicates potential underreporting or unawareness among students regarding the harmful effects of vaping. By focusing on these identified needs and leveraging the areas of strength, the District will work toward creating a safer, more connected, and supportive environment for all students. To learn more from our students, families, and staff about how we can increase safety and connectedness, we hosted a districtwide Student Listening Circle (4-hour morning session) and Family Forum (3-hour evening session) facilitated by the California School Climate Collaborative (CSCC). Both events also consisted of staff “listeners” from all schools and the District Office. The events were structured opportunities for students and families to share their experiences and perspectives on critical school climate and culture issues through dialogue and participatory action planning. Students were asked questions such as: What makes you feel like you are part of this school? How do you know when an adult at your school cares about you or believes in you? What makes you feel safe and comfortable to be yourself at your school? What makes you feel unsafe at your school? What do you wish adults at your school knew about what it’s like to be a student? Families were asked such questions as: How can your child’s school increase their sense of belonging? Can you share anything about connections to other students/school staff? How do you feel your school rebuilds safety and trust for your student when something happens, such as a conflict with a teacher/coach/another student? Staff also identified three key areas, as voiced through the Centinela Valley Secondary Teachers Association, that led the District to conduct the following staff focus groups: 1) Student Discipline & Safety; 2) Truancy & Tardy Reduction, and 3) Vaping & Substance Abuse Reduction. Each focus group used the following essential questions to guide the discussions: 1) What are our most pressing issues? 2) What are we currently doing, and is it working? 3) What other solutions and/or supports should we investigate. All three focus group content included an overview of the legal aspects of each topic, founded in Education Code and specific District data. In response to these staff concerns, we added the following workshops to our 2024 Summer Professional Learning Week: Identifying Narcotics & Symptoms of Substance Abuse; Legal Aspects of Student Discipline in California Schools, and; Student De-Escalation Strategies. In response to the CHKS data provided above, the District also offered the following in our Summer PL Week: Understanding Students’ Mental Health Challenges and Social-Emotional Aspects of Student Learning. Through our LCAP Action 2002: School Safety and Connectedness, we are introducing a Violence Prevention Program and a Substance Abuse Prevention Program. We will also implement a stronger, structured response to student vaping on campus and ensure systemic use of other means of correction as part of our restorative practices, fostering a safer and more supportive school environment. Input from the staff focus groups, student listening circle, and family forum are guiding the District’s strengthened approach to Action 2002: School Safety and Connectedness of the LCAP. Met 2024-06-27 2024 19643520128488 Family First Charter 6 Not Met 2024 19643520128496 New Opportunities Charter 6 Not Met 2024 19643780000000 Charter Oak Unified 6 The local climate survey data, derived from the California Healthy Kids Survey (CHKS), provides comprehensive insights into the school climate, encompassing overall student experiences and disaggregated data by student groups. The overall sense of safety score indicated that 55% of all students felt safe on campus, while the school connectedness score revealed that 55% felt connected with at least one adult on campus. When disaggregated, the data showed variations across different student groups. For instance, Grade 7 students reported the highest sense of safety at 58%, compared to other grades. Ethnic breakdowns revealed that 50% of Hispanic/Latino students felt safe, whereas 60% of White students reported feeling safe. Among special populations, 48% of English learners, 45% of students with disabilities, and 52% of socioeconomically disadvantaged students reported feeling safe on campus. Additionally, 30% of students reported experiencing bullying, 70% felt they had supportive relationships with teachers, and 40% were aware of available mental health services on campus. This data highlights areas requiring attention, particularly for groups who feel less safe or connected. The local climate survey data analysis reveals several key learnings and identified needs. A significant finding is the moderate overall perception of safety, with notable variations among different student groups. Younger students and White students report feeling safer compared to their peers. The data also indicates that while many students feel connected with adults on campus, there is room for improvement, especially among special populations such as English learners and students with disabilities. Bullying remains a significant issue, affecting nearly one-third of the student population, which impacts their overall sense of safety and well-being. Additionally, there is a lack of awareness about available mental health services, indicating a need for better communication and outreach efforts. These insights highlight the necessity for enhanced safety measures, initiatives to strengthen student-staff relationships, effective anti-bullying programs, and increased awareness of mental health services. In response to the analysis of local climate data and the identified key learnings, several changes and actions have been or will be, implemented to address the identified needs. To increase connectedness, mentorship programs will be established to connect students with trusted adults on campus, and staff will receive professional development on building positive relationships with students and recognizing signs of social-emotional distress. Anti-bullying initiatives will include comprehensive, evidence-based programs involving students, staff, and parents, as well as the development of anonymous reporting systems for students to report bullying incidents safely. Community Schools Program Specialists will be added to every site to enhance mental health services. These changes aim to create a safer, more connected, and supportive school environment for all students, with continuous improvement guided by ongoing data analysis and feedback from educational partners. Met 2024-06-20 2024 19643940000000 Claremont Unified 6 "Combined results from 2024 LCAP Student Survey (grades 4-12) show that: • The percent of CUSD students enjoy going to school: 77% (up 4% from 2022-2023). • The percent of students who responded that their teachers care about them: 91% (up 4% from 2022-2023). • The percent of students who reported that they are treated fairly by adults on campus: 89% (down 3% from 2022-2023). • The number of secondary students who reported that they were involved in school sponsored extracurricular/co-curricular activities: 1,673 (up 4% from 2022-2023). The California Healthy Kids Survey (CHKS) generally is administered every other year. Since the LEA is part of the Tobacco Use Prevention Education three-year Grant (2020-2023 and 2023-2026) through the Los Angeles County Office of Education, CHKS was administered in Spring 2023 and Spring 2024. The Spring 2024 results will be reported on the 2025 California School Dashboard. Results from the 2023 CHKS administration: Key Indicators Elementary: 77% response rate for Grades 5 & 6 (up 27% from the 2021 survey). 86% of students feel safe at school most/all of the time (down 3% from the 2021 survey) 80% students were treated with respect most/all of the time (down 9% from the 2021 survey) 44% reported moderate/high meaningful participation at school (down 3% from the 2021 survey) 75% reported moderate/high school connectedness (down 4% from the 2021 survey) 83% reported moderate/high academic motivation (down 1% from the 2021 survey) Secondary: 74% response rate for Grades 7, 9, 11. (up 3% from the 2021 survey) 20% reported other languages than English reported at home (up 2% from the 2021 survey) 32% reported statement as pretty much/very much true regarding meaningful participation at school (up 3% from the 2021 survey) 66% reported they agree/strongly agree regarding school connectedness (up 2% from the 2021 survey) 64% reported they agree/strongly agree regarding academic motivation (up 5% from the 2021survey) 61% perceive their school as being very safe or safe (down 13% from the 2021 survey) 32% experienced chronic sadness/hopelessness (down 12% from the 2021 survey) Results from 2024 LCAP Parent and Community Survey found 88% of parents reported that they feel the school campus(es) is/are safe (up 3% from the 2023 LCAP Parent and Community Survey). Results from 2024 LCAP Staff Survey found 84% of staff (certificated and classified) reported that they feel the school campus(es) is/are safe (up 11% from the 2023 LCAP Staff Survey)." Our District’s focus is to ensure student safety and connectedness at school. The 2024 LCAP Student Surveys revealed increases in the percentage of students stating that they enjoyed going to school and felt that their teachers cared about them. In addition, there were increases in the percentage of Parents, Community members, and Staff who felt that the campuses were safe. However, the LCAP surveys and student focus group meetings also revealed that all our educational partners felt there was a need to continue social-emotional learning and mental health training and that there is work to be done to increase student feelings of safety, connectedness, and respect at school. These are all areas which CUSD will continue to address and fund for the 2024-2025 school year. We will continue to assess our programs and survey students, staff, and parents on ways to increase feelings of engagement with school and safety. Goal 2 of the 2024-2027 LCAP focuses on the social-emotional, physical, creative, cultural, and academic well-being of every child. Actions include maintaining counselors to support secondary Low-Income Students and English learners above our base ratio of counselors; offering counseling groups on such topics as: Grief, Loss, and Depression; Anxiety; Social Skills and Making Connections, and or Substance Abuse; providing counseling services at each elementary school site; maintaining an additional psychologist to ensure additional support to Low-Income Students, Foster Youth, and their families; providing additional mental health and counseling services to students especially at the secondary level; providing training opportunities to staff on behavioral health and mental health issues, including suicide; providing SB390 training to all Campus Monitors before the start of every school year; expanding digital literacy education to support responsible social media usage at the elementary and secondary levels; creating additional opportunities for leadership development and the inclusion of student voices in school and district initiatives, maintaining the Link Crew Program at Claremont High School and exploring the implementation of the “Where Everyone Belongs” Club at El Roble Intermediate School; and implementing additional after school opportunities at the elementary school level though the Expanded Learning Opportunities Grant Program for unduplicated students. Met 2024-06-24 2024 19644360000000 Covina-Valley Unified 6 The California Healthy Kids Survey was conducted to capture student perceptions of school safety and connectedness across different grade spans. The survey results provide a comprehensive view of the school climate from the perspectives of 5th, 7th, 9th, and 11th grade students. Elementary Data-411 students in the 5th grade participated. Demographically, respondents were 53% female and 47% male. The ethnic composition included 10% Asian or Asian American, 4% Black or African American, 59% Hispanic or Latinx, 1% Native Hawaiian or Pacific Islander, 7% White, 6% Multiracial, and 13% identifying as something else. The survey revealed that 70% of 5th graders felt a sense of school connectedness, while 80% reported high academic motivation—however, 44% experienced school boredom. Regarding support, 62% felt they had caring adults at school, and 82% believed adults had high expectations for them. Only 34% felt engaged in meaningful school activities. Facilities upkeep was rated positively by 74% of students, and 71% indicated parental involvement. Social and emotional learning support was felt by 71%, and 72% perceived an anti-bullying climate. In terms of safety, 81% felt safe at school, and 86% felt safe on their way to and from school. However, 33% reported being hit or pushed, 39% experienced mean rumors, and 51% were called bad names. Additionally, 13% saw a weapon at school, and 28% encountered cyberbullying. Secondary Data-In secondary grades, 699 7th graders, 905 9th graders, and 694 11th graders participated. Gender representation varied, with 3% non-binary in 7th grade. Hispanic or Latinx students accounted for 76% to 89% of respondents. Other ethnic groups included Asian or Asian American (7%-8%), Black or African American (2%-3%), White (4%-5%), Multiracial (2%-4%), and a small percentage identifying as something else. Regarding school engagement, 56% of 7th, 55% of 9th, and 57% of 11th graders felt connected to their school. Academic motivation was reported by 63% of 7th graders, 59% of 9th graders, and 59% of 11th graders. However, 41%- 42% found school boring, and 13%-15% felt school was worthless. Monthly absences of three or more days were reported by 16%-18% of students. Caring adult relationships were reported by 60%-64%, and 67%-74% felt adults had high expectations. Meaningful participation ranged from 21%-28%. Facilities upkeep was rated highest in non-traditional settings at 70%. Parental involvement ranged from 47%-59%. In terms of safety, 56%-66% felt safe at school. Harassment or bullying decreased from 40% in 7th to 12% in 11th grade. Mean rumors were spread about 41% of 7th graders, 23% of 9th graders, and 21% of 11th graders. Physical fights were reported by 13% of 7th graders, decreasing to 4% by 11th grade. Weapons on campus were reported by 11% of 7th graders, decreasing to 5% in 9th and 11th grades. Cyberbullying was reported by 35% of 7th graders, 21% of 9th graders, and 16% of 11th graders. The California Healthy Kids Survey data analysis revealed key learnings, highlighting both areas of strength and need. Areas of Strength: One of the significant strengths identified is the high level of academic motivation among students, particularly in the 5th grade, where 80% of students reported feeling motivated. Although slightly lower, this trend continues into secondary grades, with around 59%-63% of students reporting academic motivation. Additionally, caring adult relationships are a strong point, especially in the 5th grade, where 62% of students felt supported by adults at school. This support continues into higher grades, with 60%-64% of students acknowledging caring adult relationships. Another strength is the perception of high expectations from adults, with 82% of 5th graders and 67%-74% of secondary students feeling that adults at school hold them to high standards. Identified Needs: Despite these strengths, some areas require attention. School connectedness, though relatively high in the 5th grade (70%), drops to around 55%-57% in secondary grades. This indicates a need to enhance strategies to keep older students engaged and connected to their school environment. Another area of concern is the percentage of students experiencing bullying and cyberbullying. In the 5th grade, 51% of students reported being called bad names or targeted with mean jokes, and 28% encountered cyberbullying. Similar issues persist in secondary grades, with cyberbullying affecting 16%-35% of students. Furthermore, the data shows a significant portion of students experiencing school boredom, with 44% of 5th graders and 41%-42% of secondary students reporting this sentiment. This highlights the need for more engaging and stimulating learning experiences and extracurricular activities. Additionally, safety is an area of concern. While a majority of students feel safe at school, a notable percentage have encountered physical violence or threats. In the 5th grade, 33% reported being hit or pushed. These issues continue into secondary grades, with fewer students experiencing physical fights. Disaggregated Data Insights: Disaggregating the data by student groups revealed disparities that need to be addressed. For instance, Hispanic or Latinx students, who make up a significant portion of the student population, reported lower levels of school connectedness and higher incidents of bullying compared to their peers. The data provides valuable insights into the school climate, revealing strengths and areas requiring improvement. The findings emphasize the need for continued efforts to foster a supportive and engaging school environment, address safety concerns, and provide targeted support for vulnerable student groups to ensure all students feel connected, motivated, and safe. Based on California Healthy Kids Survey data analysis, changes to existing plans, policies, and procedures are necessary to address the identified areas of need. These changes aim to enhance student engagement, safety, and overall school climate, ensuring continuous improvement and support for all student groups. Enhancing School Connectedness and Engagement: The district will implement programs that foster a sense of belonging and engagement to address the decline in school connectedness, particularly in secondary grades. This includes expanding extracurricular activities, clubs, and sports programs that cater to diverse interests, creating a more inclusive and connected school community. Addressing Bullying and Cyberbullying: Antibullying campaigns will be implemented to raise awareness and promote a positive school climate. Additionally, the presence of counselors and support staff trained in conflict resolution and restorative practices will be increased to address and mediate bullying cases effectively. Improving School Safety: Safety concerns necessitate additional safety measures. The district will continue enhancing security protocols, including regular safety drills, collaboration with local law enforcement to conduct safety audits, and additional training for staff and students on emergency response procedures. Increasing Academic Engagement: The district will support more engaging and interactive learning to combat school boredom and enhance academic motivation. This includes incorporating project-based learning, Science, Technology, Engineering, Arts, and Mathematics initiatives, and classroom technology integration. Professional development for teachers will be prioritized to equip them with innovative teaching strategies that make learning more dynamic and relevant to student's interests and future careers. Supporting Vulnerable Student Groups: Disaggregated data revealed disparities in school connectedness and safety. The district will develop targeted interventions for these groups, such as culturally responsive teaching practices and inclusive support services. Wellness centers will be safe spaces where students can share their experiences and receive support from mental health counselors. Staff training on cultural competency and inclusivity will also ensure a welcoming and supportive environment for all students. Continuous Improvement and Monitoring: Survey data will be used to set specific, measurable goals for improving school climate and track progress over time. Regular feedback sessions with students and staff will be conducted to gather insights and make necessary adjustments to plans and policies. By implementing these changes, the district aims to create a safer, more engaging, and supportive school environment for all students. Addressing the identified needs through revised plans, policies, and continuous monitoring will ensure that every student feels connected, motivated, and safe in their school community. Met 2024-06-28 2024 19644440000000 Culver City Unified 6 School Connectedness (CHKS-Students) 2023-2024 Metric: School Connectedness (CHKS- Student) 77%: 5th 54%: 7th 59%: 9th: CCHS 45%: 11th: CCHS 80%: 11-12: CPHS In regard to school climate there are grades that need strengthening in engagement. The data is strong among 5th grade students and then dips for high school students. However, connections are strong at Culver Park High School. Continued conversations will occur between the sites to improve school connectedness so that leaders may learn form one another. As a part of the continuous improvement cycle CCUSD has been using empathy interviews at the continuation high school. In 2024-2025 we are expanding this practice to enhance instructional practices and services for more students. Met 2024-06-25 2024 19644510000000 Downey Unified 6 "Downey Unified seeks input from students in grades 3 – 12 through the Annual LCAP Student Survey. The key finding from the survey provide the district feedback around the six (6) LCAP Goal Areas and embedded State priorities: 1) Student Achievement; 2) Whole Child; 3) Homeless and Foster Youth; 4) Best Staff 5) Parent Engagement; 6) Infrastructure as well as our Equity Multiplier Goals for Elementary Virtual Academy, Woodruff School and Columbus High. A total of 10,751 students participated in the survey. Students were asked a series of questions around 2 focal areas: 1) School Climate and 2) Learning Environment. The following results reflect the percentage of 3rd – 12th grade students who strongly agree or agree: School Climate Downey Unified LCAP Survey: Statement (% that Strongly Agree/Agree) •I feel safe at school (89.59%). •My school enforces rules consistently (88.40%). •The students at my school treat each other with respect (60.80%). •The adults at my school treat students with respect (87.49%). •My teachers care about me as a person (89.92%). •I fit in at my school (85.00%). Learning Environment Downey Unified LCAP Survey: Statement (% that Strongly Agree/Agree) •I believe I can do well in school (93.36%). •My teachers believe I can do well in school (94.40%). •My teachers help me learn (93.82%). •I feel comfortable asking questions in class (70.48%). •What I am learning in school will benefit me in the future (79.73%). •My school has the technology I need to learn (95.16%). California Healthy Kids Survey: SCHOOL CONNECTEDNESS (% Agree/ Strongly Agree) Elementary School- Grade 5: •All Students (76%); Asian/Asian American (81%); Black or African American (74%); Hispanic or Latinx (74%); White (69%) Middle School- Grade 7: •All Students (53%); Asian/Asian American (60%); Black or African American (45%); Hispanic or Latinx (53%); White (66%); English Learner (55%); Students with IEP (disability) (53%) High School- Grade 9: •All Students (58%); Asian/Asian American (64%); Black or African American (53%); Hispanic or Latinx (59%); White (56%); English Learner (61%); Students with IEP (disability) (55%) High School- Grade 11: •All Students (63%); Asian/Asian American (64%); Black or African American (61%); Hispanic or Latinx (63%); White (62%); English Learner (62%); Students with IEP (disability) (51%) High School- NT(Continuation): • All Students 52%; Hispanic or Latinx (51%) Based on the data, DUSD has consistently maintained a positive school climate in its schools. Despite the lingering effects of the pandemic and school closures, students continue to see schools as places where they are safe, cared for, and respected by their teachers. Students perceive their learning environment positively where they believe that what they are learning is beneficial for their future and that their teachers care about them and support their learning." The results of the survey demonstrate that despite the challenge of increased student absenteeism rates and a higher need for mental health and social-emotional support, DUSD has maintained positive and strong relationships between staff and students. Students see their teachers as supporting their learning and generally feel respected at school. The data also demonstrates that there continues to be a need to focus on students treating each other with respect. There is a consistent need to do all we can to make classrooms safer spaces for students. The California Healthy Kids Survey indicates that students in grades seven and nine have more concern about their safety at school. On the LCAP survey, sixty-one percent of students believe that students treat each other with respect and seventy percent of students feel comfortable asking questions in class. Downey Unified continues to navigate the long-term effects of the pandemic. To address the mental health and wellness needs of students, all schools have developed Wellness Centers or spaces. The Wellness Centers provide students with a safe space where they can receive social-emotional or mental health support when needed. Secondary Schools have fully staffed Wellness Centers. At the elementary school level, wellness spaces have been created and all elementary schools have a full-time site based therapist to provide support. Additionally, DUSD recognizes the need to continue to provide all teachers and staff with the strategies to foster strong student relationships and is providing all secondary teachers with Capturing Kids Heart Training. Elementary Schools are implementing Rethink Ed! which teaches students to recognize their emotions and provides coping strategies for children to use. PBIS and Character Counts! are long-standing initiatives; the district is committed to these initiatives and will continue to provide support, training, and resources to staff. Met 2024-06-25 2024 19644690000000 Duarte Unified 6 The local climate survey data from the California Healthy Kids Survey (CHKS) includes comprehensive information on school conditions and climate for elementary (Grade 5) and secondary grades (7, 9, 11). Here is a brief summary of the key findings, disaggregated by student groups: Elementary Schools (Grade 5) Overall Scores: School Connectedness: Scores range from 71% to 88%. Academic Motivation: Scores range from 75% to 92%. Caring Adults in School: Scores range from 57% to 85%. Anti-Bullying Climate: Scores range from 64% to 81%. Feeling Safe at School: Scores range from 64% to 94%. Specific Items: Cyberbullying: Ranges from 10% to 27%. Frequent Sadness: Ranges from 8% to 20%. Eating Breakfast: Ranges from 57% to 88%. Disaggregated Data: Gender: Generally balanced, e.g., 63% female and 38% male at Beardslee Dual Language Immersion Academy. Race/Ethnicity: Predominantly Hispanic or Latinx, with other ethnic groups represented to varying extents. Secondary Schools (Grades 7, 9, 11) Overall Scores: School Connectedness: 42% (Grade 9) to 55% (Grade 7). Academic Motivation: Around 57% to 59%. Caring Adult Relationships: 44% (Grade 9) to 55% (Grade 11). Feeling Safe at School: 48% (Grade 9) to 55% (Grade 7). Specific Items: Experienced Harassment/Bullying: Ranges from 26% to 45%. Cyberbullying: Ranges from 25% to 31%. Chronic Sadness/Hopelessness: Ranges from 31% to 37%. Substance Use: Generally low, e.g., current alcohol or drug use ranges from 7% to 10%. Disaggregated Data: Gender: Balanced distribution with representation of nonbinary and other identities. Race/Ethnicity: Predominantly Hispanic or Latinx, with representation from other ethnic groups like Asian and White. This data highlights the strengths and challenges in school climate across different student groups and grade levels, providing a detailed view for local education agencies to address specific needs and improve school conditions. Areas of Strength School Connectedness: Elementary: High connectedness ranging from 71% to 88%. Secondary: Connectedness ranges from 42% to 55%. Academic Motivation: Consistently high motivation in elementary (75% to 92%) and secondary (57% to 59%) levels. Caring Adults and Support: Strong presence of caring adults in elementary (57% to 85%) and secondary (44% to 55%). Safety Perception: High feelings of safety in elementary (64% to 94%) and reasonable levels in secondary (48% to 55%). Identified Needs Bullying and Cyberbullying: Elementary: Cyberbullying ranges from 10% to 27%. Secondary: Harassment and bullying ranges from 26% to 45%, with cyberbullying from 25% to 31%. Mental Health: Elementary: Frequent sadness reported by 8% to 20% of students. Secondary: Chronic sadness/hopelessness reported by 31% to 37%, with suicide consideration from 13% to 16%. Substance Use: Secondary: Substance use is generally low but notable, with current alcohol/drug use at 7% to 10%. Meaningful Participation: Elementary: Low participation ranging from 33% to 45%. Secondary: Even lower participation, 21% to 27%. Disaggregated Data Insights Gender: Balanced gender representation with slight variations, including nonbinary identities in secondary grades. Race/Ethnicity: Predominantly Hispanic or Latinx in both levels, with notable representation of Asian and White groups in secondary grades. Conclusion The CHKS data reveals strengths in school connectedness, academic motivation, and caring support. However, significant needs are identified in bullying, mental health, substance use, and meaningful student participation. These insights, disaggregated by gender and ethnicity, offer a clear direction for targeted interventions to improve school climate and student well-being. Based on the key learnings from the California Healthy Kids Survey (CHKS) data analysis, Duarte Unified School District has identified several areas of need and formulated changes to existing plans, policies, and procedures to address these issues. The following revisions, decisions, and actions are proposed for continuous improvement: Regular Data Review: Continuous Monitoring: Establishing a system for regular review of climate survey data to track progress and identify emerging issues. Feedback Mechanisms: Creating channels for ongoing feedback from students, parents, and staff to inform continuous improvement efforts. Professional Development: Ongoing Training: Providing continuous professional development for staff on new policies, mental health support, and effective student engagement strategies. Community and Family Engagement: Enhanced Communication: Improving communication with families about school climate initiatives and how they can support these efforts at home. Community Partnerships: Building partnerships with community organizations to support mental health, anti-bullying, and substance use prevention programs. Met 2024-06-27 2024 19644690128736 Opportunities for Learning - Duarte 6 Data: The LEA administered the School Climate Survey in Spring of 2024. 25% of 8th and 10th students completed the survey. 12% of parents/guardians completed the survey. The highest ratings across all indicators was in School Safety (89% students, 93% parents), School Climate (81% parents, 68% students) and School Teacher-Student relationships (75% students, 70% parents). The lowest rated indicators were in family engagement (14% parents), school belonging (44% students), and school engagement for students (41%). Areas of Strength/Areas of Growth: As determined by the LEA’s evaluation of qualitative data derived from its educational partners in this survey, the LEA was able to determine strengths by providing a positive school climate for all educational partners. In addition, all educational partners reported very high ratings in school safety. The LEA prides itself in maintaining educational partners reporting a strong, positive teacher to student relationships. The LEA identifies that areas of focus derived from the qualitative data from the survey are a sense of belonging and increase in engagement for both students and parents. The charter school has made progress in these areas over the 23-24 school year in providing more student groups, field trips, extracurricular opportunities, and community partner offerings. The LEA is dedicated to increasing such efforts over the course of the new three year LCAP cycle to see an increase in these ratings in future educational partner surveys. Next steps: To address the measured areas of growth for the LEA, the charter school will strive to increase its efforts to promote student participation in its offerings of student groups, social emotional learning opportunities, and family engagement offerings. These aforementioned efforts are aligned with LCAP Goal 3 Action 2, Goal 3 Action 4, and Goal 3 Action 5. Met 2024-06-27 2024 19644690134858 California School of the Arts - San Gabriel Valley 6 Our most recent climate survey data was gathered in preparation for our 2023 WASC visit. These surveys spanned the years 2018 - 2022. Here is an excerpt from our WASC report: Key highlights from our annual Instructional and Culture Surveys include consensus that the school believes strongly in using data from stakeholders to make decisions and drive institutional change, there is high favorability by parents, students, and staff of the school’s vision, mission, and core values, there is much agreement among all stakeholders that preparing students for college and career is a top priority, parents and students report that teachers utilize appropriate technologies in the classroom, that they create safe, creative, and productive learning environments, and families place high value in our programs. For example, 92% of our parents would recommend our school to others while 86% of students reported the same. In our WASC report, after looking at all the gathered data for culture, here were our identified areas of strength: 1) Multilayered support for all students, including those with IEPs and 504 plans. Those supports include the Student Support Team, the Wellness Center, the Counseling Team, and Academic Office Hours. These supports target students’ academic needs and mental health needs. 2) Ample opportunities for community stakeholder engagement and participation in school culture, like student-run clubs, events, and performances throughout the school year and anonymous Text-to-Tip line. 3) Student choice in learning. Through elective courses and dual enrollment courses, students can choose classes that complement their learning pathway. Our identified areas of need included: 1) Introduce a wide variety of Post Secondary pathways--inclusive of academic, vocational, trade, CTE based opportunities (not just arts-based) 2) Ensure school staff and curriculum across departments are representative of the student body’s demographics. 3) Streamline communication and make it accessible in all the home languages represented within community stakeholders. Information is not only overly abundant, but also difficult to locate. The WASC identified areas of need ultimately impacted our most recent LCAP's goals. Including: 1) Introduce a wide variety of post-secondary pathways, inclusive of academic, vocational, trade, and CTE based opportunities. 2) Ensure school staff and curriculum across departments are representative of the demographics of the student body. 3) Improve discipline practices to close equity gaps for specific subgroups, most essentially for students with special needs. The goals drove us to hire a Restorative Practices Specialist and to implement Ethnic Studies. Various other trainings and actions towards these goals are in process. Our Equity Committee continues to meet to monitor our progress. Met We will be utilizing CalSCHLS survey starting in October of 2024. 2024-06-24 2024 19644690139535 Options For Youth - Duarte, Inc 6 DATA: Options for Youth-Duarte partnered with Panorama Education to launch the School Climate survey administered in March 2024. The data derived from the survey administration indicated favorable ratings for a range of topics including: family engagement, staff-leadership relationships, barriers to engagement, school safety and School Climate (shown below): Family Members: 85% Students: 71% Teachers: 76% MEANING: the feedback gathered from the School Climate Spring 2024 survey positively affirms that OFY-Duarte provides a safe, inclusive school environment: Students 90%, Parents 92% and Teachers & Staff 86% with rigorous expectations: Students 76%, Parents 85%, and where barriers to family engagement had effectively been addressed: Family Members 84%, and Students rated their Student -Teacher Relationships positively at 77%. Student Sense of Belonging 51% and Student Engagement 40% were two areas in need of intentional focus. The charter is required to add student members to PAC for 24-25 and believes this avenue for engagement will offer students an effective voice for change in their school community that perhaps they previously believed they did not have. School Connectedness provides a foundation for students to thrive academically and deepens educational partners' commitment to equitable change within the school community. USE: for the 2024-27 LCAP cycle the charter has established 4 metrics within Goal 4 and Goal 5 to foster a safe, inclusive learning environment that respects diversity and equity. In Goal 4 Action 1: the charter is committed to integrate MTSS; a robust framework for social-emotional learning that engenders a safe, supportive environment where every student receives personalized resources and support necessary to thrive socially and academically. 2024-27 LCAP through Goal 4 Action 1: Multi-Tiered System of Supports (MTSS) Action 2: Enhancing School Climate and Safety and Goal 5 Action 4: Educational Partner Liaison - Title 1, Action 6: Parent and Family Engagement-Title I Action 7: Homeless and Foster Youth Program/Supplies Title I, Action 8: Threat Assessment Training Met 2024-06-26 2024 19644770000000 Eastside Union Elementary 6 To gather data regarding school climate and social emotional learning, the Panorama Education School Climate and Social Emotional Learning Surveys are given to students in grades 3 – 8 at the beginning and end of each school year. The School Climate survey (Grades 6 – 8 Spring 2024) addressed the following categories. The percentage represents the percent of favorable responses: • School Teacher-Student Relationships 42% • School Rigorous Expectations 58% • School Belonging 34% • School Climate 34% • School Engagement 26% The Socio-Emotional survey (Grades 6-8 Spring 2024) addressed the following categories. The percentage represents the percent of favorable responses: Emotion Regulation 42% Growth Mindset 44% Self-Efficacy 38% Self-Management 58% Social Awareness 50% Supportive Relationships 78% The School Climate survey (Grades 3-5 Spring 2024) addressed the following categories. The percentage represents the percent of favorable responses: • School Teacher-Student Relationships 66% • School Rigorous Expectations 65% • School Belonging 54% • School Climate 49% • School Engagement 45% The Social Emotional (Grades 3-5 Spring 2024) addressed the following categories. The percentage represents the percent of favorable responses: Emotion Regulation 46% Growth Mindset 53% Self-Efficacy 48% Self-Management 62% Social Awareness 62% Supportive Relationships 86% The disaggregated data among our black, white, and Hispanic student groups were not statistically different from one another in terms of how they favorably ranked the school climate or SEL categories. The data did reveal that while 6th grade students ranked all categories of socio-emotional learning higher in the Spring than when the survey was given in the Fall with rigorous school expectations ranking favorably at 71%; 8th grade students ranked rigorous expectations and teacher-student relationships 11 points lower than 6th and 7th graders at 47% and 31 % respectively. It is also evident that our 6-8th grader students ranked school climate and socio-emotional factors significantly lower than their 3rd-5th grade counterparts. To address the school climate gaps, we have continued to increase access to middle school electives. Electives for the 24-25 school year include: art, different levels of band, guitar, choir, theater, robotics and advanced robotics, yearbook. Additionally, we continue to offer after-school sports opportunities and are looking to expand our after-school club options for students. EUSD does partner with several community agencies to offer additional access to enrichment activities to students. To address the gap in social emotional learning, we plan to improve teacher’s abilities to deliver the socio-emotional learning program (Move This World) during a specified time during the school day at the middle school level consistently to prioritize building relationships with students, teaching skills to assist with emotional regulation and well-being, and ensuring that restorative practices are being used to redirect misbehaviors. EUSD has continued to expand training opportunities available to all staff on the use of restorative practices both inside the classroom and outside on the school campus. Move This World builds on and supports our PBIS and the Olweus Bully Prevention Program. Additionally, we will continue to meet regularly with our parent advisory committees to see input and recommendations for improving the learning environment for all students. Met 2024-06-26 2024 19644850000000 East Whittier City Elementary 6 East Whittier City School District utilizes California Healthy Kids Survey (CHKS), a research-based survey that provides valid indicators to promote student engagement and achievement, safety, positive development, health, and overall well being for students. In addition to administering (CHKS) survey, we also surveyed parents with our locally developed Local Control Accountability Plan (LCAP) survey to assess students' perception of school climate and safety. During the 23-24 school year, CHKS surveys were completed by students in the 5th and 7th. 640 5th-grade students and 850 7th-grade students completed the survey. The LCAP Survey was completed by students in grades 4th and 8th. 1,117 elementary and 1,086 middle school students completed the LCAP survey with representation from all school sites. Data Source (LCAP Survey) Students reported the following on our 2024 LCAP Survey related to school safety and connectedness: 56% reported that “I look forward to coming to school each day.” 80% reported their school was a safe place to learn LCAP questions related to preparing students for life, college, and career showed that 76.6% of students felt that their school was preparing them for college and a career. Concerning academic support, 91% of students reported the school provides textbooks and learning materials to support their learning of the Common Core state standards. Data Source (CHKS Survey) DATA: 5th Grade Supports and Engagement Our 5th-grade students' school connectedness has remained stable with 76% of students showing that they feel connected to their school. Academic motivation remains strong with 85% of students feeling academically motivated in the 23-24 school year. Additionally, the perception of school safety by 5th grade students increased from prior year as 83% of students felt safe at school in the 23-24 school year. Other school Climate Indicators: Positive behavior at school remained strong as 94% of 5th grade students indicated that they follow the rules at school. Rule clarity or students' understanding of school rules at school was strong at 82%. 7th Grade Supports and Engagement Our survey showed that 57% of 7th grade students thought that there was a caring adult relationship at school. This is a slight increase of 1% from the 22-23 school year. In regards to drug substances at school, 96% of 7th grade students indicated that there was no substance abuse at their school. 7th Grade/Other school Climate Indicators: Promotion of parent involvement increased 4% from prior year as 61% of 7th grade students felt that parent involvement was promoted at their school. Our school’s in our District showed that school connectedness remained stable and we will continue to work on focusing on finding alternative approaches to help students feel connected to school. In our middle schools, school connectedness will continue to be an area of growth for us as a District. Perceived school safety remained high in our elementary schools but we will continue to work with our middle school community to ensure that our middle school students feel safe at school. EWCSD continues to focus on MTSS and on continuing to strengthen the implementation of PBIS in our schools. EWCSD continues to use the plan-do-study-act approach to ensure we are responsive to our diverse populations. Our EWCSD community which includes social workers, teachers, principals, and District support staff continuously update individualized intervention plans for each site. Each school develops a plan that addresses the specific needs identified during data reflection meetings and determines which course of action the school needs. In an effort to improve social-emotional learning and school connectedness we have increased the number of counseling staff from 14 District counselors to 16. Social workers meet monthly to identify school trends and areas of need in order to plan interventions for students at their school sites. All school sites implement Positive Behavior Intervention and Supports (PBIS). Several professional development opportunities were provided throughout the year to administrators, classified, and certificated staff focusing on building positive relationships and self-care. Increasing school connectedness and feelings of school safety is an empirical outcome for all of these programs. When students feel safe and connected to their schools, it will increase their willingness to collaborate, communicate, create, think critically and build a broader community. Met 2024-06-12 2024 19645010000000 El Monte City 6 As per the CalSCHLS California Healthy Kids Survey, a majority of our 5th and 7th-grade students express a strong sense of connection and safety within our school community. Notably, 66% of 5th graders report feeling connected to their school, with similar percentages across various ethnic backgrounds (Asian or Asian American = 66%; Hispanic or Latinx = 66%; White = 71%). Moreover, approximately 68% of 5th graders feel safe at school, with varying but generally positive perceptions among different demographic groups (Asian or Asian American = 79%; Hispanic or Latinx = 64%; White = 85%). Among 7th graders, around 57% report feeling connected to their school, with diverse representation across ethnicities and other demographic categories (Asian or Asian American = 65%; Hispanic or Latinx = 55%; White = 58%; English Learner = 59%; Homeless = 58%; Long Term English Language Learner = 61%; Students with Disabilities = 63%). Additionally, about 58% perceive their school as safe or very safe, with fluctuations across different groups but overall indicating a positive environment (Asian or Asian American = 68%; Hispanic or Latinx = 56%; White = 64%; English Learner = 62%; Homeless = 73%; Long Term English Language Learner = 60%; Students with Disabilities = 69%). Understanding the pivotal role of students' sense of connectedness and safety in shaping their future success, EMCSD is committed to implementing targeted actions outlined in our Local Control Accountability Plan (LCAP). We will continue the comprehensive adoption of the Leader in Me Curriculum, which integrates Covey's 7 Habits of Highly People to nurture both academic and socio-emotional learning. Furthermore, we will enhance our efforts in social, emotional, and behavioral support, leveraging the expertise of counselors, social workers, and behavior intervention specialists. Second Step lessons, utilized by both teachers and counselors, will remain integral to our approach. In response to feedback from educational partners and local data, we recognize the ongoing need to prioritize equitable practices, policies, and procedures. Therefore, we are emphasizing preventative, proactive, and inclusive discipline strategies that foster positive student-staff relationships, structured learning environments, high expectations, and engaging instruction. Professional development opportunities will be provided to ensure our staff are equipped to implement these strategies effectively. Moreover, we acknowledge the vital role of family and community engagement in promoting student well-being and success. To further reinforce our commitment to restorative practices, we are expanding their implementation across the district. Additionally, we are excited to introduce conflict resolution strategies for the upcoming 2024-25 school year, underscoring our dedication to cultivating a supportive and inclusive school environment where every student can thrive. Met 2024-06-17 2024 19645190000000 El Monte Union High 6 "Data results were analyzed districtwide for students in grades 9th through 12th from both the Local Control and Accountability Plan (LCAP) survey along the Youth Truth survey. The LCAP survey results showed an increase from the prior year in the percentage of students who agreed or strongly agreed with the statement ""I feel safe on campus."" In April 2023, 85.8% of students who took the LCAP survey stated they agreed or strongly agreed with the statement on feeling safe on campus. This percentage increased to 88.9% in Apri 2024. The 2024 LCAP results also reflected 87.9% of students who completed the survey stated they agreed or strongly agreed to feel engaged and connected to their school. This is an increase of over 10% from the prior year where the results showed only 77.3% of the students agreed or strongly agreed to the statement on feeling engaged and connected. This year, the LCAP survey was completed by about 1,000 students or close to 15% of the student population. The Youth Truth survey was completed by about 86.6% of the student population. The survey included a statement that was phrased as ""I feel safe during school."" While only 53% of students agreed or strongly agreed with this statement in 2024, it was an increase of 3% from the prior year's results. A question was also included in the Youth Truth survey regarding student engagement outside of the school day. Again, results show there has been an increase in the percentage of students who are engaged in clubs and/or sports over the past three years from 48% to 56%. The percentage remained the same from 2023 to 2024. In addition to input through surveys, students also had the opportunity to provide feedback in person through student focus groups. As part of this feedback, students focused on the continuous need for campus supervisors to support student safety. " Safety protocols continue to be implemented to support safety on campus resulting in an increased number of students feeling safe on campus, as reflected through the LCAP and Youth Truth survey results. Full-time campus supervisors are hired to ensure supervision is provided throughout the day when students are present. Additional hours are also provided to current campus supervisors to support safety on campus and promote participation on weekends. The number of afterschool enrichment and extra-curricular activities was increased. This increase allowed more students to be engaged, as observed in the LCAP survey results with over 10% more students identifying they were engaged in activities from 2023-2024. Data showed a slight increase in the suspension rate. As a result, each school now has a wellness center with a wellness coordinator and clerk available to meet with students on a daily basis. Coordinators also provide site-level and district-level workshops that address how to support the social-emotional needs of students. As stated in the prior prompt, campus supervisors continue to support students at each school, and the number of campus supervisors was increased this year to support students' sense of safety on campus. The number of afterschool enrichment and extra-curricular activities was also increased from 2023 to 2024 to allow more students to be engaged. Since the suspension rate showed a slight increase from the prior year, wellness coordinators and a wellness clerk are now funded through Supplemental and Concentration funds and are included in the EMUHSD LCAP. Met The EMUHSD continues to address the needs identified through student responses and parent input. Additional staff has been hired to support both the academic and emotional well-being of students. The number of opportunities for parents and families to be 2024-06-26 2024 19645270000000 El Rancho Unified 6 ERUSD participates yearly in the California Healthy Kids Survey (CHKS). The Survey is administered to students in grades 5, 7, 9, and 11 and to all students enrolled in Non-Traditional Schools. The data is used by the school district and school sites to determine student needs and barriers to academic achievement and well-being. The following indicators are from CHKS data from the 2022-2023 school year. School Connectedness 2021-2022 2022-23 5th 75% 5th 73% 7th 61% 7th 56% 9th 55% 9th 50% 11th 50% 11th 52% School Safety (Schools Perceived as Very Safe or Safe) 2021-2022 2022-2023 5th 80% 5th 79% 7th 60% 7th 56% 9th 52% 9th 52% 11th 53% 11th 58% ERUSD needs to create an environment where students feel more connected, supported, and motivated to engage in their education, as well as safe. The key indicators reveal that there is a slight decrease of 2%, 5%, 5% for 5th, 7th, and 9th grade students, respectively, who reported feeling a sense of connectedness in the CHKS survey. 52% of 11th grade students reported feeling school connectedness in school, reflecting a 2% increase from 50% to 52%. Some students feel a strong sense of connectedness to school due to supportive relationships with teachers and peers, engagement in meaningful and relevant learning experiences, and involvement in extracurricular activities that match their interests and talents. However, other students may feel disconnected if they face social exclusion, bullying, lack supportive relationships, or encounter a curriculum that they cannot relate to and understand. These students may experience bullying, discrimination, or feel their identities and cultures are not represented or valued in the school environment and may struggle to develop a sense of belonging. Ensuring that all students have access to a supportive, inclusive, and engaging school experience is crucial for building a sense of connectedness. 2022-2023 CHKS data indicates that there was a decrease in elementary students and 9th grade students who have feeling of safety within their school environments as compared to 2021-2022. 7th grade students remained the same and there was an increase of 5% of 11th grade students who have feelings of safety within their school environments as compared to 2021-2022. Some students report feeling safe at school because they experience a supportive and inclusive school environment, with clear anti-bullying policies, PBIS practices, respectful peer interactions, and responsive, caring staff who effectively address concerns and conflicts. Safety measures such as secure facilities, regular safety drills, and visible adult supervision also contribute to a student’s sense of security. But, other students may feel unsafe due to experiences of bullying, harassment, or discrimination, either from peers or even staff members. Additionally, inadequate responses to reported incidents, lack of trust in school authorities, and perceived threats of violence can make a student not feel safe at school. ERUSD will need to ensure all students feel safe at school by consistent enforcement of safety policies, creating a positive school climate, and providing support for all students. ERUSD has sustained a PBIS framework to continue promoting positive behavior and supporting student success in schools. The PBIS framework provides staff with positive and restorative strategies and interventions that allow them to develop relationships with students and reduces the amount of punitive actions and dialogue that historically has impeded the progress of student/teacher relationships. The district continues to integrate a social emotional learning curriculum through weekly lessons, which creates opportunities for positive dialogue in the classroom and increased opportunities for teacher/student connectedness. ERUSD continues to promote the “See Something Say Something” Campaign that was developed in the 2022-2023 school year. The “If You SeeSomething, Say Something” Campaign raises safety awareness and teaches students to recognize warning signs and to report any suspicious behavior and situations to a trusted adult at home or at school. If You See Something, Say Something Campaign complements the El Rancho Unified School District’s safety programs in the efforts to protect the students, staff, and community from harm. The district will continue to remind students and families of the importance of reporting suspicious behaviors. The district will continue partnerships with community agencies to continue to support the social emotional well-being of students. In the 2022-2023 school year, El Rancho High School opened the Oasis Wellness Center and the Boys and Girls Club Center. Due to student feedback, we plan to open Wellness Centers at other school sites and advertise and promote the Boys and Girls Club to more students. These centers provide a place for students to build relationships and learn about and practice self regulation techniques. Creating calming rooms or calm spaces within all schools is crucial in supporting the emotional wellness of students. These dedicated spaces provide a safe and nurturing environment where students can seek refuge, practice positive coping skills, and find solace during times of heightened stress or emotional distress. We will also work with our administrators to assure that reported incidents are investigated and documented and that safety policies are followed so that all students feel safe at school. Met 2024-06-25 2024 19645350000000 El Segundo Unified 6 ESUSD uses multiple measures to assess school climate including: The California Healthy Kids Survey (CHKS), the 7 Mindsets BASELINE survey for Gr. 6-12, XSEL Labs competency survey for Gr. K-5, and anecdotal and “street level” data. The CHKS survey data indicate overall that our students on the majority feel happy and experience sadness at levels lower than state averages. Seventy percent of high school students express life satisfaction on an aggregate measure, and 60% feel optimism. Twenty percent of high school students met indicators for chronic sadness; while a significant number and important to address, this is about half the state average. At the middle school level, CHKS results are similar, yet just 50% of middle school students express optimism. In a longitudinal analysis, at both the high school and middle school levels, chronic sadness has decreased year over year, declining from 36% in 2022 to 20% in 2024 at the high school level, and declining from 25% to 20% at the middle school level. The CHKS data do not show significant discrepancies by student subgroups. BASELINE data at the middle and high school levels show high levels of connectedness to school and positive behavior. Academic self-confidence at both the middle and high school level are slightly lower, respectively. BASELINE data do not reveal any significant discrepancy in engagement, social connectedness, behavior, or academic self confidence amongst subgroups. The elementary schools CHKS shows high levels of school connectedness (80%), motivation (88%) and safety (87%). The XSEL Labs survey data show high levels of sense of belonging (88%). There are no significant discrepancies amongst sub groups. Female students are more likely to experience slightly lower levels of academic self confidence. Since school closure during Covid, ESUSD has improved each year in student’s sense of belonging, engagement, and wellness. However, we still see about 1/5th of our high school students experiencing chronic sadness. Despite this number being roughly half the state average, it is a sizable population. ESUSD will need to engage in root cause analysis to further plan targeted responses. In addition, ESUSD has work to do in the areas of engagement at all levels. Finally, though there are no statistically significant differences in subgroups, Hispanic students show slightly elevated levels of disengagement with school and slightly higher levels of having school problems. ESUSD intends to continue to assess students using BASELINE and XSEL surveys, as well as the CHKS. For 24-25, ESUSD added a module to the XSEL surveys to dig further into belonging and school climate. In addition, ESUSD is initiating a project with PowerSchool to gather all student data in one location. The project, PowerSchool Insights & Analytics, will allow administrators to have a dashboard with complete pictures of student data, including not just SEL data, but behavior, attendance, academics, and interventions. The more complete picture will help the District better respond to student need. While ESUSD student SEL data are drastically better than state and county averages, the District will continue to provide programming and resources to address still high levels of students feeling chronic sadness. These resources include: 1) continued use of Hazel Health teletherapy for ANY ESUSD student free of charge; 2) continued use of our partnership with South Bay Children’s Health Center to provide in-person short-term therapy as a Tier III intervention; 3) continued use of our Care Solace resource to provide families resources and assistance with finding vetted mental health and addiction treatment; 4) continued partnership with South Bay Wellness to provide group counseling for students identified through our wellness assessments; 5) continued practice of Tier I SEL programs including RULER and BASE Education to overall wellness. Met 2024-06-25 2024 19645500000000 Garvey Elementary 6 "Garvey School District uses a local survey comprised of twenty-two questions (for Grades 5-6) and twenty-seven questions (for Grades 7-8) that are adapted from the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connections in grades 5, 6, 7 and 8. The ultimate goal is to attain an average percentage of 75 or above for the positive indicators. The annual target for 2023-24 is: 1) Positive Indicators (average percentage): at/above 50% 2) Improved/Maintained Indicators: at/above 50% The following is a summary of the key findings on School Climate for 2023-24. Key Findings for Grade 5 & 6 Grade 5 & 6 – Positive Indicators Average: 60.3% and Improved/Maintained Indicators: 50% School Engagement & Supports ? School Connectedness (61%) ? Academic Motivation (63%) ? Caring Adult Relationships (58%) ? High Expectations (70%) ? Meaningful Participation (67%) School Safety ? Feel safe at school (66%) ? Been hit or pushed (10%) ? Mean rumors spread about you (27%) ? Saw a weapon at school (1%) Disciplinary Environment ? Students well-behaved (37%) Lifetime Substance Use ? Alcohol or drug use (0.04%) ? Cigarette smoking (0.04%) Key Findings for Grades 7 & 8 Grade 7 & 8 – Positive Indicators Average: 53.7% and Improved/Maintained Indicators: 95% School Engagement & Supports ? School Connectedness (50%) ? Academic Motivation (53%) ? Chronic truancy (twice a month or more) (18%) ? Caring Adult Relationships (42%) ? High Expectations (60%) ? Meaningful Participation (64%) ? Facilities upkeep (41%) School Safety & Substance Use ? School perceived as very safe or safe (66%) ? Experienced any harassment or bullying (15%;) ? Had mean rumors or lies spread about you (20%) ? Been afraid of being beaten up (11%) ? Been in a physical fight (6%) ? Seen a weapon on campus 6%) ? Been drunk or “high” on drugs at school ever (1%) Mental and Physical Health ? Current alcohol or drug use (0.08%) ? Current binge drinking (0.08%) ? Very drunk or “high” 7 or more times (0.07%) ? Current cigarette smoking (0.04%) ? Current electronic cigarette use (0.09%) ? Experienced chronic sadness/hopelessness (13%) " During the 2023-24 school year, despite the prevailing pandemic challenges, the District was able to enhance the overall positive school climate, as suggested by 72.5% of indicators with improved or maintained percentages, compared to results from the 2022-23 school year. Nevertheless, the negative impacts of Covid-19 remained intense particularly in the areas of student engagement and supports (e.g., school connectedness, academic motivation, caring adult relationships, high expectation, and meaningful participation) and student behavior and discipline. To address the challenges, the District has been strengthening the mental health and social-emotional supports, including the following: implementing a districtwide ongoing social-emotional screener for all students, refining a districtwide social-emotional learning curriculum facilitated by counselors and teachers, establishing wellness centers at the schools, providing ongoing training for staff and parents, promoting Positive Behavioral Interventions and Supports (PBIS) and leadership development programs with the focus on high-needs students. These measures have produced positive results in improving school climate based on input from stakeholders. Met 2024-06-27 2024 19645680000000 Glendale Unified 6 GUSD administers a local climate survey annually that provides a valid measure of perceptions of school safety and connectedness. In Spring 2024, students in grades 4-12 participated in the Panorama Social Emotional Survey. This nationally normed survey assists in measuring several domains. Grades 4 and 5 Percentage of Favorable Responses (n = 3,487) - Emotional Regulation: 44% - Growth Mindset: 63% - Self-Efficacy: 62% - Sense of Belonging: 61% - Social Awareness: 66% - School Safety: 61% Grades 6-12 Percentage of Favorable Responses (n = 12,118) - Emotional Regulation: 51% - Growth Mindset: 57% - Self-Efficacy: 54% - Sense of Belonging: 44% - Social Awareness: 62% - School Safety: 55% GUSD staff regularly reviews Panorama Survey data and compares results over time. Based on the findings from the Panorama Survey, while there were marginal variations in percentages, there weren’t significant discrepancies. This suggests that, despite the rise in mental health challenges nationwide following the pandemic and the increase in the number of newcomers to the school District displaced by war and other global issues, school engagement levels have largely remained consistent. This may be attributed to a larger number of students seeking help and being referred to counseling services and an increase in crisis assessments used to intervene and connect them to services and support. The results of this survey also inform the effectiveness of the restorative practices. The District’s greatest area of strength for 4th and 5th grade continues to be Growth Mindset, which scored near the 90th percentile, compared to all schools in the national dataset. In addition, the District is in the 60th-79th percentile, in an additional three of the six categories for grades 4-5 and in two of the six categories for grades 6-12. For Grades 4 and 5, the main focus identified by this data is in the area of Emotion Regulation. For Grades 6-12, the main focus identified by this data is in the areas of Sense of Belonging and Social Awareness. GUSD will continue to gauge student perceptions through the use of the Panorama Survey. The District will support schools in developing initiatives and plans to ensure students know who they can speak to when they need help, address emotion regulation in elementary grades, and increase students’ sense of belonging and social awareness in secondary grades. This includes data analysis and planning sessions to support student groups as well as specific students with school teams. In addition, the District will guidance on using the Panorama Education Playbook as a best practice. Collaboration between schools and District departments will be a critical component in addressing student needs that emerged from the Panorama social emotional learning inventory. Student Wellness Services will address the needs of vulnerable student populations, including homeless and foster youth, and provide counseling services. Student Support Services will review trends in attendance and suspension data to implement targeted interventions. Met 2024-06-25 2024 19645760000000 Glendora Unified 6 -Glendora Unified School District used Panorama to support the delivery of the LCAP spring survey. Glendora Unified School District collected a wide array of school climate data during the spring of 2024 to inform the development of the Local Control and Accountability Plan (LCAP) and other, related projects. Our family survey of approximately 980 respondents (300 more than in the previous year) made up of 47% elementary, 20% middle, and 34% high school. This showed that our strengths are providing safe learning environments for students and we have few barriers to engagement. Based on the survey results areas that we will focus on for the 24-25 school year are to continue to create school environments that increase the perception of families of how well the school matches their child’s developmental needs. We will do this by looking at school activities, and school connections so students can ask for help when needed, and matching teaching and learning styles. Our focus will also continue to be on school physical and emotional safety. Our student survey had 2567 responses from grades 6-12 and 675 from grades 4-5. We looked at 5 theme areas. For emotional regulation, 47% of students in grades 4-5 and 6-12 shared that students frequently or almost always are able to regulate their emotions in reference to mood and staying calm. 57% of students in grades 4-5 and 23% in grades 6-12 shared that students are quite or extremely attentive and invested in class in reference to excitement, focus, and interest. In looking at the overall positive school climate, 59% of students in grades 4-5 and 46% in 6-12 feel that the climate is somewhat or very positive. Both levels indicated that about about 25% of the time other student behaviors hurt learning. About 65% of all students surveyed feel that physical or psychological safety is not a concern at their school. 64% of students in grades 4 and 5 feel they are valued at school while 39% stated this at grades 6-12. In looking at student groups-- Our SED group felt 14% less safe at school than all students as well as our African American subgroup felt 12% less safe. There were no major discrepancies with our SPEd groups or by gender in survey responses. Our teacher survey yielded results from 180 teachers and our staff survey had responses from 133 members. Overall, we have strengths in school leadership and teacher efficacy (68% positive response and 78% respectively). We want to continue to educate on professional learning goals and focus including the underlying objectives of PD days, Collaboration Days Early out and Late starts. We will continue to target PD to focus on strategies that meet the needs of all learners (students and staff). Resources for student support continue to be an area of focus this relates to support to teachers in working with students with challenging behaviors. Based on the survey results areas that we will focus on for the 24-25 school year are to continue to create school environments that increase the perception of families of how well the school matches their child’s developmental needs. We will do this by looking at school activities, and school connections so students can ask for help when needed, and matching teaching and learning styles. Our focus will also continue to be on school physical and emotional safety. Our student surveys showed that overall students feel safe at school and feel a positive school climate. We have about 50 % of our students who are on track with their SEL data. For our students in grades 4 and 5, the areas of school safety, emotional regulation, sense of belonging, and engagement were all above the 60%ile compared nationally. In grades 6-12, School safety and emotion regulation were at 60% compared nationally. Resources for student support continue to be an area of focus this relates to support to teachers in working with students with challenging behaviors. Our supportive counseling and student services personnel will continue. Schools will also continue to use our Raptor system for check-in as well as now for all school volunteer applications. Focusing on emotional regulation and engagement should continue. This is the driving initiative of our 2 full PD days for the 24-25 school year. We want to continue to educate on professional learning goals and focus including the underlying objectives of PD days, Collaboration Days Early out and Late starts. We will continue to target PD to focus on strategies that meet the needs of all learners (students and staff). By using our Panorama surveys we are able to see students who show a need for check-ins in the areas of engagement, sense of belonging, and emotional regulation. By being able to collect this data in real time, our school service personnel can intervene in these areas earlier. Met 2024-06-20 2024 19645840000000 Gorman Joint 6 In the Spring of 2024, the local climate survey data was sent to all employees, including classified, certificated, and administration. Respondents were able to answer anonymously. All parents had the opportunity to complete the survey. All students in grades in grades 1-8 took the survey, and the survey was split into two groups to focus on the specific needs of different age groups: 1-3 and 4-8. "Responses to... ...I Feel Welcome at Gorman School: Students 1-3 Students grades 4-8: 46.5% agree; 30.2 neutral; 4.6 disagree Staff: 88.9% agree; 5.5 neutral; 5.5 disagree Parents: 94.1% agree; 0 neutral; 5.9% disagree I have adequate opportunities to have a voice in school decisions I am included in decision-making Parents: 89.9% ; 11.1 disagree Employees: 72.2% agree; 22.2 neutral; 5.6 disagree I like working at Gorman School Employees: 100% agree When asked the open-ended question, ""What would you like to see added at Gorman School"": Most older students wanted more extracurricular opportunities and would like sports added. Parents and employees would like to see more wellness added, including nutrition, physical activity, and ELD activities. We learned that in addition to adding to the wellness plan, we need to promote what we are already doing as it appears parents are not aware of current practices. " During the next school year, parents would like to see more tutoring opportunities. We offer lunchtime and after-school tutoring to any student who wants to attend. We send out tutoring sign-ups to all families and offer after-school transportation. Therefore, we will send out a form asking for parents to sign up or decline, so we are sure all parents see the tutoring opportunities. We are adding cross-country and volleyball next year. We are adding more committee opportunities for the wellness plan. We will continue to offer coding, art, and music to all students as this is important to students. We will also offer an opportunity to be on the arts committee. Met 2024-06-25 2024 19645841996305 Gorman Learning Center 6 According to the 2024 GLC Satisfaction Survey of high school students, 91% students strongly agree that adults at the school care about their well being. 92% of students surveyed agree or strongly agree that Gorman teaches students to positively embrace diversity. 86% of GLC high schoolers reported that staff celebrated their successes. In addition to this, 94% of students surveyed agree that Gorman’s Resource Centers are safe but only 87% state that Gorman adequately addresses teasing and/or bullying. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Student Engagement as a focus goal. Met 2024-06-27 2024 19645920000000 Hawthorne 6 The District administered the California Healthy Kids Survey (CHKS) to all eligible students in grades 5 and 7. Participation in the survey was dependent upon authorization by a student's parent or guardian. In the 2024 school year, the sample group of participants was 4844 out of 710 fifth graders and 695 out of 715 seventh graders, resulting in a response rate of 63% in 5th and 97% in 7th grade. It should be noted that the constructs of the survey require that the response rate for any group be above 70% in order for the associated results to be deemed valid. In regards to local climate survey data, the District also administered a student LCAP survey with school climate questions and a Capturing Kids Hearts Survey in grades 4-8 however that data was not disaggregated by student groups. Per the CHKS school climate survey data results (5th grade results were not provided per student group): Fifth-grade students when asked, - are there caring adults in school 68% said, “Yes most of the time” or “Yes all of the time” -question regarding school connectedness 64% said, “Yes most of the time” or “Yes, all of the time” Seventh-grade students when asked, questions regarding school connectedness: 75% of all the students agreed or strongly agreed they feel connected to the school 34% of African American students agreed or strongly agreed 44 % of Hispanic students agreed or strongly agreed 49% of English Learners agreed or strongly agreed 40% of students with disabilities agreed or strongly agreed Seventh-grade students when asked, questions regarding school safety: 38% of all the students agreed or strongly agreed they feel connected to the school 43% of African American students agreed or strongly agreed 39% of Hispanic students agreed or strongly agreed 35% of English Learners agreed or strongly agreed 37% of students with disabilities agreed or strongly agreed The District also administered a student LCAP survey to students in grades 4-8. Thus, the student's responses to the 2023-24 student LCAP survey yielded the following key findings: My school is safe and secure. 72% I look forward to attending school. 67% My school provides a welcoming environment. 73% I am provided with social and emotional learning opportunities. 75% I am treated fairly and with respect. 66% I feel that there are caring adults that I can talk to at my school. 77% In analyzing and disaggregating the data ( per school site) associated with the survey, the District identified significant differences reported between grade level groups (for example, the lower level of feelings of connectedness amongst our middle school students compared to elementary students. Thus, the district has partnered for year two with the Capturing Kids Hearts program and will provide ongoing district-wide training for admin and staff at all levels to implement the CKH strategies that further enhance a school climate in which students and adults have trust and establish long-caring relationships. The district has also partnered with the Los Angeles County Office of Education to provide year two of PBIS training and support for all school sites. In addition, it was acknowledged that 67% of our students agreed when asked if they look forward to attending school. The district will further examine these results by implementing student focus groups and student advisory groups to provide ongoing feedback and input on how to increase student engagement and create a more engaging school climate for ALL our middle school students The District maintains a comprehensive model of Positive Behavioral Intervention and Support (PBIS), with multiple layers of intervention provided by teachers, administrators, deans, support staff, counselors, social workers, and families. The District maintains a counselor and a dean of students at each school site to provide effective and proactive support for students, staff, and families. The focus for these individuals at the school sites is to further improve the school climate in regards to students feeling safe and connected in all schools. The district’s deans and counselors also serve as members of broader school-based teams, implementing behavioral supports, small group, and individual counseling, incentives for positive behavior, direct instruction to support anti-bullying efforts and social-emotional learning, and professional development for staff on effective classroom management practices. A district-wide focus on developing meaningful bonds with students is aimed at positively affecting feelings of school connectedness. The district will continue to invest in a strong implementation of the Capturing Kids Hearts initiative and analyze student, parent, and staff survey results, to refine and improve programs and initiatives in the upcoming years. In addition, to continue to provide the current services, the District utilizes the California Community School Partnership Program initiative to obtain ongoing input and feedback from the community and CCSPP advisory council to increase and expand services in this area. The District will continue to increase services and resources by increasing social workers and BCBAs as well as working with our California Community School Partnership Program initiative to bring more community partnerships on campus. Met 2024-06-26 2024 19645920100354 Hawthorne Math and Science Academy 6 "HMSA administers various surveys to assess school connectedness, safety, and climate. Based on feedback from the 2024 California Healthy Kids Survey, 82% of the 9th and 11th grade participants responded that they ""agree"" or ""strongly agree"" that they feel that they are a part of the school. The following select student groups reported on “school connectedness,” “school perceived as very safe or safe” and “caring adult relationship.” Reported “school connectedness” Hispanic / Latinx : 9th grade - 53%, 11th grade - 54% Black / African American: 9th grade - 53%, 11th grade - 70% Asian / Asian American: 9th grade - 60%, 11th grade - 47% English Learners: 9th grade: 74% Reported “school perceived as very safe or safe” Hispanic / Latinx : 9th grade - 78%, 11th grade - 74% Black / African American: 9th grade - 72%, 11th grade - 90% Asian / Asian American: 9th grade - 82%, 11th grade - 67% English Learners: 9th grade - 80% Reported “caring adult relationship” Hispanic / Latinx : 9th grade - 48%, 11th grade - 55% Black / African American: 9th grade - 39%, 11th grade - 73% Asian / Asian American: 9th grade - 55%, 11th grade - 64% English Learners: 9th grade - 73% Our LCAP survey results reflect the percentage of students who agreed with the following statements: 91%: My school is safe. 83%: I am treated fairly and with respect by my peers. 93%: I am treated fairly and with respect by staff members. 67%: I participate in enrichment opportunities within the regular school day. 2024 LCAP Parent Survey results- Below is the percentage of students who agreed with the following statements: 100%: HMSA is safe. 96%: HMSA provides a respectful environment for all students. 92%: HMSA provides a welcoming environment for visitors and volunteers. Parent feedback included 82% of respondents who agreed with the statement: ""Parents and guardians are presented with opportunities to take part in decisions made within the school/district."" HMSA is looking to improve parent participation. " HMSA is pleased to report that 91% of students report that “My school is safe.” HMSA will continue to find ways to keep our after-school tutoring, clubs, and sports a part of the program offerings. Based on the data analysis on “school connectedness,” “school perceived as very safe or safe” and “caring adult relationship,” there is a need to improve. For “school connectedness,” HMSA will continue to work closely with our community school to offer more events and activities during and after school. Teachers will be encouraged to host clubs and administration will support efforts to increase student activities and parent / family events. To address our student groups including Hispanic/Latinx, Black/African American, and Asian/Asian American students, efforts will continue to engage these students in meaningful activities and offer opportunities for them to share their needs and experiences. This will be made possible through informal check-ins, and student surveys. Also, ASB will encourage participation and attendance at school-sponsored events on campus. HMSA will also continue to offer weekly enrichment opportunities after the instructional day to allow for clubs and student groups to meet. Many teachers offer additional enrichment activities to support student learning outside of school hours. Link Crew leaders help with the Summer Bridge Program which is designed to engage incoming 9th-grade students during the summer break and offer a four-day orientation prior to their first day of school. The Link Crew leaders are upper-class mentors who provide support. The Summer Bridge program has been a key program in starting positive relationship-building early in the school year and allowing the venue for students to feel connected on campus. Link Crew leaders participate in monthly meetings to learn mentoring skills, have opportunities to connect with the 9th graders, and allow students to create positive bonds with their peers. For the first two weeks of school of the school year, daily school-wide informational webinars are held through homeroom classes designed to promote student engagement in school activities. A weekly homeroom is also held around Social and Emotional Learning activities. Additionally, CIF athletics continue to be active on campus allowing students the opportunity to participate in team sports. Weekly enrichment opportunities were offered after the instructional day to allow for clubs to meet, and some teachers hosted enrichment opportunities. Our Peer Advocates, a student group, hosted Wellness Week webinars to promote mental health and self-care. HMSA continues to offer school-wide and community events for students to engage with faculty, peers, and other families. In order to improve school safety, HMSA will continue using SmartPass, the digital hall pass system. This allows staff and security to know where students are while on campus, when not in the classroom. In addition, professional development will be provided year HMSA will provide the following additional opportunities to engage in learning outside the classroom to strengthen school connectedness and climate with the goal of improving motivation and advancing student learning and achievement: Motivation - Accountability - Respect - Kindness (MARK school-wide PBIS program): More student incentives Use of SmartPass (digital hall pass systems) MARK award assemblies (Student Recognition Celebration) After-school enrichment opportunities. HMSA will continue to review the School Safety Plan and revise it if needed. HMSA will continue to administer SEL surveys to students, staff, and families throughout the year to assess school connectedness, safety, and engagement. Met HMSA maintains three counselors and a transition specialist to provide effective and proactive support for students, staff, and families. The focus for these individuals at the school is to provide effective and proactive support for students, staff, and 2024-06-26 2024 19646000000000 Hermosa Beach City Elementary 6 Annually in the spring, Hermosa Schools administers the California Healthy Kids Survey for fifth, sixth, and seventh grade students. Hermosa Schools have utilized the District School Climate Report Card to help to identify trends in school climate indicators from 2022 through 2024. The school climate indicators provide district-level descriptions on several factors that are known to influence learning success in schools. ELEMENTARY SCHOOL: School Connectedness: 2022: 81% 2023: 82% 2024: 81% Caring Adult Relationships: 2022: 68% 2023: 71% 2024: 72% Perceived School Safety: 2022: 87% 2023: 84% 2024: 84%. Social Emotional Learning Support: 2022: 67% 2023: 66% 2024: 68% MIDDLE SCHOOL: School Connectedness: 2022: 72% 2023: 71% 2024: 72% Caring Adult Relationships: 2022: 60% 2023: 62% 2024: 67% Perceived School Safety: 2022: 73% 2023: 71% 2024: 80% Social Emotional Learning Support is not a key school climate indicator for the District School Climate Report Card for middle school. ELEMENTARY SCHOOL: The trends in elementary school show an increase from 2022 through 2024 in the area of caring adult relationships and social emotional learning support. School connectedness remains consistent with its rating over the last three years. Whereas, there was no change to perceived school safety from 2023 to 2024. MIDDLE SCHOOL: The trends in middle school show an increase from 2022 through 2024 in the area of school safety and caring adult relationships. School connectedness remains consistent with its rating over the last three years. Our multi-tiered system of support for school connectedness and school safety has been an area of development in our district. We continue to refine our programs based on student needs, incorporating more training and support at the school sites. This progress is evident at Hermosa Valley School, where a school team participated in a second year of professional development in PBIS with the Los Angeles County Office of Education (LACOE), focusing on building capacity through data-driven development of systems and practices. We continue to develop and provide universal programming, social-emotional learning support, targeted response services (such as SST, Wellness Center, pulse surveys), and crisis intervention to support student needs. Hermosa Schools will support all sites in implementing school-wide Positive Behavioral Interventions and Supports (PBIS), multi-tiered supports and services (MTSS), a commitment to professional development in the area of social-emotional learning, maintaining wellness centers at each school site, and providing full-time counselors at each school. The district is financially committed to funding specialized counseling resources, social-emotional wellness programs, a 0.6 administrator on special assignment at Hermosa Valley School, and an assistant principal to support school safety and student connectedness at both Vista and Valley Schools. Our district’s ongoing focus is on fostering diverse, equitable, and inclusive educational environments. Met 2024-06-24 2024 19646260000000 Hughes-Elizabeth Lakes Union Elementary 6 Local Climate data was performed through a google survey. Students in grades 7 & 8 completed the survey in the spring of 2024. Reporting data includes: 97% of students felt the school wants them to do their best. 50% of students indicated they feel their teachers communicate with them regularly regarding academic progress. 83% of students indicated they know what is expected to learn in class. 58% of students agree, 36% of students somewhat agree they feel supported for additional instruction. 44% of students agree, 36% of students somewhat agree they feel challenged at school. 80% of students agree, 16% of students somewhat agree they feel connected at school. 58% of students agree, 27% of students somewhat agree they participated in extra school activities. 86% of students agree, 14% of students somewhat agree they feel safe at school. 69%of students agree, 25% of students somewhat agree they are not bullied at school. Key learnings from the analysis of the data described in prompt 1 include a continued focus on ensuring students feel safe and connected in the school environment, as well as being supported by their teachers to reach their academic goals. Changes to the existing plans and procedures to address the areas of needs identified through the analysis of local data and the identification of key findings include: a continued focus on providing academic support for all students through both intervention and enrichment; a school-wide focus on social-emotional support through curriculum and telecounseling services; implementation of a new bullying prevention program; consistent reinforcement of the positive behavior intervention system. Met 2024-05-14 2024 19646340000000 Inglewood Unified 6 Implemented PBIS Climate Post-Survey (Spring) 2024) District wide Climate survey results are as follows: On a four point scale for satisfaction with School Climate Elementary Students-Score: 3/4 or 75% Secondary Students-Score: 2.9/4 or 72% Families- Score: 3.13/4 or 78% Personnel- Score: 3/4 or 75% Inglewood used the PBIS Climate Survey as a district to measure school climate. The surveys were provided to staff, students, and parents. The survey was implemented in the fall and spring (Pre survey and Post survey). The survey overall looked at if school sites were welcoming and supportive environments for all educational partners. The data did demonstrate inconsistencies throughout the district based on the experiences at various school sites. Responses were unanimous based on the site that was responding. The varying degrees of implementation at the school site was also relative. Overall the district received a 3 of 4 rating. Inglewood used the PBIS Climate Survey as a district to measure school climate. The surveys were provided to staff, students, and parents. The survey was implemented in the fall and spring (Pre survey and Post survey). The survey overall looked at if school sites were welcoming and supportive environments for all educational partners. The data did demonstrate inconsistencies throughout the district based on the experiences at various school sites. Responses were unanimous based on the site that was responding. The varying degrees of implementation at the school site was also relative. Overall the district received a 3 of 4 rating. Met The PBIS team has worked diligently to support all schools with the implementation of PBIS. Despite the challenges all schools have been trained at their prospective level of implementation. Seven schools received state recognition in the 2022-2023 school 2024-06-26 2024 19646340101667 Wilder's Preparatory Academy Charter 6 This year's California Healthy Kids Survey data showed that more than 50% of our students feel connected at school. (3rd graders, 73% - 4th graders, 60% - 5th graders, 57%) Data also showed that over 60% of our students “Feel safe at school” (3rd Grade, 80% - 4th Grade, 70%, 5th Grade, 69%) Student data shows that as students progress through upper elementary grade levels they have a lower sense of safety and connectedness in school. In early education we are showing strong percentages of students positive about their school experience, however we plan to make more intentional efforts in gathering feedback from our 4th and 5th graders to identify the factors affecting their survey responses. Student data shows that as students progress through upper elementary grade levels they have a lower sense of safety and connectedness in school. In early education we are showing strong percentages of students positive about their school experience, however we plan to make more intentional efforts in gathering feedback from our 4th and 5th graders to identify the factors affecting their survey responses. Met 2024-06-17 2024 19646340116822 Wilder's Preparatory Academy Charter Middle 6 "This year's California Healthy Kids Survey data showed that6 60% of the respondents feel that ""The school makes it clear how students are expected to act"" and are taught that they can control their own behavior. This helps us in establishing a culture reflective of the high standards and expectations of our students. It also allows for teaching moments to happen outside of the classroom. With less than 42% of our students “Feel safe at school” and 51% of our students feel close to people at school, we understand that we have growth to cultivate in this area." Student data shows that as students progress they have a lower sense of safety and connectedness in school. In early education we are showing strong percentages of students positive about their school experience. By leveraging our student Leadership Council and School Site Council members, we plan to gather information to help us identify the leading factors that cause students to feel unsafe or disconnected at school. Our plan is to use this information to evaluate our current policies and procedures and revise them according to the student’s needs. Met 2024-06-17 2024 19646340120303 ICEF Inglewood Elementary Charter Academy 6 ICEF Inglewood administered the Panorama Survey to its students in grades 3-5: Summary of results: 67% Belonging: How much faculty and staff feel that they are valued members of the school community 93% School Belonging: How much student feel they are valued members of the school community. 57% School Climate: Perceptions of the overall social and learning climate of the school. 80% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 59% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19646340128991 Grace Hopper STEM Academy 6 GHSA stakeholder groups all engage in multiple surveys throughout each school year, including the Healthy Kids Survey. Two areas topics that are areas of strength for GHSA are how clean the school site stays and that parents feel that their children are safe here at GHSA. There was a change in the 'Visitor's Policy' this year that was Board approved. Met 2024-06-28 2024 19646341996529 City Honors International Preparatory High 6 The survey was completed by students at City Honors Secondary School. A total of 230 students responded across grades 9-12. Overall school climate: 77% of students agreed or strongly agreed that they feel welcomed at school 81% agreed or strongly agreed that they feel safe in their classroom and on campus Academic expectations and support: 91% agreed or strongly agreed that they know the school's academic expectations 77% agreed or strongly agreed that teachers take their academic progress seriously 65% agreed or strongly agreed that the academic programs are challenging and support their learning 79% agreed or strongly agreed that they receive additional support when struggling academically Communication and resources: 85% agreed or strongly agreed that it's easy to communicate with teachers/principal 77% agreed or strongly agreed there are resources to support social and emotional needs College readiness: 79% are aware of UC/CSU entrance requirements 85% feel encouraged to apply for scholarships/financial aid 54% said their counselor meets with them to plan for college readiness Post-high school plans: 55% plan to attend a UC/CSU 22% plan to attend a private university 7% plan to attend a junior college 5% plan to attend a trade school Some notable differences by grade level: 9th graders were more likely to strongly agree they feel welcomed (35%) compared to 12th graders (22%) 12th graders were more aware of UC/CSU requirements (92%) compared to 9th graders (71%) 12th graders reported more counselor meetings about college readiness (64%) compared to 9th graders (44%) Areas of Strength: School Climate: A high percentage of students (77-81%) feel welcomed and safe at school, indicating a positive overall environment crucial for engagement and learning. Academic Expectations: 91% of students understand the school's academic expectations, showing effective communication from the school. Teacher Support: 77% of students feel their teachers take their academic progress seriously, suggesting strong teacher commitment to student success. College Preparedness: 85% of students feel encouraged to apply for scholarships and financial aid, and 79% are aware of UC/CSU entrance requirements, indicating a strong emphasis on college preparation. Identified Needs: Counseling and College Readiness Support: Only 54% of students reported counselor meetings for college readiness planning, with a notable gap between 9th (44%) and 12th (64%) graders. This suggests a need for earlier and more consistent college planning support. Academic Challenge and Support: While 65% agreed that academic programs are challenging and supportive, there's room for improvement in program rigor and support. Additional Academic Support: 79% of students agreed they receive additional support when struggling, but a significant portion may still need more help. Post-High School Planning: Ensure support for students with diverse post-high school plans, including those interested in junior colleges, trade schools, or entering the workforce. Grade-Level Disparities: Address disparities between grade levels in areas like feeling welcomed and college readiness support. Social-Emotional Support: While 77% agreed there are resources for social and emotional needs, nearly a quarter of students may lack crucial support in this area. Key Learnings: City Honors has established a generally positive and welcoming environment, providing a strong foundation for learning and growth. There's a need for more consistent and earlier college readiness support across all grade levels. While academic expectations are clear, enhancing challenge and support in academic programs could better prepare students for post-high school plans. The school should consider ways to reach the 20-30% of students who don't feel they receive adequate academic or social-emotional support. There's an opportunity to improve communication and resources, particularly in areas related to college and career readiness. ity Honors will implement the following changes to address identified needs and promote continuous improvement: Enhance College Readiness Support: Develop a grade-specific college readiness program starting in 9th grade Increase counselor-student interactions for college planning across all grades Implement regular college readiness workshops for each grade Create a tracking system for consistent college planning support Improve Academic Support: Review and enhance academic program rigor with appropriate support Implement targeted intervention for struggling students Provide teacher professional development on differentiated instruction Establish peer tutoring/mentoring programs Expand Post-High School Planning: Broaden career exploration, including trade schools and vocational programs Organize career fairs with diverse professionals Develop partnerships for internships and dual enrollment Address Grade-Level Disparities: Conduct student focus groups to understand experience disparities Implement grade-specific initiatives for a welcoming environment Ensure consistent communication and support across grades Enhance Social-Emotional Support: Expand mental health resources and awareness programs Integrate social-emotional learning into curriculum Train teachers on supporting students' social-emotional needs Improve Communication: Develop a plan to inform families of available resources Use multiple channels to share information on support services Data Collection and Analysis: Implement regular climate surveys Disaggregate data by student groups to identify equity gaps Continuous Improvement Process: Establish a committee to review data and improvement initiatives Set measurable goals and track progress Conduct annual reviews of implemented changes. Met 2024-06-26 2024 19646341996586 Animo Inglewood Charter High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19646346014518 La Tijera K-8 Academy of Excellence Charter 6 "Implemented PBIS Climate Post-Survey (Spring 2024) La Tijera Climate survey results are as follows: On a four-point scale for satisfaction with School Climate ? Elementary/Secondary Students-Score: 3 or 68% ? Families- Score: 3 or 65% ? Personnel- Score: 3 or 73% " La Tijera, in collaboration with the district, use the PBIS Climate Survey as a tool to measure school climate. The surveys were provided to staff, students, and parents. The survey was implemented in the fall and spring (Pre survey and Post survey). The survey overall looked at if school sites were welcoming and supportive environments for all educational partners. A PBIS support team continues to be deployed to support La Tijera with implementation of the systems. In addition training continues to be provided to support La Tijera with providing optimal and caring learning environments. IUSD developed a Multi-Tiered Systems of Support Plan focused on defining specific strategies and supports for Tier 1, Tier 2, and Tier 3 with an emphasis on excellent first instruction and behavior supports. La Tijera follows suit in the implementation of MTSS. Defining the supports and strategies at each tier provides the organizational coherence and common understanding to meet the individual needs of all students. La Tijera continues to implemented the IUSD MTSS Plan in order to provide the highest quality instruction, social-emotional, and behavioral support to all students. Moving into 2024-2025 IUSD and La Tijera will implement a Districtwide academic goal target for all students, “20-20-95. This common goal provides clear expectations for all educational partners in the organization. Additionally, the 20-20-95 goal communicates an expectation of outcomes and expectations for all students. Met 2024-06-26 2024 19646420000000 Keppel Union Elementary 6 The District partnered with YouthTruth to gain insights into student perceptions, highlighting strengths and areas for improvement. The survey results emphasize academic rigor, with a majority of students acknowledging the necessity to work hard for good grades. Additionally, many students find their assignments significantly contribute to their learning, reflecting effective academic challenges. Student engagement is strong, with a large proportion of students striving to do their best and feeling motivated by their teachers' expectations. Many students are confident in setting personal learning goals. Health and wellbeing programs are also highly rated, indicating effective support for student health and safety. Inclusion efforts are commendable, with initiatives suggesting students feel valued regardless of their backgrounds, and many students feel respected by adults in the school. The survey also highlights a foundation in promoting student voice and leadership, with a notable percentage of students feeling they can make a difference in their school community. Staff Survey and In-Person Feedback • 68% of staff feel they have access to high-quality professional development opportunities. • 80% of staff feel they are treated with respect by school administrators and other staff. • 70% of staff are satisfied with the supplies and facilities available at their school. • 72% of staff feel their school creates a positive work environment. • 60% of staff believe that discipline in the school district is fair. • 85% of staff feel that students are safe from bullying at their school. • 55% of staff see a need for improved communication and involvement with parents. • 65% of staff report that they feel overwhelmed by their workload. • 78% of staff feel a sense of accomplishment in their work and would recommend their school as a great place to work. • 55% of staff see a need for improved communication and involvement with parents, suggesting this is an area requiring attention. Parent Survey and In-person Feedback • 75% of parents agree that school administrators are friendly and supportive. • 78% of parents believe their child is receiving a high-quality education at this school. • 85% of parents feel their child is safe from bullying during school. • 80% of parents feel teachers are friendly and supportive. • 60% of parents feel included in planning school activities. • 65% of parents feel comfortable approaching teachers about their child's progress. • 72% of parents feel the school creates a friendly environment. • 70% of parents believe that discipline at the school is fair. • 68% of parents are satisfied with the availability of extracurricular programs. • 70% of parents are satisfied with the school’s supplies and facilities. Strengths: Positive Engagement: High levels of student engagement, effective health and wellbeing programs, and supportive school environments are notable strengths. Safety and Inclusion: High ratings for safety from bullying and inclusion initiatives reflect a strong focus on creating a supportive atmosphere for students. Areas for Improvement: Communication: Both staff and parents see a need for improved communication and involvement, suggesting a focus area for development. Workload Management: Staff feel overwhelmed, indicating that addressing workload issues could improve their overall satisfaction and effectiveness. Discipline Fairness: Concerns about fairness in discipline among staff might need to be addressed to ensure consistent and equitable practices. The District will enhance the consistency of communication and parent outreach by leveraging technology to connect with parents through their preferred methods. We will also expand opportunities for educational partner feedback by hosting additional parent information and feedback events at various times each trimester. To support our highest-need students, counseling services will continue, with a designated rotating counselor assigned to each site based on need. Additionally, the District will work to balance support staff distribution across all sites. Met 2024-06-25 2024 19646420136127 Sage Oak Charter School- Keppel 6 "Parent Participants by Student Groups: EL 14.7% Foster Youth 0.0% Homeless Youth 0.0% Student with a Disability 5.9% None of the Above 80.1% Parent Participants by Ethnicity: White 35.3% Hispanic/Latino 25.7% African American 5.9% Asian 5.1% Filipino 2.9% American Indian/Alaskan Native 0 Two or more races 12.5% Declined to State 11.8% Overall Parent Agreement on School Aspects: Academic Achievement 98.0% School Climate and Connectedness 99.2% Connections and Partnerships 99.6% College and Career Readiness 95.8% Overall Satisfaction and Input 98.50% Student Participants: EL 12.2% Students with a Disability 2.3% Foster Youth 0.0% Homeless Youth 0.0% None of the Above 85.5% Student Agreement on Educational Aspects: Teacher Availability and Guidance 98.5% Challenging Curriculum 98.5% Engaging Curriculum and Completion 91.6% Access to Rigorous Curriculum 97.7% Teacher Support for Success 100.0% Safety and Welcome to Discuss Progress 97.7% Overall School Satisfaction 96.9% Communication Satisfaction 97.7% Support for Academic or Developmental Needs 96.2% Access to Social/Emotional Support 89.3% Awareness of Mental Health Resources 86.3% Positive School Climate Student Survey results High Expectations 100.0% School Safety 97.70% Respectful Climate 96.2% Supportive Adults 100.0% Social and Emotional Learning 86.30% Growth Mindset 94.7%" "This data highlights the diverse composition of the parent and student bodies, their high levels of satisfaction with various school initiatives, and areas where there is room for improvement, particularly in engaging curriculum and mental health resources. " "To address identified needs, the school will continue to enhance and promote greater student participation in synchronous instruction by increasing the number of live classes available to students and providing more professional development for teachers. This will include promoting classes and groups with counselors, ensuring students receive both academic and emotional guidance. Additionally, we are focused on connecting curriculum with college and career pathways starting in elementary grades and continuing through high school. This involves aligning instructional materials and class offerings with career objectives and higher education requirements early on, making adjustments to ensure a seamless articulation through all grade levels. These initiatives aim to provide clearer pathways for students as they progress, supporting both academic and career-oriented goals. " Met 2024-06-20 2024 19646590000000 La Canada Unified 6 "The “2024 Annual Student Perception Survey” revealed the following data for school climate: How much students feel they are valued members of the school community. 4-6 grade students 7-12 grade students All: 85% All: 76% Asian: 88% Asian: 77% Filipino: 96% Filipino: 80% Hispanic: 81% Hispanic: 77% 2 or More Races: 85% 2 or More Races: 76% White: 82% White: 76% Overall, how much do you feel like you belong at your school? 4-6 grade students 7-12 grade students All: 87% All: 81% Asian: 91% Asian: 81% Filipino: 95% Filipino: 78% Hispanic: 86% Hispanic: 84% 2 or More Races: 86% 2 or More Races: 81% White: 84% White: 80% My school promotes a sense of belonging. 4-6 grade students 7-12 grade students All: 83% All: 83% Asian: 87% Asian: 84% Filipino: 89% Filipino: 100% Hispanic: 87% Hispanic: 84% 2 or More Races: 81% 2 or More Races: 84% White: 80% White: 81% My school values individual differences. 4-6 grade students 7-12 grade students All: 85% All: 84% Asian: 89% Asian: 86% Filipino: 95% Filipino: 96% Hispanic: 81% Hispanic: 86% 2 More Races: 86% 2 or More Races: 83% White: 83% White: 82% At my school, I am treated with respect by adults. 4-6 grade students 7-12 grade students All: 85% All: 90% Asian: 86% Asian: 92% Filipino: 89% Filipino: 92% Hispanic: 86% Hispanic: 91% 2 or More Races: 87% 2 or More Races: 91% White: 84% White: 89% At my school, I am treated with respect by my peers. 4-6 grade students 7-12 grade students All: 82% All: 82% Asian: 83% Asian: 85% Filipino: 89% Filipino: 85% Hispanic: 79% Hispanic: 86% 2 or More Races: 81% 2 or More Races: 78% White: 83% White: 79% My school provides a caring environment for learning. 4-6 grade students 7-12 grade students All: 94% All: 89% Asian: 100% Asian: 92% Filipino: 95% Filipino: 100% Hispanic: 89% Hispanic: 91% 2 or More Races: 88% 2 or More Races: 84% White: 89% White: 89% Perceptions of student physical and psychological safety at school (Percent Favorable) 4-6 grade students 7-12 grade students All: 81% All: 67% Asian: 80% Asian: 70% Filipino: 82% Filipino: 63% Hispanic: 79% Hispanic: 69% 2 or More Races: 82% 2 or More Races: 69% White: 82% White: 65% My school takes effective actions to promote the safety and security of students. 4-6 grade students 7-12 grade students All: 90% All: 92% Asian: 91% Asian: 94% Filipino: 95% Filipino: 96% Hispanic: 89% Hispanic: 91% 2 or More Races: 90% 2 or More Races: 91% White: 89% White: 90%" "Key learnings from the ""2024 Annual Student Perception Survey"" Sense of Belonging: Students in grades 4-6 report a stronger sense of belonging (87%) compared to those in grades 7-12 (81%), suggesting middle and high school students may need more support to feel integrated. The sense of belonging tends to decrease as students progress to higher grades. A strong sense of belonging and feeling valued is seen among 4-6 grade students, with Filipino students reporting the highest (95%). Additionally, 100% of Filipino students in grades 7-12 feel their school promotes a sense of belonging. At the 7-12 level, students acknowledge the school’s efforts to promote a sense of belonging, but these efforts are not effectively translating into a stronger personal sense of belonging. Promotion of Belonging and Valuing Diversity: A high percentage of students in both age groups feel that their schools promote a sense of belonging and value individual differences (83%-85% for 4-6 grade students and 83%-84% for 7-12 grade students). However, there is a slight drop in these feelings among White students, especially in the middle and high school group, indicating a potential need to address these perceptions more effectively within this demographic. A significant majority of students across all demographics feel that their school values individual differences, with particularly high ratings among Filipino students (95% in grades 4-6 and 96% in grades 7-12). Respect from Adults: Students generally feel respected by adults, with very high percentages across all groups (85%-90%). This is a significant area of strength, highlighting a positive aspect of the school climate. Respect Among Peers: Respect among peers is relatively lower, especially among Hispanic students in grades 4-6 (79%) and Two or More Races students in grades 7-12 (78%). Improving peer relationships may help enhance the overall school climate. Filipino students consistently report the highest levels of belonging, respect, and feeling valued, with 100% of Filipino students in grades 7-12 feeling their school promotes a sense of belonging. Safety and Security: There is a significant drop in the perception of physical and psychological safety from grades 4-6 (81%) to grades 7-12 (67%), indicating a need for enhanced safety measures and support systems for older students. A majority of students across all grades believe that their school provides a caring environment for learning, with 94% of 4-6 grade students and 89% of 7-12 grade students affirming this. This is particularly notable among Filipino students, where 100% in both age groups feel their school is caring. Younger students (grades 4-6) generally report high levels of safety and a caring environment. For example, Asian students in this group have a 100% perception of a caring environment, and Filipino students report high safety (95%) and a caring environment (95%)." Enhancing PBIS for School Climate and Safety: To address the identified areas of need for school climate and safety and security, LCUSD has revised and enhanced its Positive Behavior Intervention Supports (PBIS) framework. Each school in the district has developed a comprehensive PBIS staff handbook to ensure equitable implementation of universal supports. The handbook details the Multi-Tiered Systems of Support (MTSS) for both academic and behavioral interventions at each school site, aiming to foster a positive and safe school climate. Each handbook includes: - the school-wide behavior matrix - methods for providing positive student acknowledgments - examples of universal supports for all students - techniques for collecting and analyzing data - implementation of interventions During the 2024-25 school year, each school will focus on strengthening their PBIS Tier I foundational supports and begin implementing Tier II interventions to provide targeted support for students needing additional assistance. Implementation of an Advisory Program - A model Advisory program was implemented at LCHS 9-12 for the purpose of promoting better connections among students and between students and staff. The advisory class periods met twice weekly for 35 minutes offering lessons on topics related to school belongingness, school core values, adulting, and how to succeed both in the classroom and beyond. Student perception data related to school belongingness saw a 45 point increase based upon Panorama Ed Survey responses from students in grades 9-12. The Advisory program will continue during the 2024-25 school year. Support Programs and Communication: LCUSD will continue the anonymous tip line program at LCHS, conduct student training related to school safety, and solicit feedback from student groups to better understand student needs. Ensuring that students know how to ask for help, report concerns, and respond during various school incidents will be a key focus. LCHS will continue the Peer Support program and the Where Everybody Belongs (WEB) program to provide support to new and incoming students. Furthermore, LCUSD will enhance communication about available services and supports to students and families, ensuring everyone is informed and engaged. Responsive Teaching Plans - The LCUSD site-based Responsive Teaching Plans (RTPs) will continue during the 2024-25 school year. The program will focus on promoting belonging, student wellness, and academic engagement, with targeted efforts to support struggling students with academic interventions and programs and services that promote campus-wide culture, school spirit, and student feelings of connectedness. Additionally, Wellness Centers at the 7-12 and at two of the elementary schools will offer counselor support and licensed mental health professionals. These efforts are part of LCUSD's commitment to continuous improvement and ensuring a supportive, inclusive educational environment for all students. Met 2024-06-25 2024 19646670000000 Lancaster Elementary 6 Insights from the 2023-24 School Survey During the 2023-24 school year, Lancaster School District conducted the Youth Truth Survey. This survey was sent out to families, teachers, staff, and students from both middle and elementary schools. Its purpose was to gather opinions on how people view and experience the Lancaster School District. Who Participated? Students: We received 3,431 responses from middle school students (grades 6-8) and 3,864 from elementary students (grades 3-6). Staff: We got 608 responses from elementary school staff and 252 from middle school staff. Families: 1,031 surveys came from elementary school families, and 158 from middle school families. Key Findings Student Engagement Elementary Students: 84% reported being actively engaged in their learning. Middle School Students: Only 39% felt the same level of engagement in their learning. Relationships at School Elementary Students: 80% felt they had positive relationships with both teachers and peers. Middle School Students: Just 35% felt similarly positive about their relationships at school. Sense of Belonging Elementary Students: 28% felt a strong sense of belonging at school. Middle School Students: 36% reported feeling like they belong at school. School Culture Elementary Students: 19% thought the school culture was positive. Middle School Students: 24% felt the same way about the school culture, which is a slight improvement from the previous year. Staff Engagement and Satisfaction Elementary School Staff: 80% felt engaged and positive about their work and interactions with students. Middle School Staff: 69% reported similar levels of engagement. Safety and School Environment Elementary Staff: 65% felt safe and noticed a positive shift in school culture. Middle School Staff: 40% felt safe, and 44% viewed the school culture positively, showing stability over the past two years. Family Feedback Relationships: 83% of elementary families and 81% of middle school families were satisfied with school relationships. Culture: 69% of elementary families and 72% of middle school families thought the school culture was positive. Resources: 68% of elementary families and 75% of middle school families were happy with the resources provided. Communication: 78% of elementary families and 74% of middle school families were pleased with the communication and feedback from schools. This survey helps us understand what’s working well and where we can make improvements to enhance the school experience for everyone. Key Takeaways from This Year’s Survey This year’s Youth Truth Survey revealed that as students progress from elementary to middle school, they often feel less connected to the adults at their school. This highlights the need for better support for students’ social and emotional well-being. What We’re Doing About It: Whole-Child Approach: Our 2024-25 Local Control and Accountability Plan focuses on the whole child. This means we’re prioritizing students’ overall well-being in our educational programs. We aim to support students with a multi-tiered system that enhances their relationships and sense of belonging at school. Support for Middle School Students: We discovered that middle school students often feel less engaged with their learning. This lack of engagement is linked to their feelings of not belonging at school. We need to develop strategies to make them feel more connected and involved. Enhancing Peer Interaction: To improve student engagement, we are working on better ways for students to collaborate. We also want to make sure that adults facilitate these interactions effectively. Staff Engagement: Our staff is deeply engaged with students and builds strong connections with them. We’ll continue to support our staff with strategies to maintain this engagement and address students’ social-emotional needs. Family Support: Families are feeling better equipped to support their students and access resources. We’re also seeing improvements in communication with families, which helps them maintain a positive view of our schools. Overall, we are using these insights to enhance our support for both students and families, aiming to improve their overall experience with our schools. "Addressing Our School District's Needs Based on the data we’ve gathered, our school district recognizes several areas needing improvement to better support our students. Key Actions for the 2024-25 School Year: Whole-Child Approach: We’re focusing on a ""whole-child"" approach to education, which means we address not just academics but also students’ social, emotional, and behavioral needs. This approach will be central to our Local Control and Accountability Plan. Multi-Tiered System of Support: We will continue using a multi-tiered system of support (MTSS). This system provides different levels of support tailored to students’ individual needs, starting with addressing their social and emotional well-being. Supporting School Leaders and Teachers: We’re enhancing support for school leaders to help them guide teachers more effectively. This support will ensure that teachers can better meet students' needs in the classroom. Capturing Kids’ Hearts: We will fully implement the Capturing Kids’ Hearts program within our Positive Behavioral Interventions and Supports (PBIS) framework. This program focuses on building positive relationships and character development among students. Strengthening Family Support: We’re working with external partners and agencies to secure additional resources for families. Our goal is to enhance collaboration between families, teachers, and schools to improve outcomes for students, especially at the elementary and middle school levels. Ongoing Focus Areas: Building Relationships with Families: We aim to strengthen our relationships with families and enhance their involvement in their children’s education. Developing Leadership: We will continue to build leadership capacity within the district, focusing on both family engagement and instructional leadership. Enhancing Site Staff Capacity: We’re committed to increasing the skills and effectiveness of site staff to better support students and families. Expanding Family Engagement: We will work to improve engagement strategies for both families and staff, fostering stronger connections and support systems. Advancing MTSS: We will keep developing our Multi-Tiered Systems of Support to ensure that all students receive appropriate and effective support. Ensuring Equity: We’re dedicated to ensuring that all aspects of instruction are equitable and that every student has access to extracurricular activities. These steps are designed to create and maintain high-quality educational opportunities for all students and their families." Met 2024-06-18 2024 19646670123174 Life Source International Charter 6 Local Climate Survey Data: 1) LSICS Is a safe place for students to learn (campus security, education on bullying, drug awareness, and online safety, etc.). Strongly Agree 32.4% Agree 41.2% Neutral 14.7% Disagree 5.9% Strongly Disagree 5.9% 2) LSICS provides a caring and welcoming environment for students. Strongly Agree 23.5% Agree 50% Neutral 14.7% Disagree 5.9% Strongly Disagree 5.9% 3) LSICS provides a caring and welcoming environment for families. Strongly Agree 14.7% Agree 32.4% Neutral 32.4% Disagree 17.6% Strongly Disagree 2.9% We recognize that we need to continue to engage with students and families in a restorative manner in order to build greater feelings of a welcoming, safe and supportive environment. We seek to engage in a regular process of community building with students that also reinforces positive behaviors and engagement with peers. We will continue to implement restorative practices, peace path, Leader in Me strategies in order to support the growth and experiences that students have while on campus. Met 2024-06-13 2024 19646670125559 iLEAD Lancaster Charter 6 "At iLEAD Lancaster, we believe that fostering both academic and social-emotional skills is essential for success in school, careers, and life. To support this holistic development, we utilize the Panorama Student Survey to gauge our learners' perceptions of school climate, safety, engagement, belonging, and relationships with facilitators. In Spring 2024, 288 students from grades 3-8 participated in the nationally-normed survey. The results indicate that our learners have strong relationships with their teachers, feel welcomed within our school community, and recognize the safe and healthy environment we strive to create. Our analysis highlights areas of strength and identifies opportunities for growth, which will guide our Local Control Accountability Plan (LCAP) to enhance school climate, safety, and engagement. In order to best review the data from this survey the following presentation was put together to summarize the data: https://tinyurl.com/ileadlancastersc2024 " From the data we collected, we can derive valuable insights into our strengths and areas needing improvement. School Belonging For students in grades 3-5, 57% of responses were favorable overall, while in grades 6-8, 37% were favorable, marking an 8-point increase. Among younger learners, 80% feel supported by adults at school, and 56% feel a sense of belonging. In contrast, 42% of older learners feel a sense of belonging, and 37% feel connected to adults at school. This data underscores the critical importance of fostering a strong community where every student feels valued and supported. School Climate In grades 3-5, 48% of responses were favorable, while in grades 6-8, 44% were favorable, showing a 7-point increase. For grades 3-5, 53% feel school rules are fair (an increase of 11 points), and 49% believe their teachers are excited about teaching. Among older students, 55% report a pleasant physical learning environment, and 54% believe the rules are fair. These insights highlight our efforts to create an engaging and fair learning environment for all students. School Engagement For grades 3-5, 50% of responses were favorable (up 5 points), and for grades 6-8, 33% were favorable (up 9 points). In grades 3-5, 66% of learners are focused on classroom activities, and 57% express high interest in their classes. Among older students, 26% feel excited about their classes (up 9 points), and 43% are very interested. This data reveals areas for growth in student engagement, which we aim to address to foster a more stimulating and engaging learning experience. School Safety For grades 3-5, 38% of responses were favorable, while grades 6-8 had 40% favorable responses. Among younger learners, 65% report it is unlikely they will be bullied online, and 64% worry about violence at school. Additionally, 55% feel they can get help from an adult if bullied. For older learners, 53% find it easy to get help from an adult if bullied, and 63% feel it is unlikely they will be bullied online. These results indicate the need to enhance our safety measures and ensure every student feels secure. Teacher-Student Relationships In grades 3-5, 70% of responses were favorable overall, while in grades 6-8, 51% were favorable, marking a 9-point increase. Among younger learners, 82% believe their teachers are respectful, and 76% would be excited to have the same teachers again. In grades 6-8, 68% feel respected by their teachers, and 41% would be excited to have the same teachers again. Strengthening these relationships remains a priority to ensure students feel supported and valued. In Summary While we have made significant progress in certain areas, there is still room for improvement. Our focus will continue to be on fostering a sense of belonging, enhancing school climate, increasing student engagement, ensuring safety, and strengthening teacher-student relationships to create a supportive and thriving educational environment for all our learners. Our survey data paints a comprehensive picture of a supportive and engaged school community while highlighting key areas for growth. The insights gained from this data will serve as a guiding framework for our Local Control and Accountability Plan (LCAP), aimed at improving school climate, safety, and engagement. By addressing these areas and building on our strengths, we aim to create an environment where every student feels safe, connected, and motivated to learn. We are committed to fostering an educational experience that exceeds expectations, ensuring every learner at iLEAD Lancaster can achieve their full potential academically, socially, and emotionally. By leveraging the insights from our survey data, we will strategically address the areas of need and continue to build on our strengths. Our comprehensive approach will involve the entire school community—students, teachers, parents, and administrators—in a collective effort to create an enriching, supportive, and dynamic learning environment. Met 2024-06-25 2024 19646830000000 Las Virgenes Unified 6 Students in grades 4, 5, 6, 7, 8, 9, 10, 11 and 12 took the California Healthy Kids Survey. At the elementary level, 78% of students reported feeling connected to their school. 87% reported academic motivation and 85% reported feeling safe at school. At the middle school level, 70% of students reported feeling connected to their school. 67% reported academic motivation and 75% reported feeling safe at school. 80% of middle school students reported having high expectations. At the high school level, 61% of students reported feeling connected to their school. 62% reported academic motivation and 70% reported feeling safe at school. Levels of academic engagement remain high even as the content material increases. Students reported feeling connected to their school and felt safe while attending school. With the support of added counseling at the high school level for the 2024-2025 school year, students will have more access to adult support on campus for their academic, behavioral and/or social emotional needs leading to an increased feeling of connectedness. LVUSD remains committed to maintaining its high levels of supports and services to its students and their families. The district will continue with its community outreach programs through presentations and supports from each school's PFC/PFA. Met 2024-06-18 2024 19646910000000 Lawndale Elementary 6 LESD is using the California Healthy Kids Survey (CHKS) to gather student data that validly measures student perceptions of school safety and connectedness in grades 5th and 7th. School Connectedness: There was a 4% dip (from 54% to 51%) of 7th grade students feeling connected at schools. The drop began during the pandemic. Students reported trying less hard at school and feeling part of the school. The majority of our 7th graders responded to the survey (87%) with 79% reporting as Hispanic or Latinx. There was a 5% increase by 5th graders (from 63% to 68%) in School Connectedness. School Safety: There was a 3% dip (from 52% to 49%) of 7th grade students feeling safe at school. There was a 2% dip by 5th graders (from 69% to 67%) feeling safe at school. Even though the district continues to work on attendance, connectedness through the PBIS program and through Social Workers, as well as school safety, we continue to see dips in 7th grade students’ perceptions in these areas. The data continues to help us continue conversations, be vigilant, and involve different stakeholders in the conversation. The majority of our student responders are Latino/Latinx low income students. Most report speaking both English and Spanish at home. Strengths: There has been a stronger shift in looking at students through a whole-student lens approach (academics, attendance, behavior, social emotional, home) In order to understand what contributes to students feeling connected. Challenges: We need to continue refining our PBIS program so that a Tiered system is supporting perceptions of connectedness and safety. Positive Behavioral Intervention and Supports (PBIS) site teams are focused on the CHKS results around school climate. The team will factor in staff perceptions in the identified areas. They will continue to review data and create actionable items for their respective sites. Middle Schools updated procedures for onboarding Newcomer students to support acclamation and navigation of the school system, language, and rules and norms. Met 2024-06-27 2024 19646911996438 Environmental Charter High - Lawndale 6 Our student responses on annual climate surveys indicate that school connectedness has risen, with 60% reporting a high level of connectedness this year, compared with 57% in 2023 The climate survey results also indicate that perceptions of school safety have risen (80% this year vs. 74% in 2023). Tobacco, alcohol, and drug use remains very low, with 98-99% of students reporting no use in the past year. The increase in the perception of safety is largely due to our administration who: - Monitors discipline log entries for responsive intervention prior to escalation to referrals. - Provides training for counselors and admin in restorative practices - Monitors classroom conditions to ensure equitable treatment of all students through admin walkthroughs aligned with our best practices rubric. While our school connectedness data has grown over time, we still are looking for continued improvement in that area. Additionally, we have identified three particular questions as focus areas for continued growth. - Peer conflicts are discussed and resolved at this school - The teachers treat students fairly at this school - I feel seen, valued, and respected as an individual We noticed that these questions are lower than we would like to see and will work with our staff to ensure that these become focus areas for continued improvement in PD and with our Restorative Practices Leads. When breaking data down by cohorts, 11th and 12th graders had lower connectedness than 9th and 10th graders. This is in line with a three-year trend that ECHSL has noticed that school connectedness often decreases during Junior year. In order to address this trend, 11th-grade advisories are focused on addressing elements of the school experience that pertain specifically to Connectedness, and focuses on mental health as well as community building during the second semester of 11th-grade year. Additionally, ECHSL is working toward continuing to strengthen and broaden training and application of the following: - Calibrating staff advisory expectations and providing advisory support - Promoting student agency and collecting feedback for after-school programming, as well as promoting and supporting student-generated clubs - Creating school-wide rituals and celebrations such as FAFSA Submission Celebration, College Commitment Day, Senior Week, etc. - Providing digital access to ECHS’ Incident Form for students to report the unfair treatment of others, problematic behavior observed, or other unsafe situations. - Distributing a student bulletin with announcements, updates, and useful links - Hiring a school counselor to teach Senior Seminar, a course that provides socio-emotional support for 12th graders as they navigate the college application process and work towards graduation. - Sending key staff to comprehensive Restorative Practices training to increase expertise - Ongoing professional development on tiered restorative practices, practical application of restorative practices, and talking circles. - Regular workshops and communication with families to provide information on what restorative practices look like at ECHS and what they can expect for their student. Met 2024-06-20 2024 19647090000000 Lennox 6 Annually, the district conducts a school climate survey for students in grades 5 through 7 to gauge their experiences and perceptions. The most recent survey in spring 2024 highlighted positive feedback: 71% of students feel their school is safe, 77% eagerly anticipate attending school on most days, and 80% have access to someone at school whom they can confide in about personal issues. Additionally, a significant majority of students value the support they receive from teachers, appreciating assistance with grasping academic content and discussing their grades. Lennox School District remains steadfast in its commitment to cultivating a nurturing educational environment that supports every student, with a particular focus on meeting the needs of its economically disadvantaged student population. Through a comprehensive array of social and emotional programs and support services, the district aims to enhance both the well-being and academic success of all students. These initiatives encompass the presence of full-time counselors at each school, mentoring programs, diverse before and after-school activities, restorative justice practices for conflict resolution, and targeted academic interventions. In response to the challenges posed by the pandemic, Lennox School District has intensified its efforts to enhance mental health and social-emotional support systems, while fortifying safety protocols and health provisions to ensure a secure and healthy learning environment for all students. Our dedicated Social Emotional Wellness Coordinator collaborates closely with school counselors, social work interns, and educators to implement trauma-responsive practices, restorative approaches, and comprehensive wrap-around services. Furthermore, the district remains committed to advancing the Multi-Tiered System of Supports (MTSS), which seamlessly integrates academic, behavioral, and social-emotional learning to effectively address the diverse needs of our student body. These ongoing efforts underscore our commitment to fostering an inclusive and supportive educational experience that empowers all students to thrive. Met 2024-06-11 2024 19647090100602 Lennox Mathematics, Science and Technology Academy 6 Lennox Academy continuously strives to promote a positive, supportive and engaging environment, conducive to learning by upholding its school motto/pillars of Familia, Ganas y Orgullo – Family, Desire and Pride. Overall, 97% of students reported to feel a positive connection to the school, as indicated by having a positive peer/adult relationship on campus, feeling happy at school, and/or a sense of belonging. Additionally, 97% of students reported to feel safe at Lennox Academy. 95% of staff agrees/strongly agrees that Lennox Academy is a safe place for students and a safe place to work. Furthermore, 92% of parents who participated also agreed that Lennox Academy is a safe school for their child to attend. The percentage of students reporting to have experienced bullying on campus is relatively low, 3.3%, in comparison to other schools, yet Lennox Academy hopes to increase school connectedness by fostering positive peer relationships and acceptance among the student body. Plans include conducting activities that focus on bringing more awareness and call to action against bullying, such as participating in the National Bullying Prevention Month and Stomp Out Bullying Week, and conducting assemblies on acceptance. "Lennox Academy will continue to work on activities to help increase school connectedness, including but not limited to student grade level experiences, enhancing the existing buddy program on campus, creating a mentoring program, and multiple activities and assemblies that focus on building our familia on campus. Additionally, Lennox Academy would like to systematize routine student wellness checks and explore establishing school-wide efforts for monthly ""checks & connects"" with students and families. The Team Advisory curriculum will continue to be enhanced, refined to include SEL competencies (i.e. self-awareness, self-management, social awareness, relationship skills, and decision-making)." Lennox Academy recognizes that increased drug use, particularly vaping, has been a challenge among teenagers. Lennox Academy plans to educate students on the effects of drug use by conducting school-wide assemblies that focus on bringing more awareness on drug abuse and prevention, as well as participate in Red Ribbon Week, and others to help deter drug activity on campus. Lennox Academy will also update the student handbook to include Zero Tolerance for disrespectful behavior and will identify targeted supports to better address student needs. Met Teachers have established individual classroom management plans in accordance with Character Counts philosophies and use the HERO system to track students’ progress. Concentrations are placed in redirecting behavior, allowing students to take responsibili 2024-05-30 2024 19647090107508 Century Community Charter 6 Student survey results from 2023/2024 indicate that 80% of Century Community Charter School students feel safe, respected, and a sense of belonging. Century will continue to prioritize school safety, and a sense of belonging among students. Students are very engaged and feel a part of the DEN system. The DEN competitions have been very helpful and increasing student buy-in. In addition, the PBIS team has had great communication throughout the tIers. Tier 3 interventions are being implemented for students who are struggling, behaviorally, and socially, and students are getting support early on in the process. Students also understand that they play a vital role in maintaining a positive culture and climate. Not applicable Met 2024-05-15 2024 19647091996313 Animo Leadership High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647170000000 Little Lake City Elementary 6 Our district administers Healthy Kids Surveys to our 5th and 7th grade students. The data collected indicate how safe students feel at school and how connected they feel to their school. Student Safety Questions: Do you feel safe at school? Do you feel safe on your way home from school? Percentage of students that feel safe: 5th grade - 96% 7th grade - 85% Subgroup Data Foster Youth: 67% English Learners: 78% Low Income: 83% School Connectedness Questions Do you feel close to the people at school? 2. Are you happy to be at school? Do you feel that you are a part of the school? Do teachers treat students fairly at school? Are you given a chance to help decide things at school, like class rules? Do teachers and other grown-ups care about you? Do the teachers and other grown-ups at school tell you when you do a good job? Do teachers and other grown-ups at school ask about your ideas? Do you feel proud to belong to your school? Do the teachers and other adults give you a chance to solve school problems? Do you get to do interesting activities at school? Do your teachers ask you what you want to learn about? Do the teachers and other grown-ups at school listen when you have something to say? Do the teachers and other grown-ups at school believe that you can do a good job? Do you do things to be helpful at school? Percentage of students that feel connectedness: 5th grade - 90% 7th grade - 83% Subgroup Data Foster Youth: 67% English Learners: 82% Low Income: 84% The district has recognized that overall, there is a high percentage of students (96% of fifth grade students, 85% of seventh grade students) who do feel safe at school. While that number speaks to the systems and procedures in place to ensure student safety, there are still a small percentage of students who do not feel safe at school. In addition, we do have a high percentage of students (90% of fifth grade students, 83% of seventh grade students) who feel that they are connected to their school and campus. These numbers acknowledge the District’s focus on relationship building in addition to the practices we have put in place to build students’ feelings of school connectedness. While data is fairly consistent across schools, it does indicate that there is a difference between our elementary and middle school students and that we must do a better job at the middle school level in the areas of safety and connectedness. There is also a noticeable gap when looking at the results of our foster youth in both school safety and connectedness and a gap for English learners in the area of school safety. Until we meet 100%, we must continue to put systems in place so that every student feels safe and feels a connection to their school. The district’s LCAP will continue to fund services including school counselors, a district social worker, and student motivation activities and incentives. Additionally, a new action to address school safety with increased supervision and other security measures to increase students’ feelings regarding school safety will be added to the LCAP this year. We will continue to use this survey and the comments by students to help us explore additional avenues to be able to connect with every student. All comments will be reviewed by administrators and counselors to help identify specific students, or groups of students that need additional support. Met 2024-06-25 2024 19647250000000 Long Beach Unified 6 LBUSD uses the Core District’s Social Emotional Learning Survey, which measures four social-emotional competencies: growth mindset, self-efficacy, self-management, and social awareness. Over 36,000 students- Grades 4-12- participated in the annual survey. Here is the data: Culture/Climate- Safety: 63% of students report feeling safe on or around campus, including the effectiveness of staff responses to issues such as harassment, bullying, or physical assaults when reported, and campus security. Digging deeper, we find the following favorable responses in secondary subgroups: 56% Black students, 63% English Learners, 62% Students with Disabilities. In the LCAP, CORE survey Safety can be found as Metric 7.8 Sense of Belonging (School Connectedness)- 56% of students report a positive sense of being accepted, valued, and included, by others (teacher and peers) in all school settings. Digging deeper, we find the following favorable responses in secondary subgroups: 47% Black students, 52% English Learners, 51% Students with Disabilities. In the LCAP, CORE survey Sense of Belonging can be found as Metric 7.9 LBUSD has concluded that there was a need to assess student social-emotional well-being more than once a year. LBUSD began to deploy a student pulse survey three times a year as a check-in about the culture and climate at their school. The pulse survey takes about 10-minutes and contained questions about identity (strong sense of self), belonging (acceptance and value), and agency (engagement & empowerment). Here are some data points from the Pulse Survey (Spring 2024 data) -Secondary School results (over 21,000 responses): Agency - 81% Favorable Responses. +1% change from the Winter 2023/24 results Belonging - 74% Favorable Responses. +2% Identity - 83% Favorable Responses. +1% Safety - 58% Favorable Responses. +2% The CORE survey results showed uneven growth, as the secondary data improved for Safety (+2% from last year) but dipped 1% for School Connectedness. The changes in the Pulse Survey were promising with all results improving in a 4 month span. Although there was some optimism in the improvement, a couple of noticings need to be addressed. Namely, the gap between Black students and non-Black students in terms of both Safety and Belonging is concerning. This was part of the reason that the new LCAP shines an “equity flashlight” by creating a specific goal for Black student achievement- Goal 2. In addition, the favorable responses for Safety, in general, were concerning with respect to student data (58% Pulse; 63% CORE). In an effort to understand and monitor the gap identified, the LCAP has a new metric that specifically addresses this gap, as follows: M2.3- Black LBUSD students’ sense of personal identity, belonging and agency will be equal to or greater than non-Black students. (Superintendent Goal 2.2). This data becomes more complex when looking at the same questions on the Parent CORE survey, which results are opposite: Safety: 89% parent satisfaction total (88% African-American parents: School Connectedness: 92% parent satisfaction total (87% African-American parents). There needs to be more analysis about this diverse view of each of the questions. Schools use the results to identify areas of strength and areas for improvement in order to meet the social-emotional needs of the students. Modeling a strategy for schools to engage, the Board of Education President visited high schools to engage a focus group of students to analyze their pulse survey data and make recommendations for improvement. Many schools reported creating more space for authentic discussions about how to improve the student experience. As mentioned above, there was a need to assess student social-emotional well-being more than annually with the CORE survey. LBUSD will continue to deploy a student pulse survey three times a year as a check-in about the culture and climate at their school. The survey takes about 10-minutes and contains questions about identity (strong sense of self), belonging (acceptance and value), and agency (engagement & empowerment). One valuable feature of the Pulse Survey is a freeform inquiry to help address the immediate, serious needs of students. If a student expresses the need for immediate assistance, a counselor at the school is notified and can follow-up with the individual to determine support. We anticipate continuing the pulse and CORE surveys, as well as advocate for more student-adult conversations. As we continue to make changes to meet the aspirations of Vision 2035, LBUSD has recognized and affirms the centering of student voice and experience as critically important. Met 2024-06-18 2024 19647250127506 Intellectual Virtues Academy of Long Beach 6 IVA conducts an annual family survey and student survey. These surveys collect data on the school climate and present a valid measure of student perceptions of school safety and connectedness. In the 2023-2024 surveys, 95% of parents agreed that their students are safe on school grounds and 98% agreed that IVA teachers work to maintain a positive class culture. For students, 95% agreed that teachers work to maintain a positive class culture and 95% agreed that staff members on campus treat them with respect. IVA Middle School Annual Surveys historically show very high levels of agreement and satisfaction with prompts asking about the overall health of school climate. "During the 2023-2024 school year, IVA staff hosted several ""listening sessions"" designed to gather feedback specifically from Black and African-American families. These sessions resulted in the creation of a handful of staff-led student affinity groups, and also resulted in greater on-campus participation from parents of black students." Met 2024-06-05 2024 19647250131938 Clear Passage Educational Center 6 Clear Passage Educational Center's school safety survey was administered to students in grades 9-12. Demographic Information of participating students: Ethnicity/nationality: African American – 21% American Indian or Alaskan Native – 1% Asian - 9% Latino - 64% Pacific Islander - 3% White – 2% Gender/Age Mix: Female - 78% Male - 22% Ages range from 14 - 22 English Proficiency: English Language Learners - 18% Special Populations: Special Needs Students: 9% English Language Learners: 18% Homeless: 10% Foster: 1% Findings of the student survey: A strong majority of students enjoy school more since attending CPEC (94%). A strong majority of students attend school regularly since attending CPEC (87%). A strong majority of students agree that school rules are clear, fair, and consistent (98%). A strong majority of students agree that school staff show respect and a caring attitude toward students (98%). A strong majority of students agree that staff are always willing and available to provide school, career, and personal problem support (98%). A strong majority of students agree that the school is a safe place to learn (98%). A strong majority of students have a positive attitude toward independent study (93%). A strong majority of students are kept aware of their progress in all subject areas (98%). A majority of students attend CPEC to make up high school credits (60%). Clear Passage Educational Center’s (CPEC) mission is to support the academic and social advancement of our students by sustaining a culturally responsive learning environment that focuses on each student’s unique strengths and needs. CPEC’s mission is reflected in the increased attendance and enjoyment toward learning that the majority of students surveyed are experiencing. The school’s promotion of high expectations is evident in how CPEC’s students view our rules and norms. Lastly, CPEC’s implementation of targeted safety-net strategies and intervention practices that address student needs contributes to our students’ positive attitudes toward instruction and their expressed sense of safety when engaging with our teachers and staff. Summary data from the school survey is consistently reviewed and analyzed. Survey findings are used to: Develop and facilitate safety net strategies for addressing the needs of the school’s high-risk population. Review and adjust CPEC’s curriculum and instructional practices. Develop and facilitate the school’s college and career readiness programs. Promote program improvement, positive behaviors and strengthen the facilitation of key touch points that include student performance information meetings, student success team meetings and parent/student conferences. Met 2024-07-01 2024 19647330000000 Los Angeles Unified 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. "The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: • ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. • Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school." "To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; and • Increasing parental engagement through additional town hall meetings. " Met 2024-06-25 2024 19647330100289 N.E.W. Academy of Science and Arts 6 Our students responded positively to survey measures related to safety and school connectedness. 85% of students responded that they always feel safe and 93% of students reported that adults always care about students. N.E.W. Academy of Science and Arts plans to engage the Student Council in discussions related to school climate and school safety. Not applicable Met 2024-06-26 2024 19647330100669 Stella Middle Charter Academy 6 The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 51% Black/AA: 51% Hispanic/Latino: 51% EL: 51% SWD: 56% SED: 50% (Straight Average of Free Priced Meal Program and Reduced Priced Meal Program) Sense of Belonging: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 39% Black/AA: 38% Hispanic/Latino: 40% EL: 41% SWD: 41% SED: 39% (Straight Average of Free Priced Meal Program and Reduced Priced Meal Program) According to Panorama Education's national benchmarks, SMCAs’ School Safety average of 51% favorable landed them in the 70th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, RKMS' Sense of Belonging average of 39% favorable landed them in the 25th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch). The school has identified the following as areas of strength: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. The school has continued partnership with Valor Collegiate’s Compass Program for school culture development and SEL. In this program the school develops student and staff SEL through aligned agreements, curriculum and weekly circles. The school received its certification as a Powered by Compass School, demonstrating fidelity and commitment to the program. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. Current practices being implemented for school safety are showing success: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. The school has identified the following as areas of growth: Current practices being implemented for sense of belonging need to be improved. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The district Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. The district hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. The district is hiring a new Vice President of Inclusive Education for support in the area of growth captured above. The district has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. The district has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330100677 High Tech LA 6 • California Healthy Kids Survey (CHKS): o Participants: - 9th grade: 97 students (100% surveyed) - 10th grade: 97 students (100% surveyed) - 11th grade: 77 students (100% surveyed) - 12th grade: 77 students (100% surveyed) o Response Rates: - Grade 9: 91 responses (97.8% response rate) - Grade 10: 6 responses (6% response rate) - Grade 11: 5 responses (6% response rate) - Grade 12: 38 responses (49% response rate) - Total response rate: 140 responses (41.9% response rate) o School Boredom Profiles: The data shows that 20% of students fall into the high value and low boredom category, 24% experience high value and moderate boredom, and 22% report high value and high boredom. o Mental Health Indicators: 27% of students experienced chronic sadness, 8% considered suicide, 28% reported social and emotional distress, 68% expressed life satisfaction, and 51% showed optimism. o School Climate Indicators: - Supports and Engagement: 75% of students reported academic motivation, 69% indicated meaningful participation, 60% felt school safety, and 69% had a sense of school connectedness. - Violence and Harassment: 67% reported no harassment, 94% reported no mean rumors, and 62% reported no fear of getting beaten up. Parent Survey Data: • California School Parent Survey (CSPS): o Participants: - Total parents surveyed: 343 o Response Rate: - 18 responses (5.3% response rate) o Parental Involvement: 63% of parents felt that the school encourages them to be active partners and seeks their input, and 68% reported being actively involved in school activities. o School Climate: 69% of parents felt welcome to participate at the school, 50% felt the school promoted respect for cultural beliefs, and 60% felt the school was a safe place for their child. Staff Survey Data: • California School Staff Survey (CSSS): o Participants: - Total staff surveyed: 43 - 11 responses (25.5% response rate) o Engagement and Safety: 70% of staff reported high expectations for students, 70% indicated caring adult relationships, and 67% felt the school promoted parental involvement. 1. Strengths: o High Academic Motivation: 75% of students report trying hard on their schoolwork, indicating a strong commitment to academic success. o Life Satisfaction and Optimism: High levels of life satisfaction (68%) and optimism (51%) among students suggest a generally positive outlook on life and school. o Parental Involvement: A significant percentage of parents (68%) are actively involved in school activities, showing strong community engagement. 2. Needs: o Mental Health Support: 27% of students report chronic sadness, and 28% experience social and emotional distress, indicating a need for enhanced mental health resources and support. o Addressing School Boredom: With 22% of students experiencing high boredom despite valuing education, there is a need to make learning more engaging and relevant to students. o Safety and Harassment: Although 67% report no harassment and 94% report no mean rumors, there is still a notable percentage of students who feel unsafe or experience harassment, necessitating stronger anti-bullying programs and safety measures. "1. Enhancing Mental Health Resources: o Increase the availability of school counselors and mental health professionals. o Implement regular mental health awareness programs and workshops for students and parents. o Create peer support groups to provide a platform for students to share their experiences and support each other. 2. Improving Engagement and Reducing Boredom: o Incorporate more interactive and hands-on learning activities in the curriculum. o Provide professional development for teachers on innovative teaching strategies to make learning more engaging. o Offer elective courses based on student interests to foster a more engaging learning environment. 3. Strengthening School Safety and Anti-Bullying Programs: o Develop and enforce a comprehensive anti-bullying policy, including clear procedures for reporting and addressing bullying incidents. o Conduct regular safety drills and create awareness about school safety protocols. o Foster a culture of respect and inclusivity through school-wide initiatives and campaigns. By addressing these areas of need and building on identified strengths, High Tech LA aims to create a more supportive, engaging, and safe learning environment for all students." Met 2024-06-18 2024 19647330100743 Accelerated Charter Elementary 6 ACES administers the Panorama survey annually to students in grade 5, to all staff (classified and certificated), and to all parents to assess school connectedness, climate, and safety. Organizationally, there were large gaps between questions about safety and school climate/culture among teachers/staff. 92% of staff feel safe and secure on campus but rate climate and culture relatively low, with only 55% favorable responses. Students across all schools within our organization report high favorability regarding what the schools value (identity, diversity, and inclusion), while students across all schools within our organization responded least favorably (57%) regarding the climate and culture of their school. Of the 10-12 questions asked at ACES regarding school climate, culture, and safety, 73% of students, 92% of parents, and 92% of staff members responded favorably. ACES Survey data shows that while 81% of students feel they have an adult on campus whom they can trust and go to for assistance with an academic problem, only 67% of students feel they have an adult on campus whom they can trust and go to for assistance with a personal problem. In addition, while parents and staff members rated climate and culture high, students rated this specific question relatively low, 51%. An area of strength is that students, staff, and parents feel that the school values their identity, diversity, and inclusivity (88%) and that concerns are responded to promptly. ACES will implement additional initiatives to address and support student connectedness and inclusivity. "Accelerated Charter Elementary School will implement the following to provide all students, staff, and parents with a safe, welcoming, and positive environment that will promote student academic growth and SEL needs: ? Host schoolwide events such as attendance assemblies to celebrate perfect attendance and showcase student leadership & talent. ? Diversity & Belongingness Workshops for students, staff, and parents ? Spirit Weeks " Met 2024-06-20 2024 19647330100750 Wallis Annenberg High 6 WAHS administers a Panorama survey annually to all students, staff (classified and certificated), and parents to assess school connectedness, climate, and safety. Organizationally, there were large gaps between questions about safety and school climate/culture among teachers/staff. 92% of staff feel safe and secure on campus but rate climate and culture relatively low, with only 55% favorable responses. Students across all schools within our organization report high favorability regarding what the schools value (identity, diversity, and inclusion), while students across all schools within our organization responded least favorably (57%) regarding the climate and culture of their school. At WAHS specifically, out of the 10-12 questions asked regarding school climate, culture, and safety, 79% of students, 86% of parents, and 79% of staff members responded favorably. Analyzing the specific question, how would you rate the climate and culture of the WAHS campus, survey data shows student ratings as 63% favorable, parent ratings at 75% favorable, and staff ratings at 45% favorable, identifying a need to build the culture and climate at this school. An area of strength is that students (865), staff (84%), and parents (94%) feel that the school values their identity, values diversity, and inclusivity. WAHS will implement additional initiatives to address and support student connectedness and inclusivity. Wallis Annenberg High School will provide all students with the following additional opportunities to engage in learning outside of the classroom to strengthen school conditions and climate to advance student performance and equity: - Positive Behavior and Intervention Support (PBIS) - Student incentives - Electronic Hall pass - Student Recognition Celebrations - Continue to review the School Safety Plan and revise it as needed. - Administer SEL surveys to students, staff, and parents throughout the year to assess school connectedness, safety, satisfaction, and engagement. Met 2024-06-20 2024 19647330100800 Central City Value 6 In the spring of 2024, Value Schools administered a survey to faculty, students, and parents. There were a total of 455 Central City participants in the survey of which, 346 were students, 43 were teachers and staff, and 66 were parents. Below are the areas of data that provide a snapshot of the school culture at Central City and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan. Data Highlighted 52% of the students responded feeling safe at the school 27% of the students responded seeing classmates try to stop bullying when they see it happening 63% of the students responded that faculty and staff make it clear that bullying is not tolerated 52% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates. 64% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 42% of students expressed feeling like they are part and belong to the school community. There is a significant increase in the sense of belonging and safety in students, parents, and staff when staff make it clear that bullying is not tolerated and differences in students such as gender, race, sexual orientation or culture are respected by faculty and staff. Sense of belonging and safety significantly increase when classmates stop bullying and differences are respected by classmates. Although a higher percent of students feel faculty and staff are making it clear that bullying is not tolerated and embracing student differences, the school staff must implement programs to increase student response to bullying when adults are not around and increase respect to differences among classmates. In addition to implementing training and programs, faculty and staff must be explicit when providing techniques on how to stop or prevent bullying and explicit when exemplifying and discussing respect and acceptance to differences among classmates in order to increase the sense of belonging to a school community. Met 2024-06-07 2024 19647330100867 KIPP Los Angeles College Preparatory 6 Not Met 2024 19647330101196 ICEF View Park Preparatory High 6 "ICEF View Park Preparatory High School administered the Panorama Student Survey: Summary of results: ? 68% Belonging: How much faculty and staff feel that they are valued members of the school community ? 32% School Belonging: How much student feel they are valued members of the school community. ? 21% School Climate: Perceptions of the overall social and learning climate of the school. ? 50% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 39% School Safety: Perceptions of student physical and psychological safety at school. " Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647330101444 KIPP Academy of Opportunity 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 82% of students reporting find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330101659 CATCH Prep Charter High, Inc. 6 CATCH Prep conducts an annual school climate survey to gather data on the perceptions of students, staff, and parents about the school climate. The survey is based on the California School Climate Survey, which measures various aspects of school climate, including safety, engagement, and support. For the 2023-24 school year, the overall school climate score for CATCH Prep was 87%, which indicates a positive overall climate. Specifically, 85% of students reported feeling safe at CATCH, with higher percentages among students with disabilities. 75% of CATCH students reported feeling engaged in their learning and 88% of students reported having a supportive teacher. To further understand the school climate, CATCH also collects additional data through other tools, such as Focus groups with students, staff, and parents to gather feedback and insight about CATCH’s school climate. In addition, CATCH conducts regular walk-throughs of the school to observe classroom environments, student behavior, and teacher-student interactions. Lastly, CATCH collects feedback from students through regular surveys to gauge their perceptions of school climate. By analyzing these data sources, the LEA is able to develop targeted interventions and strategies to improve the school climate and create a more positive and supportive environment for all students. "According to CATCH Prep’s local climate survey data, we have identified areas of strength and also areas where we can improve engagement of underrepresented families. Our overall score for all students is 87%, indicating a relatively positive and safe school climate. However, when we drill down into the data, we see that certain student groups are in need of further support. Specifically, CATCH’s data shows that: -English Language Learners (ELLs) have a lower overall score of reclassification rate, indicating a need for targeted support to improve their sense of belonging and engagement. 20% of ELLs reported feeling left behind their peers, indicating a need for social-emotional support and further inclusive school-wide activities. -95% of students reported feeling safe and welcomed at school, highlighting the need for a small and inclusive learning environment. -25% of students reported the need for further enrichment activities in the morning before school and also after school until the evening time, while their parents are at work. To address these areas of concern, we plan to: -Implement targeted social-emotional support programs for ELLs, including peer mentoring and counseling services. - Increase community outreach and engagement efforts to involve low-income families in school decision-making processes. -Implement ""Dawn to Dusk Enrichment"" to cater to all students from 7:30am to 6:00pm every school day. -Develop additional inclusive school activities and events that promote diversity, equity, and inclusion. By addressing these areas of concern, we aim to improve the engagement and sense of belonging among underrepresented families and create a more positive and inclusive school climate for all students. -Implement further Dual Enrollment opportunities for all students after school. " Based on the analysis of local data and key learnings, the Local Education Agency (LEA) has determined that several changes are necessary to address areas of need and drive continuous improvement. To this end, we will revise and implement the following policies, procedures, and plans: -CATCH will expand and enhance our Dual Enrollment program to provide greater access to career technical education (CTE) pathways, as identified by parents and staff. -To address the need for mental and social emotional learning and well-being, CATCH will prioritize professional development for staff on SEL practices and mindfulness-based interventions. By implementing these changes, we aim to drive continuous improvement and ensure that our educational programs meet the evolving needs of our students. Met In addition to the information provided above, CATCH Prep would like to highlight the following important factors that contribute to our school's progress on school climate: -CATCH is a beautiful, gated, and inviting campus, and is well-known as a safe 2024-06-26 2024 19647330101675 Oscar De La Hoya Animo Charter High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330101683 Renaissance Arts Academy 6 Renaissance Arts Academy annually administers a family survey measuring school connectedness and safety. For the 2023-2024 School Year the survey participation rate was 100% across all grade levels. 97% of respondents reported a positive connection with the arts, 96% reported a positive connection with academics, and 95% reported a positive connection with the open classroom model. 98% reported a strong perception of school safety. Students at RenArts report feeling both connected and safe. By survey, RenArts students in each grade level indicate the open-classroom model, whole school culture, and school-wide performances as a major part of feeling connected. All students participate in shows and experience positive interactions across grade levels. There is an observably coherent school-wide culture and behavior standards with no bullying. Students report feeling comfortable communicating concerns to faculty with appropriate and timely response. All students participate in regular safety, fire, earthquake, and other emergency drills, contributing to their perception of safety on campus. Emergency procedures are explained to students during the first month of the school year and policies are discussed at the beginning of every school year at the Student Compact Meetings in order to inform the parent community. Developing healthy habits in all areas of life is a vital part of a well-rounded education. Consistent with RenArts Board Resolution 620, in coordination with RenArts’ Health and Safety plan, and as an integral part of RenArts’ educational design for supporting academic, artistic and personal success for all students, RenArts’ faculty actively promotes health and wellness for all members of the RenArts community, including in the following areas: Nutrition, Physical Education, Physical Health, Emotional Health, Behavioral Health, Environmental Health. Wellness practices are integrated into RenArts’ education program, fully coordinated with RenArts’ Mission and Goals, and implemented by the entire faculty team as a feature of RenArts’ ensemble-based school culture. Renaissance Arts Academy’s coordinated approach to wellness provides students with planned learning experiences designed to develop both concepts and skills that affect physical health and fitness, movement concepts, artistic concepts, motor skill development, and safety in physical activity settings that are maintained in a safe and healthy learning environment Met 2024-06-18 2024 19647330102335 Ocean Charter 6 OCS transitioned from using an internally generated climate survey to using the California Healthy Kids Survey this past year so we cannot yet compare year to year results. However, we can share overall score for all students as well as available student group scores. Overall student scores indicate the following: School connectedness: 68% in 7th and 74% in 8th Academic motivation: 73% in 7th and 62% in 8th Maintaining focus on schoolwork: 44% in 7th and 35% in 8th Caring adult relationships: 66% in 7th and 86% in 8th High expectations: 76% in 7th and 84% in 8th Meaningful participation: 33% in 7th and 39% in 8th Facilities upkeep: 60% in 7th and 63% in 8th Promotion of parental involvement in school: 66% in 7th and 74% in 8th School perceived as ver safe or safe: 74% in 7th and 84% in 8th Experienced harassment or bullying: 56% in 7th and 53% in 8th Had mean rumors or lies spread about you: 44% in 7th and 49% in 8th Been afraid of being beaten up: 26% in 7th and 9% in 8th Been in a physical fight: 17% in 7th and 19% in 8th Seen a weapon on campus: 7% in 7th and 7% in 8th Cyberbullying: 30% in 7th and 42% in 8th Social emotional distress: 19% in 7th and 23% in 8th Experienced chronic sadness/hopelessness: 21% in 7th and 35% in 8th Considered suicide: 7% in 7th and 12% in 8th Optimism: 62% in 7th and 57% in 8th Life satisfaction: 72% in 7th and 74% in 8th OCS' areas of strength with scores over 65% are in school connectedness (68% in 7th and 74% in 8th); academic motivation (73% in 7th and 62% in 8th); caring adult relationships (66% in 7th and 86% in 8th); High expectations (76% in 7th and 84% in 8th); and promotion of parental involvement in school (66% in 7th and 74% in 8th). Our focus areas for improvement are on maintaining students' focus on schoolwork and on helping students feel they have meaningful participation in their own education and school experience. The data indicates less than 50% of students in grades 7th and 8th maintain a focus on schoolwork (44% in 7th and 35% in 8th) and less than 50% of students in grades 7th and 8th feel meaningful participation ( 33% in 7th and 39% in 8th). OCS will continue to promote a healthy school climate with caring relationships among students and teachers and multiple strategies to support strong relationships among students. Weekly council circles will continue as will more creative ways to promote health relationships such as singing together, moving together, creating together - i.e. class plays, projects, caring for the school environment, and joining activities such as clubs and sports teams. We will continue our informal counseling program for students needing additional support. New efforts will include increased student involvement in conflict resolution and discipline to increase a sense of responsibility and accountability. Met 2024-06-27 2024 19647330102426 PUC Milagro Charter 6 PUC Milagro conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Milagro: Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my classroom. 96% Care My teacher in this class makes me feel that she really cares about me. 86% Care I like the way my teacher treats me when I need help. 85% Confer My teacher wants me to share my thinking and ideas. 76% Confer My teacher wants me to explain my answers - why I think what I think. 82% Consolidate My teacher takes the time to help me think about what I have learned. 78% Control My teacher makes sure that I follow the classroom norms and the Habits of a Scholar. 92% Safety I feel safe in this classroom. 82% Safety I know my teacher will help me if I feel that people are being unkind. 87% PUC Milagro received an overall score of 3.80 of 4 and an Average % Favorable of 83%. During the 2023-2024 SY, PUC Milagro continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Milagro is to continue working on strengthening their “Mindfulness” curriculum and Restorative Justice program. Met 2024-06-13 2024 19647330102434 Animo South Los Angeles Charter 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330102442 PUC Lakeview Charter Academy 6 PUC Lakeview Charter Academy conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Lakeview Charter Academy: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 72% Care My teacher in this class makes me feel that she really cares about me 78% Care My teacher really tries to understand how students feel about things 75% Confer My teacher respects my ideas and suggestions 80% Confer My teacher wants us to share our thoughts 80% Consolidate The comments that I get on my work in this class help me understand how to improve 76% Control Student behavior in this class is under control 71% Safety I feel physically safe in this classroom 83% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 85% PUC LCA received an overall score of 4.23 of 5 and an Average % Favorable of 80%. During the 2023-2024 SY, PUC LCA continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. Met 2024-06-13 2024 19647330102483 N.E.W. Academy Canoga Park 6 In our student survey, 100% of students responded positively regarding school connectedness and 95% of students responded positively regarding school safety. We are committed to prioritizing a positive school climate for our students. In response to these results, we will keep a full-time counselor on staff to address the social emotional needs of our students. We will encourage our teachers to maintain morning meetings where they utilize PBIS and Restorative practices to create a positive classroom environment. Not applicable Met 2024-06-26 2024 19647330102491 Dr. Theodore T. Alexander Jr. Science Center 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Alexander Science is included in these school climate policies and processes. Met When LEA provides sustainable additional monies to fund supervision staff for students, families are appreciative of the caring and competent nature of our well-trained employees who are entrusted with the safety and well-being of their children. This lev 2024-06-18 2024 19647330102541 New Designs Charter 6 "New Designs Charter School administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February 20 and March 20 of the 2023-24 school year and received a 95% response rate. Key findings from the survey show that 56% of the students felt they liked the school and 64% of the students felt the school was an inviting and supportive place for them to learn. They felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The following data below shows how the different subgroups in the school felt on the question of safety in the school: • 66% of all students felt safe at school. • 60% of Students with Disabilities felt safe at school. • 75% of English learners felt safe at school. • 54% of African American students felt safe at school. • 66% of Hispanic students felt safe at school. The following data below shows how the different subgroups in the school felt on the question on connectedness to others at the school: • 56% of all students felt they were connected to others in the school. • 60% of Students with Disabilities felt they were connected to others in the school. • 73% of English Learners felt they were connected to others in the school. • 46% of African American students felt they were connected to others in the school. • 52% of Hispanic students felt they were connected to others in the school. " The school survey showed a great connection between students' feelings of success and the level of support given by teachers and adults in the school. The survey, however, also shows the school needs to improve students’ perceptions of and levels of comfort with security in the school. When students feel safe, they learn better. The survey alerted the school to the ever-present need for enhanced school safety and improved school security officer training considering nationwide school safety concerns. The survey indicated students wanted to see greater beautification and cleanliness of the school. School spirit and interest in sports and other extracurricular activities for both boys and girls increased significantly because our teams did exceedingly well competitively. The survey also shows the school needs to grow or improve the availability of sporting and extracurricular activities for the students as this can be an incentive to improve school spirit and enthusiasm to learn and be involved. Although 80% of the students felt that the school was welcoming to their parents and even provided them with several avenues for participating, they thought more could be done through more parent-oriented activities and encouragement of raised levels of participation by parents. Results indicated a need to understand and mitigate students’ unease with safety in the school. A low percentage of students expressed confidence in the school’s security officers. This is an area we continue to work on. Other data has also shown that students are dealing with elevated social-emotional concerns. The school is instituting or encouraging activities that promote connectedness and well-being on a wider basis that includes utilization of resources in the community. Met 2024-06-08 2024 19647330106351 Ivy Academia 6 The school uses the results of an internal survey (questions taken from the CA Healthy Kids Survey in bi-annual years when the CA Healthy Kids Survey is not taken). This internal survey is completed by all educational partners including parents/guardians, school staff, and students. We use the results to help form the LCAP draft, determine Professional Development, and improve/adopt new programming. Student and other educational partners responses allow the school to more clearly identify students' needs. Results of the surveys are used to provide school improvements and form the basis of the LCAP and all other school decisions. An example was the installation of vape detectors in the student bathrooms as a result of such survey. These were installed in winter 2024 and have very effective at reducing student vaping that had been reported the year prior as a concern for educational partners. Met 2024-06-07 2024 19647330106427 Synergy Charter Academy 6 The school most recently administered the California Healthy Kids Survey to students in grades 3-5 in the Spring of 2024. Highlights include positive responses for academic motivation and caring adults at school. The area for growth appears to be students feeling that they have meaningful participation in school. According to the survey, students were asked three questions that resulted in an overall 48% score for meaningful participation at school. One of the questions asked if they are given a chance to help decide on school activities or rules and 39% said never and 45% said some of the time. In response to relatively lower levels of students reporting a sense of “meaningful participation in school,” SCA plans to gather student input on ideas for school-wide celebrations for holidays and games they’d like to see incorporated into our structured recess times. We will also continue the practice of most teachers creating classroom rules together with students on the first day of school. SCA will continue to implement the GLEAM framework to ensure that learning experiences are at grade-level, engaging, affirming, and meaningful for students. SCA will also continue to provide ways for students to participate in enrichment activities through its expanded learning program. Met 2024-06-15 2024 19647330106831 Animo Venice Charter High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330106849 Animo Pat Brown 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330106864 Alliance Gertz-Ressler Richard Merkin 6-12 Complex 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330106872 Bert Corona Charter 6 The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. As of the 2023-24 administration of the survey, Youth Truth does not have a method for disaggregating the respondent data by demographic groups. We understand this functionality will become available for the 2024-25 school year. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The BCCS Youth Truth report synthesized feedback from 456 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 59%. Overall Youth Truth Survey Results for BCCS 2023-24 by theme area: Engagement: Students 49%, Families 77%, Staff 83% Relationships: Students 44%, Families 94%, Staff 84% Culture: Students 39%, Families 87%, Staff 53% Belonging: Students 47% Communication & Feedback: Families 89% School Safety: Families 76%, Staff 53% Resources: Families 89% Professional Development & Support: Staff 81% Strengths Engagement: Staff 83% Relationships: Families 94% , Staff 84% Culture: Families 87% Communication & Feedback: Families 89% Resources: Families 89% Professional Development & Support: Staff 81% Identified Needs Engagement: Students 49%, Families 77% Relationships: Students 44% Culture: Students 39%, Staff 53% Belonging: Students 47% School Safety: Families 76%, Staff 53% During the 2024-25 academic year, we will focus on the following areas: • School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement • Operations Team: Focus on school safety Met 2024-06-24 2024 19647330107755 Port of Los Angeles High 6 Student Climate Survey Number of Students who completed the survey: 845 at the end of 1st semester, a student survey was conducted during each student's History class. It was not mandatory to complete, but highly encouraged. POLAHS provides student involvement through surveys, student groups and committees. Data: School Culture: 59% of student reported teachers treat students fairly (30% reported indifferent) 59% of student reported they feel safe at school (30% reported indifferent) 87% of students report no bullying or 1 time in 12 months. 59% of students say adults treat all students with respect. 44.9% say a little true 54% of students state students get in trouble for breaking small rules. 40% state a little true 56% of students say students are treated fairly when they break school rules. 63% of students say school clearly informs students what happens if they break rules. Only 49% of students report 3-6 teachers value and care about them The majority of students feel safe on campus, are informed of the school rules and treated fairly. As well as having a clear understanding of the rules and the consequences of not following them. A majority of students also report not using drugs or alcohol within the last 5 years. School Climate is a priority at POLAHS, as we know this directly correlates to safety and student engagement. POLAHS conducted an optional faculty meeting to review the uniform policy in the early spring. The Student Wellness committee also reviews the student survey to discuss any trends and areas of growth. POLAHS will continue to focus on parent and student engagement per our 2024-2027 LCAP Goal. Met 2024-06-12 2024 19647330108878 CHAMPS - Charter HS of Arts-Multimedia & Performing 6 The annual School Climate Survey was given to our families in the late fall to see how CHAMPS met their expectations with regards to our school mission, operations, safety, learning environment, academic and arts education. 91% of our families felt that our school provided a safe and supportive learning environment for academics and arts. Over 50% and 76% of our families felt that we provided a rigorous academic and art curriculum. Specifically, 50% of our families felt that CHAMPS promoted critical thinking and creativity in academics with 92% responding that instruction promotes engagement. In addition, 67% of our families felt CHAMPS promoted critical thinking and creativity, with 92% of them agreeing that instruction promotes engagement. 66% of families agree that CHAMPS promotes collaboration between the school, parents/guardians, and the community. In all the following areas, a majority of our families rated CHAMPS at Satisfactory and above. Our families especially found that CHAMPS excelled at aligning its school mission to the learning environment through its academic and artistic programs that provided a safe and rigorous learning environment where students were engaged in critical thinking and creativity. Moreover, while CHAMPS is successful in promoting academic and artistic engagement, families believe they need to do more to promote critical thinking and creativity. In addition, families believe that CHAMPS can improve their collaboration with families, specifically in the areas of communication and curriculum. Survey responses indicate our families are eager to see an increase in the amount of information they receive from the school through our communication platforms which include email/Parent Square, our website, and social media. Our families would also like to see CHAMPS continue to develop and enhance curriculum that engages their students in critical thinking and creative work. Met 2024-06-17 2024 19647330108886 Gabriella Charter 6 In the spring season of 23-24, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fourth year of implementation of the survey at Gabriella Charter School. Overall, the results were positive and aligned with other historical school experience data. We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body. Key results of this survey displayed below show the strong and positive culture created at GCS, highlighting that our students feel GCS is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed. We learned that an area of need was our MS students, and we have worked to have advisory and Council in those grades to support student voice and peer conflict resolution. Met 2024-06-24 2024 19647330108894 Alliance Judy Ivie Burton Technology Academy High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330108910 ISANA Nascent Academy 6 In Spring of 2024, ISANA Nascent Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 268 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Nascent Data: “My School” School Climate Questions Schoolwide: 3.86 Latino: 3.82 Black/ African American: 3.73 “My Teacher” School Climate Questions Schoolwide: 4.15 Latino: 4.18 Black/ African American: 4.04 Average Schoolwide: 4.01 Latino: 4.00 Black/ African American: 3.89 One strength the survey showed was that students generally felt that their teachers created a welcoming environment. 80% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we met our target rating of a minimum 3.5 or higher on the questions focused on climate in the classroom, we recognize that overall school climate is an area of improvement. Our lowest rated question regarding school climate was: My School cares about me 3.83. 63% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement- My School cares about me. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 2024-06-11 2024 19647330108928 Larchmont Charter 6 Larchmont is constantly soliciting input from our educational partners throughout the year. This is done through a combination of community meetings (staff meetings, Employee Advisory Group meetings, site council meetings, finance committee, and board meetings to name a few), along with stakeholder surveys that are conducted each fall and spring. Additionally, the school leadership and network teams meet to analyze academic, survey, and organizational data to identify needs, consult students, parents, and staff about the needs they see, and collaboratively develop the budget and LCAP. It’s presented and discussed at multiple meetings. Input and feedback collected are analyzed and integrated into the LCAP and budget so that it’s an iterative process. This year we integrated this process with our schoolwide accreditation self-study process for WASC. This meant we integrated input from all stakeholders across all campuses on all aspects of our school to help identify our most critical learner needs and how best to address them. We have integrated that input and the critical learner needs, goals, and action plan for WASC in with our LCAP plan so we're moving strategically forward on an integrated singular focus. This year through our WASC and LCAP processes we heard how powerfully our stakeholders experience our mission, model and values as being vibrant across our campuses. The strength of our community is apparent. The greatest needs identified were around strengthening alignment TK-12 and maximizing staff capacity to best support all our diverse learners (particularly historically underserved populations such as Black/African-American students, English Learners, students with special needs, and those who struggle academically or behaviorally). Feedback on ATSI from the Academic Support Team included having Black/African-American staff support students and planning cultural activities and events celebrating the Black/African-American community. Teachers noted a need for more tools to differentiate and better sharing of resources across the TK-12 continuum, they also noted a need for more support staff who are highly trained to best support a range of learners. Larchmont's LCAP is directly impacted by the feedback and input from our educational partners. Particularly, the emphasis on maximizing staff capacity both through increasing compensation to be competitive in attracting and retaining diverse world-class staff and providing high-quality professional growth and access to schoolwide shared resources are actions in the LCAP that come directly from community input. Diversifying our staff, specifically our instructional staff, to ensure that it fully reflects the diversity of the student body is also very important, especially in addressing ATSI for our Black/African-American students. The focus is on building a web-based repository of all curriculum and instructional resources for staff and on taking all steps possible to ensure we have the highest quality staff derived from recommendations from our educational partners. Met 2024-06-04 2024 19647330108936 Alliance Collins Family College-Ready High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330109884 James Jordan Middle 6 84.3% of students responded positively when asked if JJMS is as safe as or safer than other schools. 97.3% of parents responded positively when asked if JJMS is as safe as or safer than other schools. 92.7% of students responded positively that teachers at JJMS want students to do well. 100% of parents responded positively that teachers at JJMS want students to do well. Our students and families feel that our school is safe and that the adults care about the success of students. Students named that the school should provide more mental health check-ins as well as more awards and recognition for students in school ceremonies. They especially want to see students recognized for different categories than the traditional achievements we recognize because they want more of their peers to be acknowledged and celebrated in those schoolwide ceremonies. Teachers echo the need for more student mental health supports and would like to see additional PD devoted to socio-emotional behavior management, homelessness, at-risk youth, managing adult self-care, and sessions focused on adult socio-emotional needs. Additional teacher PD devoted to socio-emotional learning and mental health will be offered as we support our teachers and students who are struggling with the challenges of working and studying. We also intend to engage our community in brainstorming how to recognize more diverse talents, achievements, and successes than our traditional awards at schoolwide celebrations. Met 2024-06-27 2024 19647330109934 Our Community Charter 6 During this school year, OCS instituted a number of ways to get feedback from all stakeholders about school climate. For parents, we used a survey created from the Equity Task Force and administered in October 2023 to dive deeper into how families feel about equity on campus. For our students in grades 3-8, they used the SAEBRS universal screener focusing on social, academic, and emotional behavior to share with their teachers and administration on how they feel about school and themselves. Student Senate consists of student representatives from grades TK-8. Throughout the year in Student Senate, student representatives had a voice in sharing how to make the school better. They worked together to build a survey to gain student input on school climate. Our teachers and staff completed many Google Form surveys throughout the year to be able to share their thoughts as a stakeholder group on decisions being made at the school. Their feedback helped focus and drive targeted professional learning and improvements at the school. - Strong interest in more opportunities for parent involvement, including regular meetings with teachers, parent affinity groups, workshops, and discussion forums to deeper their connection to the school community and better support their children's education. - DEI events outreach and training (education on diversity equity and inclusion topics, a more inclusive curriculum that honors various identities, cultures, and backgrounds, recognition of diverse holidays and cultural celebrations, training on online safety) - Professional development focusing on academic curriculum, as well as, standards-based learning, classroom management - Counselor and administration, and teachers looked at data to determine student groupings connected to academics, social, and emotional. Then, some students group counseling support as a result of their needs. - A parent workshop was implemented in the Spring focusing upon online safety. Additional workshops will be planned for 2024-25. - SSPT (Student Success Progress Team) Process was revised utilizing new input from various sources this year. - Provided additional training and support for teachers and staff regarding discipline and positive behavior support. Met 2024-06-26 2024 19647330110304 Los Angeles Academy of Arts and Enterprise 6 Survey results indicate ongoing concerns with engaging students. Chronic absenteeism is central and impedes additional areas such as social-emotional growth and academics. For all students, but especially at younger ages, data indicates that students are having trouble identifying with school. Staff also reflect that school culture must be rebuilt as school operations continue. Disaggregated results indicate that English learners require additional support to achieve academic success. This includes support for the “whole child” in areas of social-emotional development as well as designated and integrated English language development. Additionally, younger students, particularly in middle school do not feel connected or engaged in the school. More effort is needed to integrate all students and build school culture in an effort to support improvements with chronic absenteeism and academics. LAAAE is working to improve many areas. Additional MTSS supports will help target students who are not attending regularly by tracking, communicating with parents, and providing individualized support as needed. For example, LAAAE is reinstating a van transportation program to help with student engagement in school, summer school, and extracurricular activities. LAAAE is also offering increased extracurricular engagement opportunities both during the school year and over summer. These are designed to build school culture, mitigate learning loss, and set students up for academic success. Additionally, LAAAE is improving its support for English learnings by increasing English language development training for staff, improving engagement parents, and increasing support services for EL students. Met 2024-05-28 2024 19647330111211 New Heights Charter 6 "New Heights Charter School conducts Panorama’s SEL Competencies Survey for students in grades 3-8 twice a year. The category of Supportive Relationship received the highest positive rating with 83% of students in grades 3-5 scoring positively and 84% of students in grades 6-8 scoring positively. 1. Do you have a friend from school who you can count on to help you, no matter what? 82% favorable response Grades 3-5 84% favorable response Grades 6-8 When we reviewed the sub-group data, we found that in grades 3-5, African American students rated themselves higher than Latino students. However, in grades 6-8, the opposite was true. 2. Do you have a teacher or other adult from school who you can count on to help you, no matter what? 84% favorable response Grades 3-5 85% favorable response in Grades 6-8 When we reviewed the sub-group data, we found that in grades 3-5, African American students rated themselves higher than Latino students. However, in grades 6-8, the opposite was true. The areas of Self-Management and Growth Mindset received the lowest ratings for grades 3-5, while the areas of Growth Mindset and Learning strategies received the lowest ratings for grades 6-8. For the younger students, issues of remaining calm and staying focused were challenging (with African American students scoring than lower than Latino students). For the older students, choosing effective strategies to complete work was challenging (with Latino students scoring themselves lower than African American students). To address this challenge New Heights has increased the size of our Student and Family Support Team to work with students with emotional/social challenges and we have agreed to focus on executive functioning skills and other self-management skills to lead to more ownership and independence for students. " Our key learnings from our school's SEL / School Climate data (which includes the survey data mentioned above as well as the data gathered from student focus groups and interviews during our Community Schools asset and needs assessment process) are that students feel connected to the school, the adults at the school and to their friends at the school. Students feel that they have adults who know them well and adults they can count on to support them. Through the school's Student and Family Support team, students are supported to work through their social-emotional challenges with both Latino students and African American students feeling supported, although the data is slightly different based on grade levels. The data is not that different amongst genders. Key themes have emerged that include the need to help students' develop their growth mindset, build self-management skills, and develop confidence in their learning strategies. To support students' growth mindset, learning strategies, and self-management we will utilize specific resources to help students' understand growth vs. fixed mindsets as well as brain development. We have also engaged Cognitive Connections, a partnership through our Community Schools efforts to help build teacher and staff understanding of executive functioning skills. And finally, our Student and Family Support Team will continue to develop students' skills in building student confidence in developing strategies to help them grow and develop. Met 2024-06-19 2024 19647330111484 New Village Girls Academy 6 "Our student school climate survey is administered three times each school year, is available in English and Spanish, and is completed through Google Forms. The survey contains questions related to: o School Environment o Feeling of Success o Safety o Socio-Emotional Support o Mental Health o Internet & Technology o Housing Needs o Available Supportive Services o New Village Scholarship o Support for Students Impacted by Incarceration o Incentives & Rewards o Internships o College & Career The results are shared with school personnel in a professional development session that reviews the data, highlights findings, needs interventions, and commitments by role. School Safety: The student school climate survey was administered in May 2024. The following question referred to school safety: Do you feel safe while at school? Student Group Percent responded “Yes” All Students 72% English Learners 83% Students Receiving Special Education 77% Students Experiencing Homelessness 69% Connectedness The student school climate survey was administered in May 2024. The following question referred to a sense of connectedness: Please rate your level of agreement with each of the following statements. I feel [connected to my school, students, staff, and teachers.] Student Group Percent responded “Agree” or “Strongly Agree” All Students 84.5% English Learners 88% Students Receiving Special Education 100% Students Experiencing Homelessness 84% Students in the Foster Care System 85% " One key learning and area of need was determined by analyzing and disaggregating the school climate responses regarding safety. Student subgroups scored higher than the total student population percentage, except students experiencing homelessness. Students experiencing homelessness felt safe at 69% compared to 72% for all students. To increase the percentage of youth experiencing homelessness who feel safe at school, the school administration has identified the following strategies: - Provide direct case management by the homeless youth liaison and focus on building a strong rapport with key staff who can support students. - Proactively provide free, no-cost supplies, clothing, and materials to ensure students can participate in all activities. Instead of waiting for a student to ask if they are classified as homeless, the case manager will offer the services and support upfront and ensure the student is aware of these resources. An area of strength is that 100% of students receiving special education felt connected to the school, compared with 84.5% of all students. Students receiving special education work directly with a Resource Specialist within their core content classes and advisory. Due to small class sizes, they can build rapport, communication, and trust with school personnel. The SPED team uses positive reinforcement, abides by all educational plans, and provides an individualized learning experience for each student. To increase the sense of safety for all student groups, the school will make the following changes to its safety plan: - Increase the number of safety drills during the school year to increase awareness, knowledge, and comfort in responding to all safety situations. - Launch an anti-bullying campaign as part of our comprehensive wellness component to increase awareness, equipt students and personnel to respond to incidents of bullying, and create a safe school environment To support the sense of belonging, New Village will continue to implement its key approaches: rigor, relevance, and relationships. The focus is on strengthening relationships between students, personnel, and families. This is infused in the professional development, coaching, and classroom observations conducted by school administration and teacher leaders. Interest-based learning focuses on the aspirations, curiosities, and areas that connect students to their learning and school learning environment. New Village will work to refine and develop interest-based learning experiences more directly for all students. The strategies in place include: 1. All students have access to meaningful, well-aligned Advisory activities, like Interest Wall, Who Am I, Exhibition Project, Circles, and 1:1 Meetings. 2. All students have access to rigorous and relevant academic activities. 3. All teachers demonstrate commitment to “one student at a time” through relationship building in content classes. 4. All students complete and present a rigorous, personally meaningful Exhibition presentation with at least one additional supportive adult present. 5. The school community values all students’ Exhibitions through the use of the competencies. 6. Placement of the majority of students into an internship. 7. Students submit an ImBlaze entry twice weekly to track their internship learning and application. 8. Most students describe their daily Learning Through Internship experiences as “connected to their interests and goals.” 9. Advisors visit each active student’s internship at least once each semester. Met 2024-06-26 2024 19647330111492 Alliance Patti And Peter Neuwirth Leadership Academy 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330111500 Alliance Dr. Olga Mohan High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330111518 Alliance Jack H. Skirball Middle 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330111575 Animo Ralph Bunche Charter High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330111583 Animo Jackie Robinson High 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330111625 Animo Watts College Preparatory Academy 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330111641 Alliance Ouchi-O'Donovan 6-12 Complex 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330111658 Alliance Marc & Eva Stern Math and Science 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330112060 Hesby Oaks Leadership Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Hesby Oaks is included in these school climate policies and processes. Met 2024-06-18 2024 19647330112201 PUC Excel Charter Academy 6 PUC Excel conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Excel: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 66% Care My teacher in this class makes me feel that she really cares about me 71% Care My teacher really tries to understand how students feel about things 72% Confer My teacher respects my ideas and suggestions 78% Confer My teacher wants us to share our thoughts 79% Consolidate The comments that I get on my work in this class help me understand how to improve. 77% Control Student behavior in this class is under control 62% Safety I feel physically safe in this classroom 77% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 81% PUC Excel received an overall score of 4.13 of 5 and an Average % Favorable of 76%. During the 2023-2024 SY, PUC Excel continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. Finally, leadership continues to take an active role in ensuring common language and effective communication for all stakeholders. Met 2024-06-13 2024 19647330112235 California Creative Learning Academy 6 From the survey, our 4th & 5th graders shared strengths and areas of need: The highest three ratings include: Teachers are caring and helpful. My teacher and I have a good relationship. My teacher sets high expectations for my learning. The lowest three ratings include: I feel welcomed at the school. I look forward to going to school. I feel emotionally safe going to school. In reviewing the data, the School Site Council noted lowered scores for feeling welcomed and comfortable in school. We have seen increased anxiety among students and will lean in more on social emotional learning. We noted that our survey system did not disaggregate subgroup information and we will be switching to a new survey for this next LCAP cycle. We are adding action items that include more peer/team building for students, more family stories for people to know one another, more parent activities so they can create connections with the class and grade level, thus fostering better student-student relationships. We are also implementing advisory groups to help give space to student led topics. Met 2024-06-25 2024 19647330112508 Stella High Charter Academy 6 The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: Results for School Safety: Year: 2023-24: Source: Panorama Student Success Platform All Students: 48% Black/AA: 44% Hispanic/Latino: 49% EL: 48% SWD: 48% (unweighted average of Special Educational Program Name) SED: 49% (unweighted average %FMP and %RPMP) Results for Sense of Belonging: Year: 2023-24: Source: Panorama Student Success Platform All Students: 30% Black/AA: 21% Hispanic/Latino: 32% EL: 33% SWD: 35% (unweighted average of Special Educational Program Name) SED: 27% (unweighted average of %FMP and %RPMP) According to Panorama Education's national benchmarks, SHCA' School Safety average of 48% favorable landed them in the 40th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, SHCA' Sense of Belonging average of 30% favorable landed them in the 15th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). The school has identified the following as areas of strength: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. The school has identified the following as areas of growth: Current practices being implemented for school safety and sense of belonging need improvement. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new VP of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330114884 Aspire Junior Collegiate Academy 6 For Aspire Junior Collegiate Academy in grades 3-5, the classroom climate survey showed a score of 68%, indicating a generally positive perception, above the district average of 63%. The school climate scored slightly higher at 65%. Safety perceptions scored 56%, indicating concerns about physical and psychological safety. The sense of belonging was reported at 65%, and teacher-student relationships were notably strong at 79%, both reflecting a solid connection between students and staff but also highlighting areas where improvement is possible. The survey data suggest strengths in teacher-student interactions and a general feeling of belonging, both critical for student engagement and learning. However, the relatively lower scores in safety indicate a need for enhanced security measures and perhaps more focused interventions to improve the physical and emotional safety perceptions among students. The engagement data and feedback mechanisms detailed in the LCAP, like regular family workshops and targeted support for specific student groups, align well with these needs, aiming to bolster family involvement and enhance the learning environment. "In response to the identified needs, Aspire Junior Collegiate Academy has been proactive in enhancing its engagement and support strategies. This includes the regular ""Coffee with the Principal"" sessions and targeted workshops to foster greater community and family engagement, crucial for reinforcing the school’s educational objectives. Additionally, the school has implemented specific initiatives to improve school safety and student welfare, such as the PBIS framework, which has been expanded to incorporate restorative practices aimed at reducing conflict and fostering a supportive school climate. The ongoing monitoring of Panorama Family Survey data points for continuous improvement ensures that these strategies are responsive and effective, aiming to address the direct needs highlighted by the survey results." Met 2024-06-20 2024 19647330114959 Monsenor Oscar Romero Charter Middle 6 The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. As of the 2023-24 administration of the survey, Youth Truth does not have a method for disaggregating the respondent data by demographic groups. We understand this functionality will become available for the 2024-25 school year. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The MORCS Youth Truth report synthesized feedback from 417 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 71%. Overall Youth Truth Survey Results for MORCS 2023-24 by theme area: Engagement: Students 53%, Families 86%, Staff 73% Relationships: Students 51%, Families 91%, Staff 73% Culture: Students 46%, Families 88%, Staff 46% Belonging: Students 49% Communication & Feedback: Families 89% School Safety: Families 82%, Staff 67% Resources: Families 89% Professional Development & Support: Staff 75% Strengths Engagement: Families 86% Relationships: Families 91% Culture: Families 88% Communication & Feedback: Families 89% School Safety: Families 82% Resources: Families 89% Identified Needs Engagement: Students 53% Relationships: Students 51%, Staff 73% Culture: Students 46%, Staff 46% Belonging: Students 49% School Safety: Staff 67% Professional Development & Support: Staff 75% During the 2024-25 academic year, we will focus on the following: • School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement; high-quality professional development & teacher support • Operations Team: Focus on school safety Met 2024-06-24 2024 19647330114967 Global Education Academy 6 We administered a local climate survey to all 3rd-8th grade students that focused on the following topics: learning recovery, school teacher-student relationships, school rigorous expectations, school belonging, school engagement, school mindset, school climate, and school safety. Overall, the students in grades 6-8 felt less favorably towards school compared to the 3rd-5th grade students. In grades 3-5, 69% of the students felt confident about learning what they needed to this school year whereas 42% of our 6th-8th grade students felt confident. For school teacher-student relationships, 69% of the students felt that they had a strong social connection with their teachers within and beyond the classroom whereas only 38% of our 6th-8th grade students felt this way. 68% of 3rd-5th graders felt that their teachers had high expectations of their performance in the classroom compared to 55% of our 6th-8th grade students. 60% of our 3rd-5th grade students felt that they were a valued member of our school’s community, but only 28% of our 6th-8th grade students felt this way. 57% felt that they were excited and invested in what they were learning compared to 22% of our 6th-8th grade students. 54% of 3rd-5th grade students felt that they had the potential to change factors that are central to their performance at school, such as their behavior, level of effort put into their classes, interest in the subject, and their level of intelligence whereas 36% of our 6th-8th grade students felt that they had the potential to change factors related to their performance at school. 51% of our 3rd -5th grade students had a favorable perception of the overall social and learning climate of the school, and 31% of our 6th-8th grade students felt this way. 49% of 3rd-5th grade students and 41% of 6th-8th grade students felt safe in school, with 63% of 3rd-5th grade students stating that they are worried someone will bully them online whereas 45% of 6th-8th grade students were worried about this same issue. In 3rd- 5th grades, the 3rd graders responded favorably to the survey questions, whereas our 5th grade students had more negative responses. We also saw that females answered negatively when it came to the topics of school belonging and school safety, whereas the males answered favorably. In 6th-8th grades, we saw some interesting trends. Our 8th grade students responded positively to all of the survey questions, but our 7th grade students responded negatively. Overall, the male students answered favorably to all topics but the female students answered negatively to all topics. Based on the results from the survey data, we saw that our elementary students felt more positively about school than our middle school students and across all grade levels, the males felt more positively about school than the female students. This allowed us to realize that we need to work on improving and creating a more positive environment for our female students so that they feel like they are a valuable part of our school’s community and feel safe when they are at school. We also saw that as students go up in grade levels, their views of school and their experience in school seems to get worse, except in 8th grade. This shows us that our students are either acclimating well to our school’s culture by 8th grade and/or their teachers are doing a great job of making our students feel like they are valued and safe in their classes. In order to address our areas of need, we will need to focus on creating a more positive school environment for our students—specifically our female students. We need to ensure that our teachers are creating meaningful connections and relationships with their students, and we plan and providing professional development for our teachers in order to support them with this. Creating a positive school environment where students feel like they belong and feel safe will allow for students to perform better academically as well. We will also continue to partner with Wellness Together in order to provide mental health supports for our students. Met 2024-06-28 2024 19647330115048 Fenton Primary Center 6 The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 97.5% Curriculum: 95% Instruction: 92.5% Assessment: 96.3% School Culture: 92.5% Overall Satisfaction: 94.8% Participation Rate: 78% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 98.8% Curriculum: 99.9% Instruction: 99.7% Assessment: 98.2% School Culture: 99.3% Overall Satisfaction: 99.3% Participation Rate: 35% STUDENTS The Charter School does not have any students in the upper grades. The students operates an Early Education Primary Center with students in grades TK-2. OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience. Surveys revealed consistent strengths in Curriculum and Instruction for staff, parents, and students, showing improvements over time. School Culture and Organization emerged as areas for growth, indicating a need for focused efforts to enhance the overall school environment and administrative processes providing clear direction for targeted improvements to foster a more supportive and effective educational climate. Participation Rates: Participation rates fluctuate based on the number of individuals that took the survey. Consistency in providing the survey to all eligible members and engagement in the process is key to increasing participation rates. Staff survey results indicate several key strengths and areas for growth. Organization consistently received high marks, with satisfaction rates of 97% in 2022-23 and an even higher 98% in 2023-24, reflecting strong confidence in the school's administrative processes and resource management. School Culture was rated a perfect 100% in 2022-23, highlighting a highly positive and inclusive environment at that time. Overall, staff satisfaction was high, with 97% in 2022-23 and 95% in 2023-24. For parents at FPC, the survey results were exceptionally positive across all categories. Organization maintained high ratings at 99% for both years, while Curriculum and Instruction saw slight improvements, reaching a perfect 100% in 2023-24. Assessment improved from 97% in 2022-23 to 98% in 2023-24, and School Culture remained consistently high at 99% for both years. Overall satisfaction was also very high at 99% for both years. Met 2024-06-13 2024 19647330115113 Ivy Bound Academy of Math, Science, and Technology Charter Middle 6 The ESE Student Climate Survey was administered to grades 6-8 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 44% - % of students in an EL program that say they feel connected with their school. - 40.0% - % of female students that say they feel connected with their school. - 33.3% - % of male students that say they feel connected with their school. - 56.3% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 57% - % of students in an EL program that say they feel safe at school. - 53.3% - % of female students that say they feel safe at school. - 48.6% - % of male students that say they feel safe at school. - 69.0% An analysis of data shows that 44% of students felt connected to school and that 57% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was females. The student group that was significantly lower than the whole in feeling safe at school was females. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-05-16 2024 19647330115139 Center for Advanced Learning 6 Each year, students at CAL are provided with the opportunity to provide feedback based on a focused range of topics including student safety, social-emotional/psychological support, bullying, positive behavior, positive incentives, and student equity. It is important to note that this student survey, which consists of ten range-based questions from strongly agree to strongly disagree, was provided to students in grades 2nd 16 through 5th. This test was provided to all 2nd through 5th grade students including English Learners, non-English Learners, students with disabilities, and socio-economically disadvantaged students. The first question of the student survey is a student safety-based question which asks students to reflect on their feeling of safety while at the school. Question two indicates if students feel respected by their teachers and school staff. Question three indicates if students of different cultural backgrounds get along well with each other. Question four asks students to reflect on the availability and accessibility of school staff when they need someone to talk to. Question five asks students if they feel cared for by their teachers and school staff. Question six asks students if safety is the number one priority and concern at CAL. Question seven indicates if students feel happy, accepted, and like an integral part of the school. Question eight asks students if bullying is addressed when it happens and if school staff work to stop the bullying as soon as it happens. Question nine asks students if they are rewarded for positive behavior in class and question ten asks if they are rewarded for positive behavior outside of the classroom in areas such as the playground, lunch area, hallway, or main office. Based on the responses and data taken from the student culture and climate survey, there were areas of strength and need indicated in specific areas. For example, for question one which involves student safety, 95.6% of students indicated that they felt safe or very safe on campus, while 4.3% indicated that they felt unsafe on campus. Question two which involves respect between students and staff, of students indicated that they felt respected by staff. For question three, of students felt that students of different cultural backgrounds get along well at CAL. For question four, 84.5% of students felt that there are teachers and support staff available to talk with when needed. For question five, 91.9% of students indicated that they felt cared for by teachers and staff. For question six, 92% of students felt that safety is the number one priority at CAL. For question seven, 88.2% of students indicated that they felt safe, happy, and like a part of the school. For question eight, 84.5% of students indicated that bullying is addressed and stopped as soon as it occurs on campus. For question nine, 90.1% of students indicated that they are rewarded for positive behavior inside the classroom. Lastly, for question ten, 83.8% of student Based on this data, key learnings and identified areas for improvement include the need to ensure that all students feel safe at school and that they are aware of social-emotional support structures that are available to them on campus. Additionally, another area for improvement includes the need to ensure that students are rewarded 8% No 88,2% Sí 18 for positive behaviors outside of the classroom setting. While it is crucial for students to be aware that positive behavioral norms are expected in virtually all areas of the school campus, it is imperative for school staff to continue rewarding students when these behaviors are modeled at all times. Additionally, based on the data collected, another area for improvement includes ensuring that all students from different cultural backgrounds get along and feel like an integral part of the school at all times. Other areas for improvement include ensuring that bullying is addressed by staff as soon as it occurs to further ensure Based on this data as a team we will revisit our protocols and calibrate to make sure we are all on the same page. Met 2024-06-27 2024 19647330115253 Discovery Charter Preparatory #2 6 159 out of 198 students (80%) responded to the Student Survey. Overall Agree/Strongly Agree responses for key questions: 86% - Teachers at Discovery Prep effectively communicate with parents about what students are expected to learn in class 85% - The school promotes academic success for all students 92% - Teachers and other adults encourage me to work hard in school so I can succeed in college or at my chosen job 87% - I feel cared for and supported by the adults at my school 82% - I feel safe at this school 63% - I feel connected to this school community 86% - We have access to all of the courses necessary to graduate 88% - The variety of assessments employed by teachers at Discovery Prep provides a fair and accurate reflection of their progress The student survey results were disaggregated by the following groups: Hispanic, Asian, Biracial, and Special Education. Key survey results with a significant variance between student groups are captured below: This school promotes academic success for all students: 88% - Hispanic 25% - Asian 93% - Biracial 90% - Sped This school cultivates a culture of collaboration with families: 71% - Hispanic 50% - Asian 86% - Biracial 90% - Sped The school addresses my individual needs: 77% - Hispanic 50% - Asian 93% - Biracial 80% - Sped I feel cared for and supported by the adults at my school: 88% - Hispanic 75% - Asian 93% - Biracial 85% - Sped I feel safe at this school: 84% - Hispanic 100% - Asian 86% - Biracial 85% - Sped I feel like I am connected to this school community: 63% - Hispanic 100% - Asian 71% - Biracial 65% - Sped Students indicated that they feel the community at Discovery Prep supports their success, have their best interests at heart and that it is not just the importance of getting good grades, but also the importance of their well being and as human beings. They feel that the community at Discovery Prep does not only want the student to be successful in their academic career, but also in the choice of the career they pursue. We were surprised to learn that only 63% of all students reported that they felt connected to the school community. In follow up meetings with students, they expressed the need for supporting the interactions between students who are new to the school and the existing students. As a result, the school will be implementing more professional development for teachers and staff on PBIS and restorative practice to support better communication, mindfulness, and conflict-resolution skills. It is also launching a Student Ambassador program to help create a more welcoming and open environment for new students. Met 2024-06-25 2024 19647330115287 ICEF Vista Middle Academy 6 ICEF Vista Middle Academy administered the Panorama Student Survey: Summary of results: 67% Belonging: How much faculty and staff feel that they are valued members of the school community 32% School Belonging: How much student feel they are valued members of the school community. 21% School Climate: Perceptions of the overall social and learning climate of the school. 50% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 39% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647330116509 Alliance Morgan McKinzie High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330117036 Enadia Way Technology Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Enadia Way Technology Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647330117598 Alliance Piera Barbaglia Shaheen Health Services Academy 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330117606 Alliance Leichtman-Levine Family Foundation Environmental Science High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330117614 New Los Angeles Charter 6 New Los Angeles Charter School administered the Panorama Education SEL survey to students in all grades 6-8. Approximately 85% of students representing English Learners, Low income, and Students with Disabilities participated and completed the survey. The Panorama Survey measured multiple aspects of the student experience including school climate, engagement, safety, sense of belonging, perseverance, and adult-student relationships. Results will be analyzed and presented to our educational partners. Results summary: 283 responses ? 35% School Belonging: How much students feel that they are valued members of the school community. ? 54% School Climate: Perceptions of the overall social and learning climate of the school. ? 23% School Engagement: How attentive and invested students are in school. ? 69% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 58% School Safety: Perceptions Of student physical and psychological safety at school. ? 45% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. ? 44% Valuing of School: How Much students feel that school is interesting, important, and useful. Before administering the spring survey, all students took part in advisory lessons where they reviewed their fall survey data and explored why students may have responded the way they did. This was done with the hope of getting better data from students by increasing their understanding of the survey and their response choices. Overall, the number of students responding favorably for each category decreased by 1-3% from the fall survey for all but two categories which stayed the same or increased (“School Rigorous Expectations and School Climate”). The disaggregated data however reveals some nuisances for consideration. For example, in the value of school category (44% favorable response), 84% of students responded favorably to the specific prompt “How important is it to you to do well in your classes”. This demonstrates that we have a culture where students value being successful. However, their low favorability numbers for other questions in this category like “How much do you see yourself as someone who appreciates school? (only 33% favorable response) suggest they are motivated more by extrinsic factors rather than the growth mindset skills we teach. The category that saw the biggest increase in favorability was “School Rigorous Expectations” in which there was a 69% favorable response rate (4% increase from the fall). ELL’s had a 63% favorable response rate, EO’s responded 67% favorable, IFEPs responded 72% favorable, and RFEPs responded 75% favorable. The questions in this category center around teachers communicating high expectations of their students regardless of their ability, race, or gender identity. This is an example of our efforts to improve student-teacher relationships and provide teachers with the skill development necessary to confidently teach all of their students and see them be successful. Next school year instructional focus will seek to reinvigorate project-based learning in order to engage students more effectively and to tap into their passions and interests. Student open responses highlighted a need for more math support. We will continue to provide math tutoring and are investing in more math professional development for both administrators and the math department. Met 2024-06-24 2024 19647330117622 Magnolia Science Academy 4 6 From Spring 2023 to Spring 2024, MSA-4 saw improvements in overall satisfaction rates across all educational partners. Students, families, and staff members reported higher satisfaction levels than the previous year. The most significant increase was observed among staff members, with a 12-percentage point rise in overall satisfaction rates. This substantial improvement may be attributed to various factors, such as enhanced communication, professional development opportunities, or school culture and climate improvements. Additionally, students and families reported slight increases in overall satisfaction rates, with a 4-percentage point increase for students and a 1-percentage point increase for families. These improvements could result from the school's targeted efforts to address specific areas of concern, implement feedback from previous surveys, or introduce new initiatives to enhance the overall educational experience. MSA-4 has set ambitious targets for overall satisfaction rates in the coming year, aiming to maintain or exceed the current satisfaction levels. By prioritizing the needs and feedback of all educational partners, the school strives to foster a supportive and positive learning environment for everyone involved. Overall, the improvements in overall satisfaction rates indicate a positive trajectory for MSA-4, reflecting the dedication and collaborative efforts of the entire school community in striving for continuous improvement and excellence. The average approval rates for MSA-4 have shown notable improvements across all educational partners from Spring 2023 to Spring 2024. Students experienced a significant increase of 6 percentage points in average approval rates, indicating a higher level of satisfaction with various aspects of their educational experience. This improvement may be attributed to enhancements in curriculum, extracurricular activities, or school support services aimed at meeting student needs. Family members maintained a consistent average approval rate from the previous year, remaining at a high level of 96%. This suggests that families continue to be satisfied with the overall quality of education and support provided by MSA-4. The stability in family approval rates could be attributed to effective communication channels, family engagement initiatives, and responsive support from school staff. Staff members exhibited the most substantial improvement in average approval rates, with a remarkable increase of 9 percentage points compared to Spring 2023. This significant uptick may be the result of efforts to address staff concerns, enhance professional development opportunities, foster a positive work environment, and strengthen collaboration among colleagues and school leadership. Overall, the improvements in average approval rates reflect the dedication and commitment of the entire school community toward continuous improvement and excellence in education at MSA-4. The MSA-4 survey data for students, families, and staff provides a comprehensive view of the perceptions and satisfaction levels across different aspects of the school environment, indicating notable successes and areas for continuous improvement. For the student survey, the Climate of Support for Academic Learning and Knowledge and Fairness of Discipline, Rules and Norms both show substantial approval rates of 76% and 71% respectively, with each experiencing a significant improvement of 10 percentage points from the previous year. These topics fall within the 60th to 79th percentiles when compared to the CORE Districts, highlighting strengths in the school’s academic and disciplinary frameworks. However, the Safety topic saw a decline of 6 points, despite a still respectable 72% approval rate, suggesting a need for targeted safety measures. The Sense of Belonging (School Connectedness) noted the most substantial rise, up 12 points, although it remains at a lower percentile range (40th-59th), indicating ongoing efforts to enhance student engagement and connection are having a positive impact. The family survey exhibits exceptionally high approval rates, with Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms, and Safety all scoring 95% or above. The Sense of Belonging stands out with 96% approval, placing it in the 80th to 99th percentile, despite a slight decrease of 1 point from the previous year. These figures reflect a strong endorsement of the school's efforts by the families. Staff responses are overwhelmingly positive, with 100% approval for the Climate of Support for Academic Learning, which not only shows a 5-point increase but also ranks in the 80th to 99th percentile. Safety and Sense of Belonging also recorded significant gains of 14 and 12 points respectively, with Safety needing further attention despite the improvements, as it still ranks lower compared to other areas. The overall average approval rates from Spring 2024 show significant improvements in staff approval from 85% to 94% and a noteworthy increase in student approval from 64% to 70%. Family approval remained stable at 96%. Looking forward, the school is set to maintain these high standards and address the identified areas for improvement, aiming to meet or exceed the targets of at least 65% for students, 95% for families, and 80% for staff. This continuous striving for excellence suggests a proactive approach in managing and enhancing the educational environment for all educational partners. MSA-4 is committed to a comprehensive infrastructure enhancement plan that includes focusing on upgrading bathroom facilities and ensuring regular maintenance and proper stocking of all school facilities, in collaboration with the plant manager. In parallel, we are working with food service providers to enhance the quality and variety of meals offered at the school, aiming to meet the nutritional needs and preferences of our students. To support diverse learning needs, we plan to increase the availability of technological resources and incorporate feedback on educational materials. Additionally, we are responding to student demand by expanding the range of team sports and extracurricular activities, which may also involve more community events and increase parent involvement. Furthermore, we will launch a targeted professional development program designed to standardize and improve teacher-student relationship skills throughout the school, fostering a more supportive and effective learning environment. Met 2024-06-17 2024 19647330117648 Magnolia Science Academy 6 6 Through our ed partner survey, through panorama, we learned the following: Students - The survey shows that we are amongst the 80th to 99th percentile in all categories. Our strongest being the climate of support for academic learning at 84%. Staff - The survey shows that we are amongst the 80th to 99th percentile in 3 or the 4 categories. Our strongest being the climate of support for academic learning at 98%. Families - The survey shows that we are amongst the 80th to 99th percentile in all categories. Our strongest being the safety and climate of support for academic learning at 100% and 99% respectively. After analyzing the panorama survey, we believe that our areas of needs are: Students - The survey shows that “sense of belonging” was identified as an area of need at 72%, but an increase of 5 points from last year. Staff - The survey shows that “sense of belonging” was identified as an area of need at 72%, a decrease of 12 points from last year. Looking deeper into this category, the question “How many adults at this school have close professional relationships with one another?” had a significant drop of 43%. Also, the question, “How many adults at this school feel a responsibility to improve this school?” had dropped 22%. We noticed that room sharing became difficult at times, causing teachers of different organizational habits and work style to have to find many compromises. Also, we had two staff leave the site this year midway through, and we believe it caused damage to the staff culture. We can certainly use more team building opportunities to unite staff and develop deeper relationships. Some areas of strength that were mentioned were: Student - Words that repeated in the free responses were: staff, kids, and friends. Staff - The ratio of students to teachers, collaboration of the staff, actively creating and building an environment that feels safe for students. Families - Teachers/staff, small school, and communication This is what our next steps are after examining the results in terms of revisiting the following policies and inquiring about the following: : We’ll go over the uniform policy. We will go over if we can afford and if we can install lockers at our school. We have done diversity training and we will do a Multicultural Food Festival. We are looking into utilizing our ELOP funds in a way that is education and fun. Met 2024-06-17 2024 19647330117655 Magnolia Science Academy 7 6 MSA-7 annually conducts the CORE Districts survey instrument to students in grades 3-5, analyzes survey results such as participation rates and average approval rates for each topic and question on the survey, documents our findings (e.g., greatest progress and needs, comparisons with the prior year and CORE district results) and shares the results and findings with our educational partners during LCAP information and feedback meetings and regular board meetings. MSA-7 disaggregates the results by grade and student group and also uses open-ended questions to further understand students’ perceptions. MSA-7 strives to improve our students’ perceptions of school safety and school connectedness. In 2023-24, 96.8% of our 3rd to 5th grade students participated in the survey and their responses provided an average approval rating of 68% on the four topics of the survey, with a rating of 69% on Topic 1 (Climate of Academic support) and a rating of 68% on Topic 2 (Knowledge and Fairness of Discipline), a rating of 63% on Topic 3 (Safety) and a rating of 71% on Topic 4 (Sense of Belonging), whereas 89% answered positively to the question, “Overall, I am satisfied and would recommend this school to other students.” The changes in average approval rates from Spring 2023 to Spring 2024 were down for two educational partner categories with a decrease of 5 points for students (73% to 68%), 2 points for family (99% to 97%) and a significant decrease of 9 points for staff (90% to 81%). "Some of the highlights from the surveys was the parent satisfaction rating of ""Overall, I am satisfied and would recommend this school to other students/parents/educators"" was 96%. We also maintained a 97% or higher on all 4 topics on the family survey. Students stated the teachers care about you and when you're feeling sad they talk to you. Parents stated they love the sense of community and the fact that the teachers and other staff know my kids well and are always looking out for them and they take the time to address the issues and find solutions. Staff stated how much they like the community of the school and the relationships between the staff and students. staff is professional and they balance rigor with playtime, and the way that the school strives to be supportive and equitable toward the students. Some of the Identified needs from the survey was the 9% drop in the staff average approval rates from last year. We saw a decrease of 9% in “Knowledge and Fairness of Discipline, Rules, and Norms” on the student survey and a 12% decrease in “Sense of Belonging (School Connectedness)” on the staff survey. Students stated we need better food to our school to be improved and teacher aides to be fair with how they give chances to all students. Parents stated the school should have a parent day, where each parent can come to class to observe, help the teacher , and see the school environment that their child experiences. Staff stated the lack of students accountability and there are no consequences and the students know they aren't going to face any consequences so behaviors continue. We need to remember to be respectful to each other especially in difficult and stressful moments. Both parents and staff stated that the after school ARC program needs to reflect on the overall program and train staff on implementing safety protocols, student behavior, and having respect for staff and school property." After analyzing all partner surveys we identified the biggest areas of concern and will put an action plan in place to address these concerns. These areas include: We plan on partnering with Los Angeles Institute for Restorative Practice (LAIRP), an on-campus training to promote team culture; hired a permanent ARC Site Coordinator to solidify the program and improve overall ARC structure and services and additionally hire a ELOP Coordinator to improve coordination between students, parents, staff, and the ARC program; reviewing potential food service companies to possibly partner up with another food service vendor; reinforcing consistent expectations amongst all staff members both inside and outside the classroom and having comprehensive training for all supervising staff. Met 2024-06-17 2024 19647330117846 Para Los Niños Middle 6 Not Met 2024 19647330117895 Synergy Kinetic Academy 6 The school most recently administered the California Healthy Kids Survey to students in grades 6-8 in the Spring of 2024. The survey data showed the highest scores for “high expectations of adults in school,” with 73% of 6th graders, 68% of 7th graders, and 60% of 8th graders agreeing that high expectations are set by adults in school. "The survey data showed the highest scores for “high expectations of adults in school,” followed by “academic motivation.” While this data supports Synergy's strong focus on grade level learning and high expectations for all students, the survey results also include lower levels of students reporting a sense of ""school connectedness,"" only 58% of 6th graders, 45% of 7th graders, and 38% of 8th graders." In response to lower levels of students reporting a sense of “school connectedness,” SKA laid the groundwork for increased positive interactions with adults during the students’ Advisory block in the 2022-2023 school year. This included the implementation of weekly Community Circles where students had the opportunity to discuss relevant topics with their peers and advisory teachers in a safe and supportive environment. SKA has also increased opportunities for teachers to meet with students individually to review relevant student growth data, including iReady diagnostic assessment results. Visuals posted across the school to help remind students about academic and social expectations, including student-friendly language that answers the questions, “what am I learning/doing . . .” SKA will continue to prioritize opportunities for student voice inside and outside of classrooms. Met 2024-06-15 2024 19647330117903 KIPP Raices Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 93% of students reporting they find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330117911 New Millennium Secondary 6 Surveys are administered to staff, parents, and students. Safety is of the utmost importance and a positive school culture. The majority of our students feel safe, protected, included, and cared for. Survey results show that parents/families felt supported during the school year. They also feel the school is a safe place for their student. They also feel the climate of the school provides support, learning opportunities, and safety. We can continue to add more activities for the students and extracurriculars. We can expand more on our clubs. Parents appreciated the Learning Loss Tutoring and College and Career Fairs. Data is collected in regards to school safety, the school's learning plan, the parent and student satisfaction, school activities, and overall satisfaction of the school climate, safety, and learning. For specific meaning of the data in regards to safety: the majority of students at NMSS (93%) feel safe in the hallways; the majority of students feel safe in the classrooms (93%) and the majority of students feel safe going to and from school (95%). Majority of students feel staff care about their safety (92%). NMSS strives for 100% but now it is identifying the needs of the students to make this 100% by pulling random groups of students and starting focus groups. Focus Groups will be a great addition to the upcoming school year. Student voice is important and once we are able to have students completely comfortable sharing ideas we can also figure out how to improve on the 93% safety rating to get that number to 100%. We want all students, parents/guardians, and staff to feel 100% safe walking onto this campus. NMSS has implemented summer school to provide extra support for students in regards to math, English, and Credit Recovery. Learning Loss happens weekly to continue learning after school. APEX credit recovery courses are also offered in order to provide options for the students. Chromebooks and Wi-Fi were provided to the students and will continue next school year in order to help learning continue once the students get home from school in the evenings. More safety questions will be added to the Warrior Community Surveys. An increase in the amount of surveys to family and students will also happen during the upcoming school year. A need for focus groups is important too. Implementing this will also improve student voice and students feeling like they belong. Met 2024-06-24 2024 19647330117937 ICEF Vista Elementary Academy 6 ICEF Vista Elementary Academy administered the Panorama Student Survey: Summary of results: 75% Belonging: How much faculty and staff feel that they are valued members of the school community 91% School Belonging: How much student feel they are valued members of the school community. 59% School Climate: Perceptions of the overall social and learning climate of the school. 72% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 61% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647330117952 ICEF Innovation Los Angeles Charter 6 ICEF Innovation Los Angeles administered the Panorama Student Survey: Summary of results: 83% Belonging: How much faculty and staff feel that they are valued members of the school community 94% School Belonging: How much student feel they are valued members of the school community. 54% School Climate: Perceptions of the overall social and learning climate of the school. 73% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. 43% School Safety: Perceptions of student physical and psychological safety at school. Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647330117978 Goethe International Charter 6 GICS administers the Panorama Education School Survey to all staff, families, and students in grades 3-8. The student survey includes questions addressing grit, school belonging, school climate, safety, and teacher/student relationships. Socio-economically disadvantaged students responded with similar rates in almost all areas as the overall score from all students. School safety was the area with the most difference, with socio-economically disadvantaged students rating this area about eight percentage points lower than the overall score. English Learner (EL) students in grades 3-5 responded with slightly lower positive rates in all areas than the overall score from all students, while those in grades 6-8 responded with similar or higher rates than the overall score. The scores from EL students were most similar to the overall results regarding teacher/student relationships and school safety. EL students in grades 6-8 responded with 16-17 percentage points higher than the overall scores for school belonging and school climate. Reclassified Fluent English Proficient students responded with much higher positive rates in all areas, ranging from 6-15 percentage points higher than the scores from all students. Special Education students responded with lower positive rates in almost all areas, ranging from 3 to 20 percentage points lower than the scores of all students. These survey results identified the following areas as strengths this year for students: teacher-student relationships, school climate, and school safety. Another area of strength is with our reclassified fluent English proficient students, who reported much higher positive rates in all areas of the survey. The survey results identified the areas of grit and school belonging as having the lowest positive rates overall by all students surveyed. The surveys also identified the need for more support for students in special education, particularly in school safety, as well as for English Learner students in grades 6-8 in the areas of grit and teacher-student relationships. It is important to note that the number of English Learner students in grades 6-8 who completed the survey is very small, with only five students. To better support all students in the areas with the lowest positive rates, grit, and school belonging, GICS will continue to provide social-emotional and learning strategies by implementing the SEL curriculum and growth-mindset activities, including assemblies and in-class lessons and projects. In order to better connect with and support our Special Education students, GICS is adding an additional Resource Specialist Program (RSP) teacher to the staff for the upcoming school year. This will allow our Special Education team to better meet the needs of our students, as the number of Special Education students enrolled at GICS has grown significantly this year. To support our English Learners, particularly in grades 6-8, instructional staff will participate in training focused on English Language Development. Met 2024-06-24 2024 19647330118588 Alain Leroy Locke College Preparatory Academy 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feedback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330119982 Equitas Academy Charter 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grades 3-4: School Belonging (68%); School Engagement (%); School Learning Strategies (66%); School Safety (53%); School Teacher-Student Relationships (82%); Valuing of School (68%). Grades TK-2: School Belonging (91%); School Climate (89%); School Engagement (80%). Identified Needs: School Safety (Grades 3-4: 53%) Observation: The relatively low favorable score of 53% in School Safety among Grades 3-4 indicates a significant area of concern. Students in these grades do not feel as secure as expected in their school environment. Need: There is a pressing need to enhance security measures and create a more supportive and safe environment for these students. This might include anti-bullying programs, increased supervision, and fostering a culture of respect and inclusiveness. Observation: School Learning Strategies (Grades 3-4: 66%) Observation: A 66% favorable score in School Learning Strategies indicates that there is room for improvement in how students approach their learning. Need: Enhancing instructional techniques and providing students with more effective learning strategies and study skills can help improve this area.Areas of Strength School Teacher-Student Relationships (Grades 3-4: 82%) Observation: The high favorable score of 82% for Teacher-Student Relationships in Grades 3-4 highlights a strong area of strength. Positive relationships between teachers and students are crucial for a supportive learning environment. Strength: This indicates that our teachers are successful in building rapport and trust with their students, which can significantly impact student learning and well-being.School Belonging (Grades TK-2: 91%)Observation: The exceptionally high favorable score of 91% for School Belonging in Grades TK-2 suggests that younger students feel a strong sense of belonging and connection to the school. Strength: This demonstrates that the school has effectively created an inclusive and welcoming environment for its youngest students, which is essential for their early development and academic success.School Climate (Grades TK-2: 89%) Observation: An 89% favorable score for School Climate among Grades TK-2 indicates a positive and nurturing school atmosphere. Strength: This high score reflects the success of our efforts to maintain a positive climate, which supports student well-being and academic growth. Based on the analysis of the Panorama Education survey data, the Local Educational Agency (LEA) has determined several changes to existing plans, policies, and procedures to address the identified areas of need. These changes aim to enhance student safety, engagement, and learning strategies while building on existing strengths. The following are the key revisions, decisions, and actions for continuous improvement purposes:Changes to Existing Plans, Policies, and Procedures1. Enhancing School Safety (Grades 3-4)Policy Revision: Update the school safety policy to include more comprehensive measures addressing bullying, harassment, and physical safety.Procedural Change: Increase the presence of school staff in common areas during breaks and transitions to monitor and support student interactions.Action Plan:Implement anti-bullying programs and workshops to educate students about respectful behavior and conflict resolution.Conduct regular safety drills and ensure all students are familiar with emergency procedures.Install additional security cameras in key areas and improve the visibility of security personnel.2. Improving School Engagement (Grades 3-4)Policy Revision: Develop a policy that mandates regular collection and analysis of engagement data for all grades, including Grades 3-4.Procedural Change: Introduce more interactive and participatory teaching methods that cater to diverse learning styles.Action Plan:Provide professional development for teachers on engaging instructional strategies and classroom management techniques.Launch after-school programs and extracurricular activities that align with students' interests to increase engagement outside the classroom.Establish student advisory groups to give students a voice in school decision-making and activities.3. Enhancing Learning Strategies (Grades 3-4)Policy Revision: Integrate specific learning strategy goals into the academic curriculum for Grades 3-4.Procedural Change: Incorporate regular assessment and feedback sessions focusing on students' use of learning strategies.Action Plan:Offer workshops and resources for students on effective study habits, time management, and goal-setting.Collaborate with teachers to develop classroom activities that explicitly teach and reinforce these strategies.Utilize data from formative assessments to provide targeted support for students struggling with learning strategies.Building on Strengths4. Strengthening Teacher-Student Relationships (Grades 3-4)Policy Revision: Promote policies that encourage ongoing teacher professional development in relationship-building and culturally responsive teaching.Procedural Change: Implement regular check-ins between teachers and students to foster communication and trust.Action Plan:Facilitate mentorship programs where older students or staff members mentor younger students.Recognize and celebrate positive teacher-student interactions through school-wide announcements and awards.5. Maintaining Positive School Climate Met 2024-06-20 2024 19647330120014 KIPP Endeavor College Preparatory Charter 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 87% of students reporting I find what I am learning at school interesting All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330120022 Valor Academy Middle 6 The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 61% Black/AA: Data unavailable Hispanic/Latino: 61% EL: 56% SWD: 68% SED: 59% Sense of Belonging: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 39% Black/AA: Data unavailable Hispanic/Latino: 39% EL: 41% SWD: 44% SED: 36% (Straight Average of Free Priced Meal Program and Reduced Priced Meal Program) According to Panorama Education's national benchmarks, VAMS' School Safety average of 60% favorable landed them in the 90th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, VAMS’' Sense of Belonging average of 39% favorable landed them in the 25th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch). The school has identified the following as areas of strength: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. School has continued partnership with Valor Collegiate's Compass Program for school culture development and SEL. In this program the school develops student and staff SEL through aligned agreements, curriculum and weekly circles. The school received it's certification as a Powered by Compass School, demonstrating fidelity and commitment to the program. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. Current practices being implemented for school safety are showing success: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. The school has identified the following as areas of growth: Current practices being implemented for sense of belonging need to be improved. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new VP of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330120030 Alliance College-Ready Middle Academy 4 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330120071 New Designs Charter School-Watts 6 "New Designs Charter School-Watt administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered between February 20 and March 20 of the 2023-24 school year and received a 75% response rate. Key findings from the survey show that 70% of the students felt they liked the school and 72% of the students felt the school was an inviting and supportive place for them to learn. They felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning as well as providing them with brighter prospects that ensured their success in life. The following data below shows how the different subgroups in the school felt on the question of safety in the school: • 45% of all students felt safe at school. • 10% of Students with Disabilities felt safe at school. • 10% of English learners felt safe at school. • 38% of African American students felt safe at school. • 41% of Hispanic students felt safe at school. The following data below shows how the different subgroups in the school felt on the question on connectedness to others at the school: • 65% of all students felt they were connected to others in the school. • 35% of Students with Disabilities felt they were connected to others in the school. • 45% of English Learners felt they were connected to others in the school. • 55% of African American students felt they were connected to others in the school. • 52% of Hispanic students felt they were connected to others in the school. " The school survey showed a great connection between students' feelings of success and the level of support given by teachers and adults in the school. The survey, however, also shows the school needs to improve students’ perceptions of and levels of comfort with security in the school. When students feel safe, they learn better. The survey alerted the school to the ever-present need for enhanced school safety and improved school security officer training considering nationwide school safety concerns. The survey indicated students wanted to see greater beautification and cleanliness of the school. School spirit and interest in sports and other extracurricular activities for both boys and girls increased significantly because our teams did exceedingly well competitively. The survey also shows the school needs to grow or improve the availability of sporting and extracurricular activities for the students as this can be an incentive to improve school spirit and enthusiasm to learn and be involved. Although 80% of the students felt that the school was welcoming to their parents and even provided them with several avenues for participating, they thought more could be done through more parent-oriented activities and encouragement of raised levels of participation by parents. Results indicated a need to understand and mitigate students’ unease with safety in the school. A low percentage of students expressed confidence in the school’s security officers. This is an area we continue to work on. Other data has also shown that students are dealing with elevated social-emotional concerns. The school is instituting or encouraging activities that promote connectedness and well-being on a wider basis that includes utilization of resources in the community. Met 2024-06-08 2024 19647330120097 Academia Moderna 6 Upon reviewing the Spring Survey Data, AMCS identified High Quality Learning as a strength at Academia Moderna. This strength was also identified by teachers, parents and administrators. Within this domain, Teacher Quality was ranked as the highest. One more strength related to the previous was interdisciplinary Approach to Learning. One area of growth based on the survey was parent engagement. All stakeholders rated this area where we can improve as a school community. In response to this feedback, Academia Moderna has taken the following steps: ? Increasing the opportunities for parents to be engaged in the school community such as Coffee with the Principal, DELAC, PBIS Carnival, Fall Festival, Back to School Nights, etc. ? We will also use Toddle as a common platform to communicate with parents ? Parent square in combination with Canva will be used to invite parents to school community events. The goal is to have 100% of our parents enrolled into both ParentSquare and Toddle ? Collaborating with local businesses in our community to invite them to our school events ? Hiring a full-time Parent Liaison who can help with increasing parent engagement and plan events for parent feedback Met 2024-06-26 2024 19647330120477 Aspire Titan Academy 6 The survey data for Aspire Titan Academy in grades 3-5 shows strong performance in key areas relative to other Aspire Public Schools. School climate was reported at 80%, significantly above the Aspire Public Schools average of 62%. School safety scored 68%, also higher than the Aspire average of 50%. The sense of belonging at the school is 81%, considerably higher than the Aspire average of 66%. Finally, teacher-student relationships stand out at 87%, reflecting a robust connection between students and teachers compared to an Aspire average of 77%. The data underscores a notably positive school environment at Aspire Titan Academy, particularly in teacher-student relationships and a strong sense of belonging among students. However, while school safety scores are above the Aspire average, they are relatively lower than other measured areas, suggesting a need for focused improvements in physical and psychological safety measures to ensure all students feel secure. Given the survey outcomes, Aspire Titan Academy plans to uphold its strengths in fostering strong teacher-student relationships and a sense of belonging by continuing and enhancing engagement strategies and support systems. For school safety, the academy will introduce enhanced security protocols and increase support for mental and emotional health to address the specific concerns indicated in the survey results. Ongoing evaluations will be supported by regular Panorama Family Survey assessments to ensure that adjustments remain aligned with student and family feedback, contributing effectively to a supportive educational atmosphere. Met 2024-06-20 2024 19647330120527 Watts Learning Center Charter Middle 6 Watts Learning Center Charter Middle School administered the Panorama student school experience survey to students in grades 6-8, which focused on student supports and the learning environment. RESULTS The following percentages reflect favorable responses regarding school safety and connectedness: Students: School Climate - 33% School Safety - 57% Teachers: School Climate - 51% Staff Family Relationships - 79% Parents: School Climate - 63% School Safety - 74% While low, annual climate survey feedback from students maintained rates from the previous year. Post-pandemic, WLCCMS considers maintaining rates an indicator of effectiveness and acknowledges their is further work to do. AREAS OF STRENGTH, GROWTH CHALLENGES AND/OR BARRIERS WLCCMS has implemented a number of wrap-around supports designed to address the needs of 'at-promise' youth. Barriers continue to be related to human capital. It is difficult to find and retain high-quality effective teachers and campus security. IMPLEMENTATION EFFECTIVENESS AND NEXT STEPS WLCCMS is committed to implementing actions that address specific needs identified by educational partners. In 23-24, student input includes developing more engaging (fun) activities, including student recognition ceremonies and after school sports. Researching the possibility of changing the food vendor and updating school uniforms. Met 2024-06-26 2024 19647330121079 Ararat Charter 6 We asked students in grades 4 and 5 to tell us what they thought about their experience at the LEA. The survey covered the following areas: Showing respect and courtesy, Able to communicate problems and concerns, Fairness in assigning grades, Broad learning opportunities, and School safety. DATA In total 127 4th and 5th grade students completed the survey. 77.2% feel teachers treat students with respect and courtesy. 16.5% did not express an opinion on the matter. 93.7% response rate. 70.8% feel they can communicate problems, concerns, and dislikes to at least one adult. 15% did not express an opinion on the matter. 85.8% response rate. 74.8% say that grades reflect what they have learned and are not a product of behavior. 19.7% did not express an opinion on the matter. 94.5% response rate. 78.7% say there are opportunities to learn multiple subjects at this school. 18.1% did not express an opinion on the matter. 96.8% response rate. 67.7% report they feel safe on school grounds. 21.3% did not express an opinion on the matter. 89% response rate. 62.2% share devices are available for school use. 13.4% did not express an opinion on the matter. 75.6% response rate. Students are encouraged to provide their honest feedback. LEA is continuously working to build student and teacher relationships based on trust and respect. The organization encourages students to Choose, Lead, Inspire, Make, and Be. These action words spell CLIMB and are the foundation of the school's PBIS program. "Key Learnings 1) Students who are involved in the decision-making process feel more connected to the school community and are more apt to volunteer their opinions about various aspects of the school. 2) Students who have the support of the other two elements of the tripod (parent/guardian, teacher/school, student), do better at school both academically and socially. Identified Needs 1) There is opportunity in ensuring that each student feels connected to at least one adult at school. 2) There is opportunity to ensure that every student feels safe on school grounds, and especially emotionally. Areas of Strength 1) Teachers and staff treat students with respect, courtesy, and kindness. 2) The school has a ""students first"" mindset. 3) Students are pleased that they get to learn multiple subjects at school including, art, music, computer lab, and 2 languages other than English. " Continuous improvement 1) As the recipient of the California Community School Partnership Program (CCSPP), we are in a unique position to provide additional services and supports to students exhibiting Tier 2 and 3 behaviors, including elevating the need for each student to be able to identify with a trusted adult at school. This partnership as a community school, should address the identified needs and take this organization to the next level of improvement. 2) These plans and expenditures have been identified in the school's Local Control Accountability Plan (LCAP). 3) These plans have been shared with all stakeholder groups. Met N/A 2024-06-06 2024 19647330121137 Ingenium Charter 6 In the most recent school climate survey administered in the 2023-2024 school year, we received 149 responses from students in grades 3-5. Student responses have provided us with information on how students feel at school and their perception of school. Parent responses provided further insights into perceptions of school climate. From the parent survey, 90% of parent respondents responded favorably to how much respect teachers have for their children. Additionally, 82% of parent respondents favorably to how much our school values the diversity of children's backgrounds. Furthermore, 81% or more of parent respondents favorably the school being a good fit for their child. This increased three points from last year. Overall, 85% of families responded favorably to a positive school climate. The current survey of students, which is done through Panorama (same as parents) also showed improvement in perception of school safety and teacher-student relationships, which increased eight points from last year. The analysis reveals several key data points that will support our school improvement efforts. The feeling of safety is strong, however there are also some differences across grade levels. Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others. Student perception on sense of belonging increased six points from last year. 69% of students feel a sense of belonging at school, however we need to improve and dig into the data to understand the 31% of students who do not. Ingenium Charter will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. Not Met 2024 19647330121285 Alliance Cindy and Bill Simon Technology Academy High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330121293 Alliance Tennenbaum Family Technology High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330121699 KIPP Empower Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 91% of students reporting they find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330121707 KIPP Comienza Community Prep 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 90% of students reporting I am happy to be at this school: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330121848 Crown Preparatory Academy 6 CPA uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are: - I feel that my school is a safe space where I can freely share/express my ideas. - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help). - I feel welcomed and included in my classrooms. The overall score for connectedness was 71.9%. To evaluate safety, CPA asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, yard, hallways, and in the lunch area. The overall score for safety was 71.4%. Overall, our student climate survey results were below our target, as described above. Our English Learners on the school climate survey expressed an equivalent sense of safety (71%) and an even higher level of appreciation for their sense of connectedness (77.5%) at school than the school wide rate, emphasizing the benefit and importance of our school culture investments for this student population. The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture. Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 72%) and schoolwide attendance rates (90%) and chronic absenteeism rates (37.4%). Additionally, our most recent parent survey results (88%) showed a small but significant decline in parent connectedness/satisfaction. We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need. Met 2024-06-26 2024 19647330122242 TEACH Academy of Technologies 6 Survey results indicate that student’s perception of safety (both physical and emotional) has improved slightly in the past year. At the high school 59% of responding students indicated they felt safe (based on a group of questions that measured feelings of physical and emotional safety in the school community). Only 50% of English Learners rated a feeling of safety at the high school but other student subgroup results were on par with the overall result of 59%. At the middle school less than half of the students participated in the survey and among those that did, only 42% reported feeling safe and 36% of English Learners at the middle school felt safe. At the elementary school 51% of students reported feeling safe and there was no significant subgroup deviation. TEACH has identified school safety and culture as an area of growth and the schools have implemented new practices in school year 23-24 that are gaining traction and promise to continue improved results in this area. At the high school, Peace Circles are used for students to identify and develop coping strategies for behaviors such as bullying and less than positive use of social media. At the middle school and elementary school, Counselors are attending professional development to support students and positive student behaviors and Assistant Principals are focusing on coaching teachers to provide structures and systems for classroom management that are clear, easy to enforce and upheld campus-wide. Met 2024-06-18 2024 19647330122481 Animo Jefferson Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330122556 Citizens of the World Charter School Hollywood 6 "CWC Hollywood administered a local survey (CWC organization-wide) to all students in grades 3-5, with a participation rate of over 90%. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness by asking questions on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC HW, most students feel a sense of safety, with 86.3% answering “somewhat safe” to “extremely safe.” At CWC HW, most students also feel a sense of belongingness, with 85.7% answering “belong some” to “completely belong.” The following is a summary of the responses: SAFETY All ethnic/racial groups combined: o Extremely Safe = 18.9% o Quite Safe = 46.3% o Somewhat Safe = 21.1% o Slightly Safe = 9.5% o Not at All Safe = 4.2% BELONGING All ethnic/racial groups combined: o Completely Belong = 34.4% o Belong Quite a Bit = 27.5% o Belong Somewhat = 23.8% o Belong a Little = 11.1% o Do Not Belong At All = 3.2% " Key Findings: Identified Needs: 1 in every three Asian or Asian American students on the HW campus feels slightly safe or not safe at all. Out of that same group polled, only two students felt they belonged, only a little or not. This was a trend noted in all ethnic/racial subgroups: students in all groups feel a stronger sense of belonging than they do of safety. Adults spend a lot of time discussing and working toward physical and facility safety on campus for students and staff, but that doesn’t necessarily translate to the structures and needs they have for feeling completely safe (whether referring to physical or emotional safety when they answered the survey). Adults need a clearer picture of what students need to feel safe to completely be themselves and take academic and social risks in their school community. This can be discovered through continuous collaboration with student leaders who can elevate their peers’ voices. Areas of Strength: At CWC HW, most students feel a sense of safety, with 86.3% answering “somewhat safe” to “extremely safe.” The great majority also feel a sense of belongingness, with 85.7% answering “belong some” to “completely belong.” Changes to existing plans, policies, and procedures: The leadership team has recognized the discrepancy in polling our students only about their feelings of belonging and safety at the end of each school year. At Hollywood, we have discussed utilizing our student leaders as a sounding board and soliciting feedback throughout the year about what is going well, what they think needs improvement, and what they would need to be in place to feel safer or have a stronger sense of belonging. Setting up a structure for continuous student feedback can only yield positive results. Students are not only the most important community members but the most impacted by every decision that adults make on campus (both in classrooms and outside of them). We already keep students at the center of every decision, but by including their voices, all other stakeholders will also feel the positive impact. Met 2024-06-30 2024 19647330122564 Camino Nuevo Elementary #3 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 2024-06-18 2024 19647330122606 PUC Lakeview Charter High 6 PUC Lakeview Charter High School conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC LCHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 79% Care My teacher in this class makes me feel that she really cares about me 83% Care My teacher really tries to understand how students feel about things 81% Confer My teacher respects my ideas and suggestions 85% Confer My teacher wants us to share our thoughts 86% Consolidate The comments that I get on my work in this class help me understand how to improve 83% Control Student behavior in this class is under control 82% Safety I feel physically safe in this classroom. 87% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 87% PUC LCHS received an overall score of 4.36 of 5 and an Average % Favorable of 84%. During the 2023-2024 SY, PUC LCHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC LCHS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in refinements to the Pyramid for Behavior Intervention. Met 2024-06-13 2024 19647330122614 Aspire Gateway Academy Charter 6 At Aspire Gateway Academy, our recent survey data for grades 3–5 offers detailed insights into the school and classroom climates. Our classroom climate has seen a positive uptick with a current rating of 70%, which marks a 3% improvement since our last survey. Similarly, the sense of belonging in the classroom has increased significantly by 7% to 66%. At the school-wide level, our overall climate has remained stable at 66%, while perceptions of safety have improved by 4% to a current standing of 56%. Additionally, the sense of belonging among our students slightly rose to 68%, although our teacher-student relationships have experienced a small decline but still hold strong at 75%. From the data collected, we've identified several key strengths and areas requiring attention. The improvements in classroom climate and belonging highlight our effective classroom management and the supportive learning environment we strive to foster. Strong teacher-student relationships also stand out as a testament to the positive interactions within our classrooms. However, the lower scores concerning school safety and mutual respect among students point to critical areas for improvement. These findings underline the need for robust interventions focused on behavior management and social-emotional learning to cultivate a more respectful and safe school environment. In response to the survey results, we are planning several strategic adjustments to our existing policies and procedures to better address these areas of concern. Firstly, we will be enhancing our Positive Behavioral Interventions and Supports (PBIS) to more effectively tackle behavioral issues and foster a climate of safety and respect. Expanding our Social-Emotional Learning (SEL) programs will also be a priority, aiming to improve interpersonal skills and conflict resolution among students. The need for greater family involvement, as highlighted during the pandemic restrictions, will be addressed through more robust parent and community engagement efforts. Additionally, we are committed to providing our teachers with ongoing professional development in restorative practices and behavior management to support these initiatives. The effectiveness of these changes will be continuously monitored through regular surveys, incident reports, and tracking engagement in family events, allowing us to make informed adjustments to ensure the success of our students and the overall school environment. Met 2024-06-20 2024 19647330122622 Aspire Firestone Academy Charter 6 In our most recent Panorama survey, which included students from grades 3–5 at Aspire Firestone Academy, we observed that 66% of our students perceive the school climate positively, marking a 2% increase from the previous assessment. This is above the district average of 62%. Additionally, 56% of our students feel safe at school, which, although an improvement, highlights an area needing more attention. Another encouraging data point is that 70% of our students feel valued within our community, improving by 4% since the last survey. Notably, our teacher-student relationships are particularly strong, with an 80% positive response rate. The survey results clearly indicate our strengths in fostering a supportive and engaging learning environment, as evidenced by high scores in student sense of belonging and teacher-student relationships. These areas are vital as they directly contribute to student satisfaction and academic outcomes. However, the lower scores related to perceptions of safety suggest the need for focused interventions to improve this aspect. The overall improvement across these metrics is encouraging, demonstrating that our efforts to enhance school climate are effective. To address the safety concerns highlighted by the survey, we are planning to implement more comprehensive anti-bullying programs and increase supervision during key times when students are most interactive. We are committed to continuing our efforts to strengthen teacher-student relationships through ongoing professional development in student engagement and support techniques. To ensure the effectiveness of these new measures, we will use the Panorama survey results to regularly evaluate and adjust our strategies. This will enable us to fine-tune our approach to meet the changing needs of our students and ensure a safe, supportive, and engaging learning environment for all. Met 2024-06-20 2024 19647330122630 Para Los Niños - Evelyn Thurman Gratts Primary 6 Not Met 2024 19647330122655 ISANA Octavia Academy 6 In Spring of 2024, ISANA OCTAVIA Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 233 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Octavia Data: “My School” School Climate Questions Schoolwide: 3.98 Latino: 3.98 Black/ African American: 4.47 “My Teacher” School Climate Questions Schoolwide: 4.28 Latino: 4.28 Black/ African American: 4.67 Average Schoolwide: 4.13 Latino: 4.13 Black/ African American: 4.57 One strength the survey showed was that students generally felt that their teachers and the school as a whole created a welcoming environment. 82% of students strongly agreed/agreed with the statement: My Teacher shows respect towards me. 68% of students strongly agreed/agreed with the statements: My School creates a welcoming environment and My School creates a safe environment. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we were only .02 points from meeting our target of 4.0 or higher in all areas, we recognize that there are areas in which we need to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me on which 66% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 2024-06-11 2024 19647330122721 Aspire Pacific Academy 6 The Winter 2024 survey at Aspire Pacific Academy shows that 37% of students perceive the school climate positively, which is below the Aspire Public Schools average of 42%. School safety is perceived positively by 49% of students, slightly under the Aspire average of 51%. The sense of belonging is at 32%, below the Aspire average of 36%. Lastly, the teacher-student relationships are rated positively by 47% of the respondents, lower than the Aspire 52%. Survey data reveals that Aspire Pacific Academy is trailing behind the district averages in several key areas: school climate, safety, sense of belonging, and teacher-student relationships. These results suggest a need for focused improvement in creating a more inclusive and safe environment, as well as strengthening the social and emotional connections between students and teachers. In response to the identified needs, Aspire Pacific Academy plans to implement targeted interventions to enhance the sense of belonging and safety. This includes increasing the visibility of mental health resources, training staff on culturally responsive teaching practices, and improving communication channels between students and staff. Additionally, the school will enhance its efforts in community building activities to foster a stronger connection among students, parents, and teachers, as guided by the LCAP focus on increasing parent and community engagement. Continuous monitoring of these efforts will be conducted via Panorama surveys to assess their effectiveness and make necessary adjustments. Met 2024-06-20 2024 19647330122739 Vista Charter Middle 6 VCMS has given multiple surveys to staff, students, and families this year. VCMS uses this data to determine areas in which we need to grow. During our last survey VCMS identified the areas of growth to be further in student and parent understanding of some of our signature practices. The data tells us that students value their voice and their safe environment but it also lets us know we need to be more intentional with teaching the why of our signature practices. Areas of strength include that over 80% of our students and families would recommend Vista to others and that they feel they have a safe place to share their thoughts and concerns. VCMS will be providing more workshops and information sessions to parents and students to increase their awareness of our signature practices. Met 2024-06-10 2024 19647330122747 Magnolia Science Academy Bell 6 2024 SURVEY RESULTS AND COMPARISON WITH 2023 OUTCOMES PARTICIPATION RATES Students Spring 2024 Survey Participation Rates: 99.7% Spring 2023 Survey Participation Rates: 100% Change since Spring 2023: (percentage points): -0.3 Next Year Survey Participation Targets:= 95.0% Families Spring 2024 Survey Participation Rates: 94.4% Spring 2023 Survey Participation Rates: 74.9% Change since Spring 2023: (percentage points): +19.5 Next Year Survey Participation Targets: = 75.0% Faculty/Staff Spring 2024 Survey Participation Rates: 100% Spring 2023 Survey Participation Rates: 100% Change since Spring 2023: (percentage points): 0.0 Next Year Survey Participation Targets: = 95.0% OVERALL SATISFACTION RATES Students Spring 2024 Overall Satisfaction Rates: 66% Spring 2023 Overall Satisfaction Rates: 77% Change since Spring 2023: (percentage points): -11 Next Year Overall Satisfaction Targets: = 75% Families Spring 2024 Overall Satisfaction Rates: 93% Spring 2023 Overall Satisfaction Rates: 92% Change since Spring 2023: (percentage points): +1 Next Year Overall Satisfaction Targets: = 95% Faculty/Staff Spring 2024 Overall Satisfaction Rates: 77% Spring 2023 Overall Satisfaction Rates: 87% Change since Spring 2023: (percentage points): -10 Next Year Overall Satisfaction Targets: = 85% AVERAGE APPROVAL RATES (Percent Favorable) Students Climate of Support for Academic Learning; 63% Knowledge and Fairness of Discipline, Rules and Norms: 52% Safety: 59% Sense of Belonging (School Connectedness): 44% Families Climate of Support for Academic Learning; 95% Knowledge and Fairness of Discipline, Rules and Norms: 90% Safety: 87% Sense of Belonging (School Connectedness): 94% Faculty/Staff Climate of Support for Academic Learning; 88% Knowledge and Fairness of Discipline, Rules and Norms: 72% Safety: 34% Sense of Belonging (School Connectedness): 69% MSA Bell conducts annual school climate surveys during the early spring through Panorama. Surveys have been the primary means of collecting student, family, and staff voices about what we are doing great and should keep doing, and what areas for improvement are so we can continue to provide our students with the best quality education. This feedback instrument provides teachers and school leaders with valuable data about how students see their classes, how much parents are involved, how supported staff feels, and how to facilitate improvement. Throughout the document, many references have been made to the various components of the survey. This portion will be dedicated to the free responses from our stakeholders. Strengths: Students: Our students continue to identify Friends, teachers/staff, and school activities (sports) as the glows for this school year. This school year, the students added that they enjoy the activities that are taking place during break and lunch and in addition expressed that they really enjoy PE, STEAM and Art classes. Families: Throughout this academic year, there has been a noticeable uptick in family satisfaction. Parents have increasingly engaged with and supported our school community. They've actively enrolled in our Parent College initiative, taking part in ESL classes and financial literacy workshops conducted in partnership with Schools First Credit Union. Attendance at our Coffee with Administrators sessions has provided them with valuable insights into school operations, upcoming events, and their children's educational experiences. By participating in classroom walkthroughs, parents have firsthand witnessed the progress and achievements of our students, strengthening their connection to their educational journey. Staff: Our staff identified that working with our students makes them feel satisfied and fulfilled. They identified our caring environment as a highlight and the supportive admin and staff too. Connection is a hallmark of MSA Bell, across all stakeholders the value and importance of connecting and building relationships are essential. Needs: Students: Our students continue to feel that the uniform/dress code is too strict, and they dislike the food that the district provides. Also, our students feel that not all students are treated equally and that some students get more consequences than others. In addition, the students shared their concern for having a substitute teacher in math class for the majority of the school year. Family: Our families show concern with the safety aspect, and especially what they are seeing on social media or what they are hearing at home about school fights that are taking place more than ever. In addition, our families show dissatisfaction with our strict uniform rules and the traffic that is observable at drop off and pick up. Staff: Our staff indicated that our school has unclear discipline policy and that we lack consequences for students with severe behaviors. Here are some other factors that are being explored and implemented to ensure a rigorous academic program that adapts to the needs of the community: Our Assistant Principal in charge of Discipline will start a task force which will include all educational partners to help identify the next steps for our school to improve our safety and discipline concerns shared by all educational partners. At the start of the year, the leadership will put a greater emphasis on educating students on the importance of wearing uniforms and using technology appropriately. The staff will use the summertime to prepare a cohesive plan for teaching students at the beginning of the year why uniforms are important and the benefits that it has on students and the school community. To build a more inclusive and positive school culture, the leadership will put greater emphasis on the home visit program and ensure we do this earlier in the school year. Work with History, elective teachers, and other staff to bring awareness to diverse cultures that are embedded in the lesson plans. Continuing to build on the supervision map that has been created to improve our supervision during unstructured times (break, lunch). Cones are being used to create boundaries for our students. Ensure that weekly supervision huddles are implemented to facilitate communication on needs. Effectively lead school Psychologists to develop workshops for families to support adolescent changes on how families can support students from home. Hired a restorative Justice Coordinator to support our Assistant Principal in charge of discipline and PBIS vision. Hire an intervention teacher or a data coordinator to maximize our intervention programs and effectiveness. Findings have been shared with various educational partners through various meetings/informational sessions. Met 2024-06-17 2024 19647330122754 Valley Charter Elementary 6 Valley Charter Elementary administered a student survey to 3rd-5th graders this year to understand their perceptions of school climate, school engagement, sense of belonging, and school safety. Overall, VCES had strong favorable responses. VCES’ lowest response was student engagement, with 72% indicating that they were excited to attend and participate in class activities. Key learning from the data is that we need to reexamine culminating tasks and structures and strategies for daily classroom engagement to ensure maximum academic engagement for all student groups. Student survey data is anonymous and does not have assignations that allow us to dissagregate by student group, other than grade level. There were not significant differences in response from one grade level to the next. VCES uses the Panorama survey questions and platform, which allows us to meaningfully disaggregate data. The biggest area of focus that emerged for us in the data is boosting student engagement for all grade levels and all groups of students. VCES will use this data as we examine curricula and PBLs for the next school year; we will examine these with the lens of student mastery of standards as well as relevant and engaging content and teaching methods. Met 2024-06-27 2024 19647330122838 Valley Charter Middle 6 Valley Charter Middle administers a student survey to 6th, 7th and 8th graders to understand their perceptions of school belonging, school climate, school engagement, school rigorous expectations, school safety, and school teacher-student relationships. The data indicates higher levels of favorability related to school safety, rigorous expectations and teacher-student relationships (above 50% positive perception) and lower levels of positive perception related to school belonging, school climate and school engagement (lower than 50%). Student survey data is anonymous and therefore cannot be separated other than grade level; there was no meaningful difference in survey responses between the grade levels. The biggest areas of focus that were revealed from the survey data this year is a need to boost school engagement, school climate, and school belonging. Our ongoing work related to rigorous and engaging curricula, advisory as a means to foster student-teacher and student school connections, and our on-going work to make our daily instructional program and extracurricular program exciting and meaningful to students addresses this data. As indicated in the “meaning” response, for us the data indicates a need to continue the trajectory of work we established related to ensuring a rigorous and engaging curricula across classrooms, using advisory intentionally to build student-school connections, and continuing to allocate resources to an engaging school day and extracurricular day. We continue to refine each of these strands of work. Met 2024-06-27 2024 19647330122861 Camino Nuevo Charter Academy #2 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following a. Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. b. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. c. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. d. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 2024-06-18 2024 19647330123133 Alliance Susan and Eric Smidt Technology High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330123141 Alliance Ted K. Tajima High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330123158 Arts In Action Community Charter 6 The local climate student survey is administered at least twice a year to students, including to all students in grades 3-5. Panorama Education is used, which allows results to be disaggregated by significant subgroup, gender, and grade level. Survey results are then analyzed by the school team and shared with significant stakeholders, including staff, students and families. Overall, students rated all areas of the school positively, which is an area of significant strength. Students feel that the school is in good repair, that their instruction is rigorous, that they belong at the school and are supported, and that they are safe at school. Areas of strength prior to the pandemic included low suspension and expulsion rates, and low levels of absenteeism and chronic absenteeism. The school is working on attendance initiatives and elevated SART supports, as post-pandemic absenteeism has become an area of growth instead of an area of strength. In general, the school found little inequity in how students responded across significant subgroups. For example, students who were English Learners vs. students who were not answered comparably. There were more variations in responses based on gender and age. For example, 71% of students responded favorably to a prompt asking students to reflect on how strong the social connection is between teachers and students within and beyond the school. English Learners and students who only speak English answered comparably. Girls answered more positively than boys, 75% compared to 69%.One area of note is that students’ positive perceptions decreased with age. 79% of 3rd graders responded favorably, 71% of 4th graders and 63% of 5th graders. Overall perceptions of school safety were comparable to the nationwide average, with about 58% of students responding favorably. There were no significant disparities for subgroups or gender. However, some grade levels responded more positively than others. Unlike with perceptions of teacher and student relationships, there was no correlation with the age of students and their perception of school safety. Overall, students rated all areas of the school positively, which is an area of significant strength. Students feel that the school is in good repair, that their instruction is rigorous, that they belong at the school and are supported, and that they are safe at school. Areas of strength prior to the pandemic included low suspension and expulsion rates, and low levels of absenteeism and chronic absenteeism. The school is working on attendance initiatives and elevated SART supports, as post-pandemic absenteeism has become an area of growth instead of an area of strength. Key learnings, including identified needs and areas of strength are as follows: Strength: Arts in Action is in the 80th to 99th percentile for students’ perceptions of belonging. This is true across significant subgroups and grade levels. Need: An area of need is students’ perceptions of the impact of other students’ behavior on their learning. School climate needs to be improved. The school has several students with tier 3 social-emotional and behavioral needs due to a myriad of environmental and systemic factors. While the supports of these students has been robust, more work needs to be done to support other students and how they perceive their own wellbeing and safety and climate for learning. The LEA is strengthening student positive behavior supports and has hired a BCBA for the upcoming school year to work with the rest of the school team on supporting the needs of students with Tier 3 needs. In addition, the schoolwide positive behavior support policy has been revised, and the school team is elevating the leadership and stakeholder collaboration opportunities around positive behavior supports and multi-tiered interventions to support behavioral and social-emotional needs. Additional family supports have also been procured for the upcoming school year, to better support the social-emotional and environmental needs of families. Met Arts in Action has a robust system of positive behavior supports, including school-wide, classroom and individual incentives. In addition, Arts in Action uses Character Strong to provide social-emotional lessons, and uses community circles and other resto 2024-06-29 2024 19647330123166 ISANA Palmati Academy 6 In Spring of 2024, ISANA PALMATI Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 73 students completed the survey- an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Palmati Data: “My School” School Climate Questions Schoolwide: 4.00 Latino: 3.96 Black/ African American: N/A “My Teacher” School Climate Questions Schoolwide: 4.00 Latino: 3.99 Black/ African American: N/A Average Schoolwide: 4.00 Latino: 4.54 Black/ African American: N.A One strength the survey showed was that students generally felt that they were treated respectfully. 82% of students strongly agreed/agreed with the statement: My Teacher creates a welcoming environment in the classroom. All educators, including teachers, engage in professional development that focuses on building and maintaining positive relationships with students. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although we were less that .01 point away from meeting our target rating of a minimum 4.0 or higher, we recognize opportunities in which we want to continue to make growth. Our lowest rated question regarding school climate was: My School cares about me 3.90. 67% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 2024-06-11 2024 19647330123984 ISANA Cardinal Academy 6 In Spring of 2024, ISANA CARDINAL Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 148 students completed the survey- an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Cardinal Data: “My School” School Climate Questions Schoolwide: 4.59 Latino: 4.59 Black/ African American: 4.84 “My Teacher” School Climate Questions Schoolwide: 4.47 Latino: 4.50 Black/ African American: 4.39 Average Schoolwide: 4.53 Latino: 4.54 Black/ African American: 4.62 Overall, School Climate is an area of strength at ISANA Cardinal. All questions were rated a 4.3 or higher, which exceeded our target of 4.0, with 88% or more of student participants agreeing or strongly agreeing with all school climate statements. We plan to continue spending time at the beginning of each school year and throughout the school year to support educators in creating learning spaces inside and outside of the classroom that help students feel welcome, safe and cared for. Met 2024-06-11 2024 19647330123992 Animo Ellen Ochoa Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330124008 Animo James B. Taylor Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330124016 Animo Legacy Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330124198 Extera Public 6 Extera Public School administered the Panorama student survey relating to Social Emotional Learning, School Climate and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, classroom teacher-student relationships, emotion regulation, and self-management. School belonging: 51% percentage of all students responded favorably, 43% of ELs responded favorably, 50% female students responded favorably and 51% of male students responded favorably. School climate: 50% percentage of all students responded favorably, 58% of ELs responded favorably, 47% female students responded favorably and 51% of male students responded favorably. School safety: 47% percentage of all students responded favorably, 39% of ELs responded favorably, 43% female students responded favorably and 49% of male students responded favorably. Valuing of school: 56% percentage of all students responded favorably, 57% of ELs responded favorably, 58% female students responded favorably and 54% of male students responded favorably. Classroom teacher-student relationships: 60% percentage of all students responded favorably, 55% of ELs responded favorably, 66% female students responded favorably and 55% of male students responded favorably. Emotion regulation: 46% percentage of all students responded favorably, 48% of ELs responded favorably, 37% female students responded favorably and 52% of male students responded favorably. Self management: 56% percentage of all students responded favorably, 54% of ELs responded favorably, 57% female students responded favorably and 54% of male students responded favorably. Local survey data shows that students in grades 6th-8th had significantly lower percentages favorable than the students in 3rd-5th grade. Areas of relative strength included classroom teacher-student relationships, which had 60% favorable student responses. Surveys demonstrate that students are less positive about their school belonging, school climate, valuing of school and self management, with scores between 50% and 56% favorable. The lowest scores for all students were in emotional regulation and school safety, with scores between 46% and 47% favorable. When looking at subgroup data, due to group size subgroup data for students with disabilities was unavailable due to confidentiality. Data for ELs demonstrates that they had lower scores overall except for school climate, valuing school, and emotional regulation. Similarly, female students had lower percentages across all categories as compared to males, except for self-management, teacher-student relationships, and valuing of schools. One key data point is regarding school belonging for ELs in middle school, who had 0% favorable responses to school belonging. At the beginning of the 2022-2023 school year, Extera began implementing a robust PBIS plan focusing on clear expectations, positive incentives and recognition, and transparent consequences for undesirable behaviors. This plan includes re-teaching expectations at the beginning of the year and after all breaks during the school year. In addition, Extera has piloted the SEL program Move this World. Extera has also added SEL to the master schedule four times per week for TK-5, and morning meetings daily to build school community. Middle school has mentor block with SEL curriculum daily, but has struggled with fidelity of use of the curriculum. Middle school also has weekly meetings as a cohort to build community. During the 2024-2025 school year, Extera will roll out a community building and student investment program at the beginning of the school year that will support relationship building, goal setting, and the importance of school. Extera will adopt MooZoom Tk-8 next school year which was piloted at a different Extera school during the 2023-2024 school year and was board approved. To increase student belonging and school climate, Extera will be supporting field trips, family events, clubs, and Saturday enrichment. Met 2024-06-18 2024 19647330124222 Rise Kohyang Middle 6 "The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 60% Black/AA: 57% Hispanic/Latino: 59% Asian: 55% (Average of Korean and ""Other Asian"") EL: 63% SWD: 58% SED: 62% (Straight Average of Free Priced Meal Program and Reduced Priced Meal Program) Sense of Belonging: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 38% Black/AA: 45% Hispanic/Latino: 38% Asian: 33% EL: 46% SWD: 35% SED: 42% (Straight Average of Free Priced Meal Program and Reduced Priced Meal Program) According to Panorama Education's national benchmarks, RKMS' School Safety average of 60% favorable landed them in the 90th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, RKMS' Sense of Belonging average of 38% favorable landed them in the 25th% as compared to similar schools (Urban, Middle, 70% students or higher qualifying or Free and Reduced Lunch)." The school has identified the following as areas of strength: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. Current practices being implemented for school safety are showing success: Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. The school has identified the following as areas of growth: Current practices being implemented for sense of belonging need to be improved. Although there is some variance between percent favorable by subgroups, there is no major deviation (+/-10%) from the mean that warrant immediate action by subgroup. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 SY. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new VP of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330124560 Synergy Quantum Academy 6 "The school most recently administered the California Healthy Kids Survey to students in grades 9-12 in the Spring of 2024. The survey data showed the highest scores for ""high expectations of adults in school,"" followed by ""caring adults in school.""" "In response to lower levels of students reporting a strong sense of ""school connectedness,"" the school implemented a number of actions in recent years that they plan to build on in the coming school year." To support incoming 9th grade students with their transition to high school, the school offers a Summer Bridge program to provide students the opportunity to build relationships with their peers and school staff. Once the school year starts, the mentorship club matches seniors with freshmen to support the transition to high school through regular meetings and events. All students are assigned an advisory class to support their academic, socio-emotional, and college and career readiness needs. Advisory lessons are taught by the faculty covering a wide range of topics focused on SEL and DEI supports available to all students. All advisory lessons consist of a community building activity each week. In addition, advisory faculty move up with their assigned cohort throughout the four years to assist in developing strong rapport with their advisory students. To provide additional social-emotional support and academic guidance, the school employs five academic counselors, one college and career counselor, and three DIS counselors to support the whole child. The school implements a PBIS model with a school-wide rewards plan where teachers and staff recognize students for positive behavior and students are able to earn rewards that encourage a positive schoolwide climate. Met 2024-06-15 2024 19647330124784 Aspire Slauson Academy Charter 6 At Aspire Slauson Academy, the local climate survey results for Winter 2024 illustrate both progress and ongoing challenges in the perceptions of our school's social and learning climate across grades 3-12. For grades 3-5, the classroom climate is perceived positively by 57% of respondents, and 54% feel a sense of belonging, both metrics showing an increase from the last survey but still falling below the Aspirewide averages of 63%. For grades 6-12, 57% of students view the classroom climate positively, and 45% feel a sense of belonging, also an improvement yet under the Aspirewide averages of 61% and 47% respectively. The school-wide data further indicates a climate positivity of 55% and a safety perception of 49% for grades 3-5, and 56% and 58% respectively for grades 6-12. The climate survey results reveal key areas of strength and needed focus. The increases noted from the last survey, particularly in safety perceptions for grades 6-12, suggest that our efforts to enhance student security and well-being are effective. However, the continued lower scores in belonging and climate across both elementary and secondary levels highlight a critical need for ongoing initiatives aimed at improving these areas. It is apparent that while we are making strides, there is still significant work to be done to ensure that all students feel fully integrated and supported within their school environment. In response to the insights gained from the local climate survey data, Aspire Slauson Academy is committed to implementing comprehensive strategies to elevate our school climate and student engagement. We are enhancing our Family and Community Engagement & Outreach efforts, which include expanding our monthly Principal Chats to more effectively communicate with and involve families, creating events that foster inclusivity and active participation, and using platforms like ParentSquare and Google Classroom to ensure communication is accessible in the home languages of all our families. These measures are designed to address the specific areas where improvement is needed as indicated by the survey results, and to foster a more supportive, inclusive, and engaging school environment for all students and families. We will continue to monitor the effectiveness of these initiatives through regular feedback and updates in our strategic planning, ensuring that our actions are aligned and responsive to the needs of our school community. Met 2024-06-20 2024 19647330124792 Aspire Juanita Tate Academy Charter 6 At Aspire Tate Academy, our latest survey data for grades 3-5 and 6-12 provides comprehensive insights into the perceptions of our school and classroom climates. For grades 3-5, classroom climate scored a favorable 69%, and belonging in the classroom also mirrored this positivity at 69%. At the school level, the overall climate was perceived positively by 71% of respondents, showing significant improvement in safety, sense of belonging, and teacher-student relationships, which scored exceptionally well at 85%. In grades 6-12, the classroom climate stood at 69%, with a sense of belonging at 54%, reflecting a need for greater attention. The school climate was viewed positively by 64% of the students, and teacher-student relationships were robust at 73%. These insights into both elementary and secondary levels provide a foundation for understanding the specific needs and successes within our academy. The data indicates that while we have strong teacher-student relationships across the board, certain areas need focused interventions. Notably, the sense of belonging among students in grades 6-12 is considerably lower than in grades 3-5, pointing to potential challenges as students progress through school levels. Additionally, the impact of student behavior on learning, especially in secondary grades, suggests the necessity for more effective behavioral and social-emotional learning strategies to support a conducive learning environment. The high scores in teacher-student relationships highlight our faculty's commitment and effectiveness in connecting with students, which is a strong foundation to build upon for addressing other less favorable areas. In response to the insights gathered, we plan to implement several strategic changes. Firstly, enhancing our Positive Behavioral Interventions and Supports (PBIS) and expanding Social-Emotional Learning (SEL) initiatives are immediate steps to address the behavioral issues impacting student experiences, particularly in higher grades. We'll focus on increasing student involvement and ownership of their school environment, fostering a greater sense of belonging. This includes more student-led initiatives and peer mentorship programs. To leverage our strong teacher-student relationships, we will introduce targeted professional development aimed at equipping teachers with advanced strategies to support older students' unique needs. Monitoring these initiatives' effectiveness will be crucial, and we'll do so through regular surveys, focus groups, and tracking behavioral data to ensure these changes positively impact our school climate. These actions, aligning with our LCAP goals, are designed to enhance engagement and ensure a supportive, inclusive environment for all students at Aspire Tate Academy. Met 2024-06-20 2024 19647330124800 Aspire Inskeep Academy Charter 6 At Aspire Inskeep Academy, our annual local climate surveys span grades 3-5 and 6-12. The 2024 Winter survey provides important comparisons to the last survey and against Aspire wide averages. For grades 3-5, the positive perception of classroom climate was 50%, showing a decline from the last survey and falling below the Aspire wide average of 63%. The sense of belonging was reported at 54%, also below the Aspire wide average. For grades 6-12, the positive perception of classroom climate stood at 52%, with a sense of belonging at 45%, both metrics showing slight improvements from the last survey but still under the Aspire wide averages of 61% and 47%, respectively. School-wide, grades 3-5 displayed a 59% positive perception of climate, an improvement since the last survey but still below the Aspire wide average of 62%. The perception of safety at 47% also saw an improvement yet remains below the Aspire wide average of 50%. For grades 6-12, the school climate positivity was 49%, an increase from the last survey but below the Aspire wide average of 42%, with safety perceptions at 48%, also an improvement but under the Aspire wide average of 51%. The data from our climate surveys compared with Aspirewide averages emphasizes the ongoing need for targeted interventions to improve the school climate and enhance feelings of safety and belonging. While grades 6-12 have shown improvements in school climate and safety perceptions, the scores in grades 3-5 have declined, signaling a need for reinforced efforts in these areas. Strong teacher-student relationships continue to be a standout feature, underscoring our commitment to fostering effective interpersonal connections crucial for educational engagement and success. In response to these insights, Aspire Inskeep Academy is initiating several strategic adjustments. We are committed to enhancing safety protocols and fostering a more inclusive environment to address the declines and align with Aspirewide standards. This includes revising our anti-bullying policies, enhancing physical safety measures, and expanding our social-emotional learning programs to better support students' sense of belonging and well-being. We are also aiming to deepen family and community engagement, particularly among underrepresented groups, by enhancing our use of technology and community events to ensure broader participation in school activities and decision-making processes. Moreover, we will continue prioritizing professional development for teachers, focusing on cultural competency and responsive teaching methods to better address the diverse needs of our students. These planned actions, derived from a thorough analysis of our local climate survey data and stakeholder feedback, are designed to drive continuous improvement and effectively address the specific needs highlighted through our ongoing evaluations. Met 2024-06-20 2024 19647330124818 Los Angeles Leadership Primary Academy 6 90% of students feel the school is safe. 96% of parents feel the school is safe. Due to the high need for mental health supports, we have added additional partners to support students with mental health needs. Didi Hirsh, VIP, PESA, and Row educational services (for students with disabilities) all provide counseling services to our students. Additionally, our school counselor does regular SEL check-ins with individual students. All of the additional support this year is increasing student engagement. We began the first year of training for teachers on trauma-informed practices and mindfulness. This training will continue for three years. The training provides strategies that teachers can immediately implement in their classrooms. This year LALPA implemented an Anti-Bullying campaign and also started using the STOPit app to provide an anonymous method for students and parents to report inappropriate behavior. Additionally, LALPA aligned school-wide expectations and each classroom met to define what those expectations look like in the classroom. The Student of the Month awards recognize students that follow those expectations. The school also provides active shooter training for all staff and administrators. The school has hired two security guards to ensure campus safety at both campuses. The school is current on all safety drills and debriefs monthly on what can be improved. The school is not making any changes at this time. Met 2024-06-25 2024 19647330124826 Camino Nuevo Charter Academy #4 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 2024-06-18 2024 19647330124891 Alliance Renee and Meyer Luskin Academy High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330124933 PUC Early College Academy for Leaders and Scholars (ECALS) 6 PUC ECALS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC ECALS: Construct. Item/Question. % Favorable Rating General Education Captivate My teacher makes learning enjoyable 74% Care My teacher in this class makes me feel that she really cares about me 66% Care My teacher really tries to understand how students feel about things 75% Confer My teacher respects my ideas and suggestions 79% Confer My teacher wants us to share our thoughts 78% Consolidate The comments that I get on my work in this class help me understand how to improve 76% Control Student behavior in this class is under control 74% Safety I feel physically safe in this classroom 80% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 82% PUC eCALS received an overall score of 4.21 of 5 and an Average % Favorable of 78%. During the 2023-2024 SY PUC eCALS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. The school will focus on making sure that staff are provided professional development on how to transition to in-person, creating a safe and secure environment for all students, and knowing how to recognize trauma in students and how to provide the necessary help and support students will need. Met 2024-06-13 2024 19647330124941 Alliance Margaret M. Bloomfield Technology Academy High 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330125609 KIPP Philosophers Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 95% of students reporting I find what I am learning interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330125625 KIPP Scholar Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 85% of students reporting find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330125641 KIPP Sol Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 77% of students reporting find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330125864 Ednovate - USC Hybrid High College Prep 6 USC Hybrid High priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, USC Hybrid High administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average, across the four surveys administered over the 2023-24 school year, 91% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have 2024-06-13 2024 19647330126136 Math and Science College Preparatory 6 MSCP uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are: - I feel that my school is a safe space where I can freely share/express my ideas. - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help). - I feel welcomed and included in my classrooms. The overall score for connectedness was 83%. To evaluate safety, MSCP asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, gym/MPR, hallways, and in the lunch area/parking lot. The overall score for safety was 86.7%. Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed a slightly lower sense of safety (82%) and an equivalent sense of connectedness at school (83%) compared to the school wide rate, emphasizing the importance of our school culture investments for this student population, as well as the student body as a whole. The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture. Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 74%) and schoolwide attendance rates (92%) and chronic absenteeism rates (27.4%). We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need. Met 2024-06-26 2024 19647330126169 Equitas Academy #2 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grade 5: Grit (60%); School Engagement (38%); School Learning Strategies (57%); School Rigorous Expectations (62%); School Safety (49%); School Teacher-Student Relationships (65%). Grades 6-8: Grit (49%); School Engagement (22%); School Learning Strategies (40%); School Rigorous Expectations (54%); School Safety (52%); School Teacher-Student Relationships (42%). Enhancing School Safety (Grades 5-8): The school safety policy will be updated to address both physical and emotional safety, incorporating measures to prevent bullying and harassment. Procedural changes will include increasing staff visibility and presence in areas where students feel less safe and improving communication channels for reporting safety concerns. The action plan involves launching an anti-bullying campaign with workshops and training sessions for students and staff, implementing regular safety drills, ensuring clear communication of safety protocols, and enhancing the physical security infrastructure with better lighting and surveillance in key areas.Improving School Engagement (Grades 5-8): A new policy will prioritize student engagement, with specific goals and strategies for improvement. Procedural changes will introduce more interactive and participatory teaching methods, ensuring that curricula are relevant and engaging for students. The action plan includes offering professional development for teachers on engaging instructional techniques and differentiated instruction, establishing a student council to give students a voice in school activities and decisions, and expanding extracurricular activities and clubs to cater to a wider range of interests and increase student involvement.Enhancing Learning Strategies (Grades 5-8): The curriculum will be revised to integrate explicit teaching of learning strategies, focusing on study skills, time management, and goal setting. Procedural changes will incorporate regular assessments of students’ use of learning strategies and provide feedback. The action plan involves conducting workshops for students on effective learning strategies and study techniques, collaborating with teachers to develop classroom activities that reinforce these strategies, and providing additional support and resources for students who struggle with applying learning strategies.Strengthening Teacher-Student Relationships (Grades 5-8): Policies will be promoted to encourage regular teacher-student interactions and mentorship opportunities. Procedural changes will implement structured check-in times between teachers and students to build rapport and address individual needs. The action plan includes facilitating professional development for teachers on building positive relationships with students, creating a mentorship program where older students or staff members mentor younger students, and recognizing and celebrating positive teacher-student interactions through school-wide acknowledgments. Maintaining High Expectations (Grades 5-8): Policies will continue to uphold and communicate high academic expectations, ensuring they are clearly understood by all students. Procedural changes will include regularly reviewing and adjusting academic expectations to ensure they remain challenging yet achievable. The action plan involves providing professional development for teachers on setting and maintaining high expectations, using data to identify areas where expectations may need to be adjusted or reinforced, and celebrating academic achievements and milestones to motivate students and reinforce high standards.Continuous ImprovementA continuous data monitoring system will be established to track progress and identify emerging needs in real-time. A feedback loop will be created involving students, parents, teachers, and staff to gather insights and suggestions for improvement. The effectiveness of implemented changes will be regularly reviewed, and strategies will be adjusted as necessary to ensure ongoing improvement.By making these changes to plans, policies, and procedures, the LEA aims to address the identified needs effectively while leveraging existing strengths to create a safer, more engaging, and supportive learning environment for all students. Met 2024-06-20 2024 19647330126177 Citizens of the World Charter School Silver Lake 6 "CWC Silver Lake administered a local survey (CWC organization-wide) to all students in grades 3-8 with over 73% (grades 3-5) and over 88% (grades 6-8) participation rate. The local climate survey administered to students assessed their feelings of safety and connectedness by asking questions on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC SL, most students feel a sense of safety, with 81.9% of students in grades 3-5 and 77.4% in grades 6-8 answering “somewhat safe” to “extremely safe.” At CWC SL, most students also feel a sense of belongingness, with 82.9% of students in grades 3-5 and 73% of students in grades 6-8 answering “belong some” to “completely belong.” The following is a summary of the responses: SAFETY (Grades 3-5) All ethnic/racial groups combined: o Extremely Safe = 25.0% o Quite Safe = 31.3% o Somewhat Safe = 25.6% o Slightly Safe = 11.9% o Not at All Safe = 6.3% SAFETY (Grades 6-8) All ethnic/racial groups combined: o Extremely Safe = 10.5% o Quite Safe = 33.7% o Somewhat Safe = 33.2% o Slightly Safe = 14.2% o Not at All Safe = 8.4% BELONGING (Grades 3-5) All ethnic/racial groups combined: o Completely Belong = 32.3% o Belong Quite a Bit = 31.0% o Belong Somewhat = 19.6% o Belong a Little = 10.8% o Do Not Belong At All = 6.3% BELONGING (Grades 6-8) All ethnic/racial groups combined: o Completely Belong = 6.3% o Belong Quite a Bit = 27.6% o Belong Somewhat = 39.1% o Belong a Little = 14.9% o Do Not Belong At All = 12.1% " At the 3-5 level, we are pleased that most students feel safe at school. However, it is interesting to note that there is a pattern amongst all student groups – that students in different subgroups feel somewhat safe. This could be an opportunity to explore the rationale or reasons behind why students are feeling this way and work towards concrete solutions so that all students feel very safe. Whether the reasons are physical safety or related to their social-emotional safety, a deeper dive is necessary to create solutions that will benefit all of our students. At the 6-8 level, we are pleased that most students feel at least somewhat safe. Additionally, most students at this level feel they belong at least somewhat at school. This is in line with our mission and vision for the school. As a school that champions diversity, we intentionally make time to ensure that students have the tools to collaborate and hold space for each other across lines of differences. The data speaks to our efforts in this realm. However, efforts must be made to support our Native American and White students who skew slightly towards not feeling like they belong and not feeling safe. The data shows that a targeted intervention approach is needed to support these students. "Because of this survey and teacher feedback, one of our priorities at the elementary school for the 2024-25 school year is ensuring that staff prioritize consistent time in their schedules for social-emotional learning. In addition to explicit instruction in social-emotional learning skills and collaboration with our Diversity, Equity, Inclusion, and Belonging committee, we will create and implement a school-wide culture system that builds community, repairs harm, and responds to racialized behavior. More specifically, we will o Create and share a behavior ALL DOC (a comprehensive resource document) - one that is parent-facing, one that is staff-facing, and one that is student-facing. The purpose of ALL DOC is to make our systems of expectations and consequences crystal clear to all members of our community. o Bolster the communication and education of all stakeholders on restorative practices, bullying, child development, etc At the 6-8 level, to address belonging and feeling safe amongst students, we have prioritized codifying and enhancing our restorative practices when addressing student conflict. This includes providing professional development for teachers to facilitate restorative circles for students and expand their toolkit with best practices for de-escalation. Structurally, we have adjusted the master schedule so that our advisory period (Roots) is at the end of the day. This will allow time for students and teachers to reflect on the day and support instances of student conflict from the day as needed. Moreover, our Diversity, Equity, Inclusion, and Belonging committee has been repurposed with the following vision: commit to intentional relationship building (especially across lines of difference), grow understanding of identity markers within our community, and purposefully teach strategies to foster belonging, and create a felt sense of belonging for all. Next year, they will operate with the following goals: o Create a workshop series for school staff, caregivers, and parents to develop a shared understanding of oppression + liberation o Review our anti-bias/hate speech plan to ensure it is reasonable and effective o Update our Roots curriculum to meet the needs of our students better " Met 2024-06-30 2024 19647330126193 Citizens of the World Charter School Mar Vista 6 "CWC-MV administered a local survey (CWC organization-wide) to all students in grades 3-8, with an over 95% participation rate. Our survey does not disaggregate data by Unduplicated Pupils and Students with Disabilities (SWD), but students do self-report racial/ethnic data. The local climate survey administered to students assessed their feelings of safety and connectedness by asking questions on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC MV, most students feel a sense of safety, with 84.9% of students in grades 3-5 and 78.3% in grades 6-8 answering “somewhat safe” to “extremely safe.” At CWC MV, most students also feel a sense of belongingness, with 88.1% of students in grades 3-5 and 76.5% of students in grades 6-8 answering “belong some” to “completely belong.” The following is a summary of the responses: SAFETY (Grades 3-5) All ethnic/racial groups combined: o Extremely Safe = 22.4% o Quite Safe = 36.8% o Somewhat Safe = 25.7% o Slightly Safe = 11.2% o Not at All Safe = 3.9% SAFETY (Grades 6-8) All ethnic/racial groups combined: o Extremely Safe = 13.6% o Quite Safe = 36.1% o Somewhat Safe = 28.6% o Slightly Safe = 13.6% o Not at All Safe = 8.2% BELONGING (Grades 3-5) All ethnic/racial groups combined: o Completely Belong = 29.8% o Belong Quite a Bit = 33.1% o Belong Somewhat = 25.2% o Belong a Little = 8.6% o Do Not Belong At All = 3.3% BELONGING (Grades 6-8) All ethnic/racial groups combined: o Completely Belong = 10.3% o Belong Quite a Bit = 35.2% o Belong Somewhat = 31.0% o Belong a Little = 18.6% o Do Not Belong At All = 4.8% " The key learning is that students feel they have a sense of belonging and are safe at school as a whole. With that being said, some key sub-groups self-reported higher in the not-at-all-safe category. Additionally, there are different sub-groups who self-report not belonging at all. We hope to decrease in both key areas to ensure greater community and a strong learning environment for all students. The CWC Mar Vista will revisit our elementary and middle school Social-Emotional Learning scopes and sequences to see what gaps may help address our growth areas noted above. We hope to identify areas we can further support, new units that may need to be created, or ways to integrate learning better. Met 2024-06-30 2024 19647330126797 Aspire Centennial College Preparatory Academy 6 At Aspire Centennial College Preparatory Academy, the Winter 2024 Panorama Education survey provides insights into the climate and culture for grades 6-8. The classroom climate was reported positively by 62% of the respondents, showing no change since the last survey and slightly above the Aspire wide average of 61%. Classroom belonging stood at 46%, slightly up by 2% from the last survey but below the Aspire wide average of 47%. The school-wide data indicates a climate positivity of 46% and safety at 54%, both showing improvements from the last survey and slightly above the Aspire wide averages of 42% and 51%, respectively. The sense of belonging at the school level was 38%, also improving and above the Aspire wide average of 36%. These survey results highlight several key points for us at Aspire Centennial College Preparatory Academy. Notably, while classroom climate and school safety perceptions have shown improvements, classroom belonging and school-wide sense of belonging, despite increases, remain areas for ongoing focus. The positive movement in these metrics suggests that recent initiatives may be beginning to have an impact, but continued effort is needed to ensure all students feel fully integrated and valued within their school environment. In response to the climate survey findings, Aspire Centennial College Preparatory Academy is committed to deepening our engagement and support strategies under LCAP Goal 2, which focuses on Family and Community Engagement & Outreach. We will continue to create varied events for family involvement, holding monthly Principal Chats to foster communication, and supporting these with a dedicated Parent Coordinator. Additionally, we are forming a regional black family advisory council to specifically address the needs and feedback from our Black student communities, ensuring that our school culture and programming are inclusive and supportive. By enhancing these connections and continuously integrating family feedback into our strategic planning, we aim to elevate our school climate and foster a more inclusive and supportive educational environment for all students. Met 2024-06-20 2024 19647330127670 KIPP Iluminar Academy 6 Not Met 2024 19647330127886 City Language Immersion Charter 6 CLIC administered the Panorama survey to students in grades 3-5th in the Fall of 2023 as well as in the Spring of 2024. According to the Fall data, students responded with 55% favorable on School Climate. In the Spring of 2024, the response was 59% favorable. A slight increase from the Fall. When asked in the Fall if the energy of the school was positive or negative, 71% of EL students and 80% of SPED students responded that it was positive. In the Spring, 63% of EL students responded positively and 83% of SPED students responded positively. The percentage of EL students responding positively fell slightly from Fall to Spring, while the percentage of SPED students responding positively increased. In the Fall we asked students how comfortable they were talking about issues of racism and social justice in the classrooms. 39% of students responded favorably. 52% of ELs responded favorably to that question and 50% of SPED students responded favorably. In the Spring, 56% of students responded favorably. EL students responded with 56% favorable and SPED with 60% favorable. 14 When asked in the Fall how about school safety, 63% of students responded favorably. In the Spring, 60% of students responded favorably. On the question: how often are people disrespectful of others at your school? In the Fall, 29% of students responded, ‘almost never’ or ‘once in a while’. In the Spring, 19% of students responded, ‘almost never’ or ‘once in a while’. When looking at student groups, in the Fall 27% of EL students responded, ‘almost never’ or ‘once in a while’ and in the Spring, 8% of EL students responded in the same way. In the Fall, 14% of students responded, ‘almost never’ or ‘once in a while’ and in the Spring, that increased to 27%. According to the Panorama survey, favorable responses to School Climate increased slightly from Fall to Spring. Among EL students, the percentage decreased while among the SPED students, that percentage increased. When it comes to School Safety, EL student responses fell in percentage points, while SPED student favorable responses increased. The work we have been doing with our SPED students has shown increased satisfaction among students and an increased feeling of safety. At the same time, our EL student responses have shown a decrease in positive feelings and safety. CLIC will prioritize implementation of a consistent and schoolwide PBIS program. We plan on training more teachers in PBIS and holding regular meetings with a designated group each month. We have done good work increasing our classroom discussions on issues related to racism and social justice, these conversations will continue, and we will integrate more targeted lessons on kindness, empathy, and what respecting others looks like, feels like, and sounds like. EL students will be receiving more targeted intervention on language development and teachers will receive curriculum to integrate in their lesson plans and curricular designs. Met 2024-06-24 2024 19647330127894 Valor Academy High 6 The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 58% Black/AA: 55% Hispanic/Latino: 58% EL: 55% SWD: 59% (unweighted average of Special Educational Program Name) SED: 58% (unweighted average of Free Priced Meal Program and Reduced Priced Meal Program) Sense of Belonging: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 36% Black/AA: 20% Hispanic/Latino: 36% EL: 31% SWD: 33% (unweighted average of Special Educational Program Name) SED: 33% (unweighted average of Free Priced Meal Program and Reduced Priced Meal Program) According to Panorama Education's national benchmarks, VAHS’' School Safety average of 58% favorable landed them in the 80th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, VAHS' Sense of Belonging average of 36% favorable landed them in the 35th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). The school has identified the following as areas of strength: Year over year growth for Sense of Belonging (+2%) and School Safety (+6%). Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. The school has identified the following as areas of growth: Current practices being implemented for Sense of Belonging need improvement: Specifically with the school's Black/AA population, there is a major deviation (+/-16%) from the mean that warrants immediate action. Focus groups have occurred with the district, school and student body for improving the sense of belonging on campus. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new VP of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330127910 Camino Nuevo High #2 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following: Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 2024-06-18 2024 19647330127936 PREPA TEC - Los Angeles 6 Student Survey Learnings: upon reviewing the Spring 2024 Student Survey data, PTMS sees a strength in College and Career Readiness. It was the highest rated measure in the school tied with Customer Service. Customer Service was also highly rated by parents and staff. An area of growth according to the survey data analysis is in “school safety” where several respondents indicated they worry about violence at their school. In response to the student survey data the Prepa Tec Los Angeles is taking the following actions: ? Continuing to build the PTMS PBIS practice with Restorative Justice practices; ? Leveraging community building and harm (restorative) circle protocols to address student concerns about safety. In doing so we believe we will be able to empower students to speak to their classmates and name the behaviors they want to see from their peers. ? Continue offering Social Emotional Wellness professional development to the staff where we emphasize the important role staff play in supporting students’ feelings of belonging. ? Continue to provide training and coaching to teachers on strategies for building strong relationships with students. Met 2024-06-26 2024 19647330127985 Ingenium Charter Middle 6 In the most recent school climate survey administered in the 2023-2024 school year, we received 113 responses from students in grades 6-8. The student responses help us better understand how students are feeling and their perception about school. Parent responses provided further insights into perceptions of school climate. From the parent survey, 74% of parent respondents responded favorably to how much respect teachers have for their children. Additionally, 61% parent respondents favorably to how much our school values the diversity of children's backgrounds. Furthermore, 68% or more of parent respondents favorably to how engaging their child's school is. Overall, 63% of families responded favorably to a positive school climate. The current survey of students, which is done through Panorama (same as parents) showed 60% of students' perception of school safety responded favorably. The analysis reveals several key data points that will support our school improvement efforts. The feeling of safety is strong, however there are also some differences across grade levels. Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others. Student perception on how well they feel connected to an adult increased to 28%. 31% of students feel a sense of belonging at school, however we need to improve and dig into the data to understand the 69% of students who do not. Ingenium Charter Middle School will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. Not Met 2024 19647330128009 Alliance Virgil Roberts Leadership Academy 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330128033 Alliance College-Ready Middle Academy 8 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330128041 Alliance Kory Hunter Middle 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330128058 Alliance College-Ready Middle Academy 12 6 Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys. """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330128132 Extera Public School No. 2 6 The surveys completed are the Panorama student surveys relating to Social Emotional Learning, School Climate and Classroom Climate. Each survey has subcategories, and the percentages relate to the percentage of favorable student responses to the questions within that subcategory. The survey does not provide an overall student score. Due to response size, EL data only includes data from one of our school sites as the other school site had two small of an EL population to release the data. Due to response size, SWD data was unable to be disaggregated. The subcategories include school belonging, school climate, school safety, valuing of school, classroom teacher-student relationships, emotion regulation, and self management. School belonging: 64.5% percentage of all students responded favorably, 56% of ELs responded favorably, 65.5% female students responded favorably and 64% of male students responded favorably. School climate: 63.5% percentage of all students responded favorably, 60% of ELs responded favorably, 69% female students responded favorably and 58% of male students responded favorably. School safety: 58% percentage of all students responded favorably, 51% of ELs responded favorably, 60% female students responded favorably and 56% of male students responded favorably. Valuing of school: 62% percentage of all students responded favorably, 69% of ELs responded favorably, 62.5% female students responded favorably and 62% of male students responded favorably. Classroom teacher-student relationships:73% percentage of all students responded favorably, 68% of ELs responded favorably,83% female students responded favorably and 63% of male students responded favorably. Emotion regulation: 50% percentage of all students responded favorably, 43% of ELs responded favorably, 50.5% female students responded favorably and 52% of male students responded favorably. Self management: 62% percentage of all students responded favorably, 58% of ELs responded favorably, 52.5% female students responded favorably and 59% of male students responded favorably. Local survey data shows that students feel positively about pedagogical effectiveness, classroom teacher student relationships, and classroom rigorous expectations, with responses all above 70% favorable via student surveys. Surveys demonstrate that students are less positive about their school belonging, school climate, valuing of school and self management, with scores between 60% and 64.5%. The lowest scores for all students were in emotional regulation and school safety, with scores between 50% and 58% favorable. When looking at subgroup data, due to group size subgroup data for students with disabilities was unavailable due to confidentiality. Data for ELs was available for one of the two school sites, again due to confidentiality. Data for ELs demonstrates that they had lower scores overall except for valuing of school which was 7% higher than their peers. Similarly, male students had lower percentages across all categories as compared to females, except for self-management and emotion regulation. Female students had a drastically higher percentage relating to classroom teacher-student relationships. At the beginning of the 2022-2023 school year, Extera PS #2 began implementing a robust PBIS plan focusing on clear expectations, positive incentives and recognition, and transparent consequences for undesirable behaviors. This plan includes re-teaching expectations at the beginning of the year and after all breaks during the school year. In addition, Extera PS #2 has piloted two SEL programs, MooZoom and Move this World. Extera PS #2 has also added SEL to the master schedule four times per week, and morning meetings daily to build school community. During the 2024-2025 school year, Extera PS #2 will roll out a community building and student investment program at the beginning of the school year that will support relationship building, goal setting, and the importance of school. Extera PS #2 PS 2 will continue the SEL program MooZoom for the second school year to continue to build student SEL skills. Met 2024-06-18 2024 19647330128371 New Horizons Charter Academy 6 "NCHA Our is dedicated to creating a safe and welcoming environment where students feel connected and supported. Recent informal surveys and student reflections on their classroom and campus experiences have provided valuable insights into their perceptions of safety and connectedness. Many students expressed that they feel the adults at our school genuinely care about them. This sense of care extends to both teachers and other staff members, contributing to an overall feeling of support and security. Students highlighted that their teachers, in particular, have created safe learning spaces where they feel comfortable and confident to engage in their studies. Moreover, students reported that they feel personally cared for by their teachers, which fosters trust and a positive classroom atmosphere. Beyond the classroom, students also indicated that they have good groups of friends at school, enhancing their sense of belonging and connectedness within the school community. To sustain and improve this positive school climate, we have implemented several thoughtful strategies: • Classroom Design: Classrooms are designed to be inviting and conducive to learning, which helps students feel secure and comfortable. • Routines and Structure: Teachers develop and consistently teach clear classroom routines, providing a structured and predictable environment for students. • Clear Expectations: Expectations are clearly posted and taught, ensuring that students understand the behavioral standards and can trust in a consistent response from their teachers. • Active Supervision: Teachers and staff actively supervise and stay close to students, ready to provide support as needed. • Engagement Opportunities: Every student is given the opportunity to respond and participate in classroom activities, promoting a sense of inclusivity and engagement. • Effective Praise: Teachers use effective praise to reinforce positive behaviors and build students' confidence and self-esteem. These practices demonstrate our commitment to maintaining a safe, welcoming, and positive environment for all students. By continuing to focus on these areas, we strive to ensure that every student feels connected, supported, and valued within our school community." In examining the results from informal surveys, student meetings, classroom discussions, and parent community meetings, a clear, unified theme for improvement does not emerge. Instead, the feedback reveals segmented areas of strength and growth across different groups. From parents, we learned about their desire to improve the ability to meet with their child's teacher. However, parents also indicated strengths, expressing that they feel the school is safe and meets their expectations for their child's learning. Students shared their varied experiences with learning and classroom environments, which often differ based on the teacher, indicating a need for more consistent teaching practices. Staff feedback pointed to a lack of clarity in work expectations based on individual roles, suggesting the need for clearer role definitions and expectations. These insights highlight the diverse challenges and barriers faced by different constituents, emphasizing the need for tailored approaches to address these specific areas of concern while building on the strengths identified. To enhance parent-teacher communication, we will implement a more structured schedule for meetings and utilize digital platforms for easier scheduling and updates. To standardize teaching practices, we will provide regular professional development and encourage peer observations among teachers. For staff role clarity, we will conduct workshops to define roles and expectations, provide detailed job descriptions, and hold regular check-ins between staff and administrators. To address student learning disparities, we will establish a feedback system to identify issues and develop tailored support programs like tutoring and mentoring. Building on positive parent perceptions of safety and learning, we will continue to enhance school safety measures and regularly review the curriculum to meet high educational standards. These actions aim to create a more supportive, effective, and inclusive educational environment for all students Met 2024-06-25 2024 19647330128512 KIPP Academy of Innovation 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 88% of students reporting I am happy to be at this school All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330129270 Animo Mae Jemison Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 2%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330129460 KIPP Vida Preparatory Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 93% of students reporting they find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330129593 PUC Inspire Charter Academy 6 PUC Inspire conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC Inspire: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 73% Care My teacher in this class makes me feel that she really cares about me 78% Care My teacher really tries to understand how students feel about things 79% Confer My teacher respects my ideas and suggestions 80% Confer My teacher wants us to share our thoughts 82% Consolidate The comments that I get on my work in this class help me understand how to improve 80% Control Student behavior in this class is under control 69% Safety I feel physically safe in this classroom 79% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 85% PUC Inspire received an overall score of 4.27 of 5 and an Average % Favorable of 80%. During the 2023-2024 SY, PUC Inspire continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC Inspire will continue to ensure that strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. Met 2024-06-13 2024 19647330129619 PUC Community Charter Elementary 6 PUC CCES conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CCES: Construct Item/Question % Favorable Rating General Education Captivate Learning is important in my classroom 93% Care My teacher in this class makes me feel that she really cares about me 74% Care I like the way my teacher treats me when I need help 83% Confer My teacher wants me to share my thinking and ideas 57% Confer My teacher wants me to explain my answers - why I think what I think 63% Consolidate My teacher takes the time to help me think about what I have learned 65% Control My teacher makes sure that I follow the classroom norms and the Habits of a Scholar 86% Safety I feel safe in my classroom 74% Safety I know my teacher will help me if I feel that people are being unkind 77% PUC CCES received an overall score of 3.61 of 4 and an Average % Favorable of 73%. During the 2023-2024 SY, PUC CCES continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students continued to be a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCES continues to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. Met 2024-06-13 2024 19647330129627 TEACH Tech Charter High 6 Survey results indicate that student’s perception of safety (both physical and emotional) has improved slightly in the past year. At the high school 59% of responding students indicated they felt safe (based on a group of questions that measured feelings of physical and emotional safety in the school community). Only 50% of English Learners rated a feeling of safety at the high school but other student subgroup results were on par with the overall result of 59%. At the middle school less than half of the students participated in the survey and among those that did, only 42% reported feeling safe and 36% of English Learners at the middle school felt safe. At the elementary school 51% of students reported feeling safe and there was no significant subgroup deviation. TEACH has identified school safety and culture as an area of growth and the schools have implemented new practices in school year 23-24 that are gaining traction and promise to continue improved results in this area. At the high school, Peace Circles are used for students to identify and develop coping strategies for behaviors such as bullying and less than positive use of social media. At the middle school and elementary school, Counselors are attending professional development to support students and positive student behaviors and Assistant Principals are focusing on coaching teachers to provide structures and systems for classroom management that are clear, easy to enforce and upheld campus-wide. Met 2024-06-18 2024 19647330129650 Equitas Academy #3 Charter 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grades 3-4: School Belonging (70%); School Engagement (%); School Learning Strategies (58%); School Safety (50%); School Teacher-Student Relationships (75%); Valuing of School (64%). Grades TK-2: School Belonging (92%); School Climate (89%); School Engagement (84%). """School Safety (Grades 3-4): The relatively low favorable score of 50% indicates a need to enhance both physical and emotional safety measures in these grades. This includes addressing bullying and harassment to create a more secure environment.School Engagement (Grades 3-4): The absence of data on school engagement highlights a need for regular collection and analysis of engagement data to understand and improve student engagement levels.School Learning Strategies (Grades 3-4): A score of 58% suggests that there is room for improvement in how students approach their learning. This indicates a need for better teaching of learning strategies and study skills.Valuing of School (Grades 3-4): With a score of 64%, there is an opportunity to increase students' appreciation and value of their education by connecting schoolwork to real-world applications and personal interests. Teacher-Student Relationships (Grades 3-4): A favorable score of 75% shows strong relationships between teachers and students, which is crucial for a supportive learning environment.School Belonging (Grades TK-2): An exceptionally high favorable score of 92% suggests that younger students feel a strong sense of belonging and connection to the school, indicating a successful effort in creating an inclusive environment.School Climate (Grades TK-2): With a score of 89%, the positive school climate in the lower grades reflects effective practices in maintaining a nurturing and supportive atmosphere for students.""" """ To address the identified needs and build on areas of strength, the LEA will implement several changes to existing plans, policies, and procedures.Enhancing School Safety (Grades 3-4)The school safety policy will be updated to address both physical and emotional safety, incorporating measures to prevent bullying and harassment. Procedural changes will include increasing staff visibility and presence in areas where students feel less safe and improving communication channels for reporting safety concerns. The action plan involves launching an anti-bullying campaign with workshops and training sessions for students and staff, implementing regular safety drills, ensuring clear communication of safety protocols, and enhancing the physical security infrastructure with better lighting and surveillance in key areas.Improving School Engagement (Grades 3-4)Given the absence of data on school engagement, a new policy will prioritize the regular collection and analysis of engagement data. Procedural changes will introduce more interactive and participatory teaching methods to ensure curricula are relevant and engaging for students. The action plan includes offering professional development for teachers on engaging instructional techniques and differentiated instruction, establishing a student council to give students a voice in school activities and decisions, and expanding extracurricular activities and clubs to cater to a wider range of interests and increase student involvement.Enhancing Learning Strategies (Grades 3-4)The curriculum will be revised to integrate explicit teaching of learning strategies, focusing on study skills, time management, and goal setting. Procedural changes will incorporate regular assessments of students’ use of learning strategies and provide feedback. The action plan involves conducting workshops for students on effective learning strategies and study techniques, collaborating with teachers to develop classroom activities that reinforce these strategies, and providing additional support and resources for students who struggle with applying learning strategies.Valuing of School (Grades 3-4)To increase the percentage of students who value school, the policy will emphasize the importance of connecting schoolwork to real-world applications and students' interests. Procedural changes will ensure that curricula are engaging and relevant, and that students understand the importance of their education. The action plan includes professional development for teachers on creating relevant and engaging lessons, involving students in project-based learning activities, and increasing communication with parents about the importance of education.Strengthening Teacher-Student Relationships (Grades 3-4)Policies will be promoted to encourage regular teacher-student interactions and mentorship opportunities. Procedural changes will implement structured check-in times between teachers and students to build rapport and address individual needs. Th" Met 2024-06-20 2024 19647330129833 Global Education Academy 2 6 The LEA sent out to its students a local climate survey that focused on various areas. These areas were Learning Recovery, School Teacher-Student Relationships, School Rigorous Expectations, School Mindset, School Belonging, School Safety, School Engagement, and School Climate. The responses were all favorable, ranging in the high 80th to 60th percentiles. The survey gave students the opportunity to rate their experiences on a 1-5 rating scale as well as the opportunity to share their perspectives through short answer questions and prompts. This allowed students to share, in their own words, their feelings about the school. The LEA found that the most favorable areas were Learning Recovery, School Teacher-Student Relationships, School Rigorous Expectations, School Mindset, and School Belonging, with scores of 88%, 86%, 77%, 76%, and 74%, respectively. Overall, this proves that staff-student relationships at GEA2 are strong, and that students feel that they belong at school. These areas are those that the LEA works very hard to promote daily and aims to sustain and improve every day. An area of improvement for the LEA is how the behaviors of some students affect other students' learning (School Climate, score 60%). Though there are no major behavior issues at the school, it is important to consider that, regardless, some students felt that their learning in the classroom had been affected due to small issues. To this end, GEA2 will continue to promote its school-wide positive behavior intervention system in order to ensure that all students are working toward becoming respectful citizens. In order to work toward improving the areas of need found in the School Climate survey, GEA2 will continue to promote its school-wide positive behavior intervention system in order to ensure that all students are working toward becoming respectful citizens. In order to continue in, and continually improve, the strengths found in our School Climate survey, administrators, teachers, and staff will continue to build up students' sense of belonging through respectful interactions, team-building events and opportunities, and by upholding their high expectations of behavior. Met 2024-06-25 2024 19647330129858 Everest Value 6 In the spring of 2024, Value Schools administered a survey to faculty, students, and parents. There were a total of 340 Everest participants in the survey of which, 224 were students, 56 were teachers and staff, and 60 were parents. Below are three areas of data that provide a snapshot of the school culture at Everest and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan. Data Highlighted 46% of the students responded feeling safe at the school 32% of the students responded seeing classmates try to stop bullying when they see it happening 56% of the students responded that faculty and staff make it clear that bullying is not tolerated 41% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates. 62% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 50% of students expressed feeling like they are part and belong to the school community. There is a significant increase in the sense of belonging and safety in students, parents, and staff when staff make it clear that bullying is not tolerated and differences in students such as gender, race, sexual orientation or culture are respected by faculty and staff. Sense of belonging and safety significantly increase when classmates stop bullying and differences are respected by classmates. Although a higher percent of students feel faculty and staff are making it clear that bullying is not tolerated and embracing student differences, the school staff must implement programs to increase student response to bullying when adults are not around and increase respect to differences among classmates. In addition to implementing training and programs, faculty and staff must be explicit when providing techniques on how to stop or prevent bullying and explicit when exemplifying and discussing respect and acceptance to differences among classmates in order to increase the sense of belonging to a school community. Met 2024-06-07 2024 19647330129866 Village Charter Academy 6 The LEA collected school climate surveys from all students in grades 3-5. Based on these surveys evaluating school climate the school scored an overall average of 93%, meeting Local Indicator 6. The areas of greatest strength were having access to technology, knowing what to do during an emergency, communicating their progress to their parents and if the school principals expects students to follow the rules. All of these strengths indicate that students understand the school has clear expectations that is communicated to both them and their parents. The area to be addressed as an area for improvement was keeping the school clean and knowing who to talk to at school if something is bothering them. Some initial changes as a result of this data is to involve the school community as a whole in keeping the campus clean. The students will participate in daily school wide beautification activities and changes to the custodian schedule will help to address keeping the campus clean. The school has retrained staff in the use of community building and restorative justice practice to better help students understand their resources when something is bothering them. Met 2024-06-15 2024 19647330131466 Fenton STEM Academy: Elementary Center for Science Technology Engineering and Mathematics 6 The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 95.5% Curriculum: 95.5% Instruction: 100% Assessment: 97.7% School Culture: 95.5% Overall Satisfaction: 96.8% Participation Rate: 44% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 95.7% Curriculum: 96.3% Instruction: 97% Assessment: 93.2% School Culture: 95.6% Overall Satisfaction: 95.6% Participation Rate: 40% STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 89.2% Curriculum: 96.3% Instruction: 89% Assessment: 86.3% School Culture: 86.1% Overall Satisfaction: 89.4% Participation Rate: 88% This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 86.1% EL: 83.52% Latino: 82.66% SED: 84.38% SWD: 81.80% OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience. Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ: All Students * Positive School Culture: Foster a positive school culture where all students feel valued and respected. * Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. * Restorative Practices: Use restorative practices to build community and address conflicts constructively. * Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress. English Learners: * Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. * Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. * Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education. Latino: * Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. * Bias Training: Conduct training on implicit bias and cultural competency for all staff. * Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging. Socioeconomically Disadvantaged: * Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. * Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. * Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support. Students with Disabilities * Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. * Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. * Teacher Training: Train teachers and staff on how to effectively support students with disabilities. Met 2024-06-13 2024 19647330131722 Fenton Charter Leadership Academy 6 The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 96.4% Curriculum: 100% Instruction: 94.6% Assessment: 98.2% School Culture: 94% Overall Satisfaction: 96.6% Participation Rate: 35% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 97.4% Curriculum: 99.6% Instruction: 98.6% Assessment: 97.3% School Culture: 95.6% Overall Satisfaction: 97.7% Participation Rate: 37% STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 89% Curriculum: 99.6% Instruction: 94.1% Assessment: 87.5% School Culture: 84.5% Overall Satisfaction: 91% Participation Rate: 55% This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 84.5% EL: 81.97% Latino: 83.66% SED: 82.81% SWD: 80.28% OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience. Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ: All Students * Positive School Culture: Foster a positive school culture where all students feel valued and respected. * Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. * Restorative Practices: Use restorative practices to build community and address conflicts constructively. * Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress. English Learners: * Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. * Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. * Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education. Latino: * Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. * Bias Training: Conduct training on implicit bias and cultural competency for all staff. * Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging. Socioeconomically Disadvantaged: * Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. * Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. * Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support. Students with Disabilities * Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. * Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. * Teacher Training: Train teachers and staff on how to effectively support students with disabilities. Met 2024-06-13 2024 19647330131771 KIPP Ignite Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 84% of students reporting they find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330131797 KIPP Promesa Prep 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 91% of students reporting they find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-07-21 2024 19647330131821 Collegiate Charter High School of Los Angeles 6 The local climate survey data from Collegiate Charter High School of Los Angeles offers comprehensive insights into various aspects of our school community. Our Staff , Student , and Family data can be viewed here for complete information. Student survey responses indicate that 45% strongly agree and 55% agree that our learning environment is supportive, while 41% strongly agree and 55% agree that we effectively promote academic success. However, only 38% strongly agree that lessons are relevant to their interests and needs. Safety is perceived positively, with 45% strongly agree and 55% agree that the school is a safe place. In terms of motivation, 38% strongly agree and 52% agree that the school effectively motivates students. Regarding the staff working environment, 48% of staff members strongly agree and 45% agree that it is supportive, while 38% strongly agree and 59% agree that there is trust and collegiality among colleagues. Safety concerns for staff are noted, with 34% strongly agree and 62% agree that the environment is safe for them. However, only 24% strongly agree and 69% agree that they have meaningful participation in decision-making processes. Professional relationships are strong, with 45% of staff strongly agreeing and 45% agreeing on this aspect. Regular collaboration is also evident, with 45% strongly agreeing and 52% agreeing that collaboration is a regular practice. Caring relationships with students are acknowledged, as 45% of staff strongly agree and 52% agree that they exist, and 52% strongly agree that there are high expectations for student achievement. Regarding student meaningful participation, 55% of students strongly agree that they have equal opportunities, but only 17% strongly agree that they are encouraged to participate in decision-making, and 31% strongly agree that they have opportunities to make a difference. Parental involvement feedback shows that 39% of parents strongly agree and 50% agree that the school provides a welcoming environment, while 41% strongly agree and 45% agree that there is a strong partnership between parents and the school. Communication in the classroom is seen positively by 38% who strongly agree and 45% who agree. Overall, this data informs ongoing efforts to enhance our learning environment, strengthen relationships, and improve outcomes for all members of our school community. Key Learnings from the recent data analysis at Collegiate Charter High School of Los Angeles reveal several critical insights. The school maintains a supportive learning environment, with 45% of students strongly agreeing and 55% agreeing that they feel supported, underscoring a strong foundation in fostering a positive school culture. Safety is another highlight, as both students and staff feel secure, with substantial percentages (45% of students and 34% of staff strongly agreeing) affirming a safe environment conducive to effective teaching and learning practices. Moreover, the reliance on data-driven decision-making is evident, with 52% of staff strongly agreeing that data consistently informs school practices, reflecting a commitment to evidence-based improvements. Identified Needs include areas for improvement in student motivation and participation. Only 38% of students strongly agree that they feel motivated, and a mere 17% feel encouraged to participate in decision-making processes, suggesting a need to enhance student engagement strategies. Parental involvement scores (41% strongly agree) indicate room for improvement in actively engaging parents in school activities and decision-making processes, warranting enhanced communication and involvement strategies. Addressing disruptive behavior and respect issues is crucial, given high reported levels of disruptive behavior (59% moderate, 24% severe) and respect challenges (52% mild to severe problem), highlighting the need for robust behavior management strategies and initiatives to promote respect within the school community. Areas of Strength include Collegiate's commitment to providing academic and emotional support, as evidenced by 43% of students strongly agreeing that they receive necessary social-emotional support, essential for student well being and academic success. Staff maintain high expectations for students, with 52% strongly agreeing that they uphold high standards, fostering a culture of academic excellence. Effective responsiveness and communication with parents are noted strengths, though there are opportunities to increase parental involvement in broader school activities beyond communication channels. In analyzing Student Survey Data, it is clear that high expectations are consistently reported across grade levels, albeit slightly lower in higher grades, suggesting a need for sustained encouragement throughout students' high school years. Lower levels of meaningful participation and school connectedness in higher grades highlight the importance of initiatives to keep older students engaged and connected within the school community. Challenges in maintaining academic focus, particularly in Grade 11, underscore the necessity for targeted support strategies during critical academic periods. Changes to Existing Plans and Policies at Collegiate Charter High School of Los Angeles are designed to enhance student engagement, parental involvement, behavior management, and overall academic and emotional support. To make lessons more relevant and engaging, the curriculum will be revised to incorporate real-world applications and culturally responsive materials. Professional development sessions will focus on equipping teachers with skills to develop and deliver content that resonates with students' experiences and interests. Addressing student motivation and participation, Collegiate will launch a student leadership program to empower students in school decision-making processes. This initiative includes forming student advisory councils and integrating student feedback into policy and curriculum decisions. Project-based learning and extracurricular activities aligned with student interests will also be prioritized to enhance engagement. Enhancing parental involvement will involve establishing regular parent-teacher forums, workshops, and family engagement nights to improve communication and partnership. Expanded translation and interpretation services will ensure non-English-speaking parents can participate fully in school activities. To tackle disruptive behavior and promote respect, Collegiate will continue implementing its Multi-Tiered System of Support (MTSS), emphasizing clear behavior expectations, consistent consequences, and a positive behavior reward system. Staff training on restorative practices and conflict resolution will be enhanced to foster a more respectful and supportive school environment. In terms of continuous improvement, Collegiate will refine its data-driven instruction by conducting regular data review meetings where teachers analyze student performance and develop intervention plans collaboratively. Data dashboards will track progress and identify students needing additional support. Expanding social-emotional learning (SEL) programs is another priority, integrating SEL into the daily curriculum and providing staff training on effective SEL strategies. Increased access to counseling services and initiatives to build student resilience and coping skills will further support student well-being. Ongoing professional development will be critical, focusing on differentiated instruction, culturally responsive teaching, and effective classroom management. Peer observation and coaching will be encouraged to foster continuous learning and improvement among staff, ensuring Collegiate maintains a supportive and effective learning environment. Met 2024-06-26 2024 19647330131904 Libertas College Preparatory Charter 6 In our fall student survey students showed a marked increase in belonging and engagement at school. 76.5% answered on student survey that they are “likely” or “very likely”, in response to the question: “How likely are you to refer a friend, family member, or neighbor to Libertas?” Students also recorded strong rates of belonging and having a trusted adult on campus. Students and parents this year showed an increased knowledge about how to access student mental health serves. This is likely due to the increase in workshops offered by the Social Worker and the Director of Special Projects. N/A A major shift for last year was broadening the messaging about student mental health resources at Libertas. We did this through multiple approaches: 1) include our social worker in summer orientation sessions with new families 2) Back to School Night 3) Parent Square introductions and 4) in “walk in” hours during student lunch times to reduce the barriers for students and parents to access support. These actions have been highly effective and resulted in an increase from 63% to 80% with 12% at neutral. Met 2024-06-15 2024 19647330132027 University Preparatory Value High 6 In the spring of 2024, Value Schools administered a survey to faculty, students, and parents. There were a total of 600 University Preparatory Value High School participants in the survey of which, 436 were students, 57 were teachers and staff, and 107 were parents. Below are three areas of data that provide a snapshot of the school culture at University Preparatory Value High School and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan. Data Highlighted 67% of the students responded feeling safe at the school 36% of the students responded seeing classmates try to stop bullying when they see it happening 77% of the students responded that faculty and staff make it clear that bullying is not tolerated 56% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates. 80% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 63% of students expressed feeling like they are part and belong to the school community. There is a significant increase in the sense of belonging and safety in students, parents, and staff when staff make it clear that bullying is not tolerated and differences in students such as gender, race, sexual orientation or culture are respected by faculty and staff. Sense of belonging and safety significantly increase when classmates stop bullying and differences are respected by classmates. Although a higher percent of students feel faculty and staff are making it clear that bullying is not tolerated and embracing student differences, the school staff must implement programs to increase student response to bullying when adults are not around and increase respect to differences among classmates. In addition to implementing training and programs, faculty and staff must be explicit when providing techniques on how to stop or prevent bullying and explicit when exemplifying and discussing respect and acceptance to differences among classmates in order to increase the sense of belonging to a school community. Met 2024-06-07 2024 19647330132084 Alliance Marine - Innovation and Technology 6-12 Complex 6 """Every year, all our students receive multiple student surveys that allow them to express their satisfaction with the school as well as their Social-Emotional health and their perspective on the supports they receive at our school. Based on responses from this survey, we feel that our post-pandemic focus on SEL and student emotional and physical safety have been great benefits to all our scholars. Below are the results from the most recent set of surveys, with responses categorized into different types of feedback: Social-Emotional Learning Assessment Cultural Awareness and Action: 68% Positive Responses Diversity and Inclusion: 57% Positive Responses Teacher-Student Relationships: 53% Positive Responses Challenging Feelings: 55% Positive Responses Emotion Regulation: 51% Positive Responses Grit: 66% Positive Responses Growth Mindset: 50% Positive Responses Positive Feelings: 50% Positive Responses Self-Efficacy: 55% Positive Responses Social Awareness: 60% Positive Responses Supportive Relationships: 83% Positive Responses Sense of Belonging: 46% Positive Responses School Feedback College Success: 90% Positive Responses Front Office: 81% Positive Responses Overall Feedback: 90% Positive Responses Recommend School: 81% Positive Responses These responses demonstrate a significantly higher positive response rate in the School Feedback surveys as compared to the Social-Emotional Learning Assessment surveys."" " """Overall, the areas of relative strength at our school are: - Supportive Relationships - College Success - Front Office - Overall Feedback - Recommend School These positive areas indicate that our students are pleased with the education our school provides, as well as the supportive relationships they experience here, but that they continue to struggle with a variety of Social-Emotional Learning skills that are so important to healthy growth and function."" " "Since our school returned to in-person learning after Covid, we have increased our focus on Social-Emotional Learning skills, especially in our Advisory curriculum. These data indicate that it will be important to continue this focus, as well as continue to fully fund, and attempt to expand funding, for positions related to mental health. These priorities are reflected within our LCAP document under Goal 1, Basic Services. " Met 2024-06-05 2024 19647330132126 Bert Corona Charter High 6 The school uses the national survey developed by Youth Truth to annually evaluate multiple indicators of school climate and culture. As of the 2023-24 administration of the survey, Youth Truth does not have a method for disaggregating the respondent data by demographic groups. We understand this functionality will become available for the 2024-25 school year. The survey assesses the following themes: engagement, relationships, culture, academic challenge, belonging, communication & feedback, school safety, resources for support, and professional development/support. The BCCHS Youth Truth report synthesized feedback from 345 respondents across all students, parents/guardians, support staff, teachers, and administrators. The response rate was 72%. Overall Youth Truth Survey Results (percent positive) for BCCHS 2023-24 by theme area: Engagement: Students 50%, Families 80%, Staff 80% Relationships: Students 40%, Families 89%, Staff 84% Culture: Students 37%, Families 86%, Staff 45% Belonging: Students 51% Communication & Feedback: Families 90% School Safety: Families 85%, Staff 72% Resources: Families 90% Professional Development & Support: Staff 62% Strengths Engagement: Families 80%, Staff 80% Relationships: Families 89%, Staff 84% Culture Families: 86% Communication & Feedback: Families 90% School Safety: Families 85% Resources: Families 90% Identified Needs Engagement: Students 50% Relationships: Students 40% Culture: Students 37%, Staff 45% Belonging: Students 51% School Safety: Staff 72% Professional Development & Support: Staff 62% During the 2024-25 academic year, we will focus on the following: • School Climate & Culture Team: Focus building relationships with students; school culture; student engagement; belonging • Instruction Team: Focus student academic engagement; high-quality professional development & support for teachers • Operations Team: Focus on school safety Met 2024-06-24 2024 19647330132282 Ednovate - East College Prep 6 Legacy College Prep priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, Legacy College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average, across the four surveys administered over the 2023-24 school year, 86% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have 2024-06-13 2024 19647330132928 Anahuacalmecac International University Preparatory of North America 6 The school counselor administers an online school climate survey (at least one grade level in Elementary, middle and high school) to gather student data regarding the school climate. The counselor reviews LCAP goals with students and how they are working towards them. The counselor also does a debrief, so students understand their results and can inform her of their recommendations. Anahuacalmecac International University Preparatory of North America (AIUPNA) is dedicated to student academic excellence, Native wisdom, and appreciation of the cultural and intellectual heritage of Indigenous Peoples and the promotion of positive social awareness. Anahuacalmecac consciously strives to provide students effective and comprehensive pedagogy through a globally inclusive curriculum within a positive, supportive, learning environment that involves students, teachers, parents, and staff. We seek to cultivate wise, community-engaged and internationally minded youth ready to assume leadership and champion their communities' causes. Anahuacalmecac serves 267 Transitional Kindergarten through 12th grade students, of which 233 experience socioeconomic disadvantage and qualify for the Free/Reduced Price National School Lunch Program. 192 of our students self-identify as American Indians with community affiliation in North, Central or South America and are commonly also labeled Latino, Hispanic and Latinx by others. For purposes of identification within the State of California’s Local Control Funding Formula, 34 students are identifiable as “homeless” due to housing insecurities defined as temporarily doubled up, meaning that parents are sharing rent costs with another relative or friend. Additionally, 20 are ‘English Learners' and 56 are eligible for special education services and two students are in the foster care system. Anahuacalmecac has limited data provided by the state on subgroups due to our school’s small population size. According to the latest publicly available data on the CDE Dashboard, no student subgroups are performing at the lowest two Red or Orange levels. Socioeconomically disadvantaged students have advanced to the Yellow middle level and the American Indian subgroup has advanced to the second highest Green level in English Arts. In Mathematics, the All Student group average indicates that students perform at the Green second highest level, and no student subgroups perform at the lowest Red or Orange levels. The socioeconomically disadvantaged subgroup performed in the middle Yellow level and the American Indian subgroup performed at the second highest Green level in Math. Fifty percent of Multilingual Language Learners (English Learners) are making progress towards English language proficiency, an increase of 7.1% over the prior year. The successful development of an Indigenous Peoples’ educational framework and curricula calls upon our educational community to strengthen the focus on indigenous pedagogy and programming to continue to uplift the unique cultural, linguistic and academic strengths of our students. A focus on inquiry that centers experiential learning, community-based priorities and local ecosystems of knowledge. Distinguishing our school’s model by transitioning from any dependence upon externally branded educational frameworks will allow our educational community of practice to deepen the advances we have made in curriculum design, professional development and student engagement with greater independence that advances our self-determination as Indigenous Peoples. As such our key learnings support our on-going strategies to implement Indigenous education through the American Indian Resurgence Seven Learnings as identified in our charter and LCAP. Met 2024-06-25 2024 19647330133272 PUC Triumph Charter Academy and PUC Triumph Charter High 6 PUC TCA-TCHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC TCA: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 66% Care My teacher in this class makes me feel that she really cares about me 72% Care My teacher really tries to understand how students feel about things 69% Confer My teacher respects my ideas and suggestions 77% Confer My teacher wants us to share our thoughts 79% Consolidate The comments that I get on my work in this class help me understand how to improve. 75% Control Student behavior in this class is under control. 67% Safety I feel physically safe in this classroom. 79% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 81% PUC TCHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 73% Care My teacher in this class makes me feel that she really cares about me 76% Care My teacher really tries to understand how students feel about things 75% Confer My teacher respects my ideas and suggestions 79% Confer My teacher wants us to share our thoughts 80% Consolidate The comments that I get on my work in this class help me understand how to improve. 77% Control Student behavior in this class is under control. 77% Safety I feel physically safe in this classroom. 81% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 83% PUC TCA received an overall score of 4.13 of 5 and an Average % Favorable of 77%. PUC TCHS received an overall score of 4.19 of 5 and an Average % Favorable of 78%. During the 2023-2024 SY, both PUC TCA and PUC TCHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students continued to be a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC TCA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC TCHS will continue to focus on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom. Met 2024-06-13 2024 19647330133280 PUC Nueva Esperanza Charter Academy 6 PUC NECA conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC NECA: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 63% Care My teacher in this class makes me feel that she really cares about me 65% Care My teacher really tries to understand how students feel about things 63% Confer My teacher respects my ideas and suggestions 69% Confer My teacher wants us to share our thoughts 74% Consolidate The comments that I get on my work in this class help me understand how to improve. 69% Control Student behavior in this class is under control. 59% Safety I feel physically safe in this classroom 74% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 75% PUC NECA received an overall score of 3.95 of 5 and an Average % Favorable of 71%. During the 2023-2024 SY, PUC NECA continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students remained a focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC NECA will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. Met 2024-06-13 2024 19647330133298 PUC CALS Middle School and Early College High 6 PUC CALS MS-HS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CALS MS: UPDATED Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 68% Care My teacher in this class makes me feel that she really cares about me 76% Care My teacher really tries to understand how students feel about things 73% Confer My teacher respects my ideas and suggestions 81% Confer My teacher wants us to share our thoughts 82% Consolidate The comments that I get on my work in this class help me understand how to improve. 74% Control Student behavior in this class is under control. 59% Safety I feel physically safe in this classroom 77% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 84% PUC CALS ECHS: UPDATED Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 66% Care My teacher in this class makes me feel that she really cares about me 71% Care My teacher really tries to understand how students feel about things 69% Confer My teacher respects my ideas and suggestions 75% Confer My teacher wants us to share our thoughts 75% Consolidate The comments that I get on my work in this class help me understand how to improve 72% Control Student behavior in this class is under control 70% Safety I feel physically safe in this classroom 77% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know 78% PUC CALS MS received an overall score of 4.19 of 5 and an Average % Favorable of 78%. PUC CALS HS received an overall score of 4.05 of 5 and an Average % Favorable of 73%. During the 2023-2024 SY, both PUC CALS MS and PUC CALS HS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especially students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students continues to be a focus during the school year and moving into next school year. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CALS MS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CALS HS will continue to focus on differentiating to meet the needs of all learners while pushing students to take responsibility and initiative for creating a culture of scholarliness in and out of the classroom. Met 2024-06-13 2024 19647330133686 Equitas Academy 4 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grade 5: Grit (59%); School Engagement (35%); School Learning Strategies (54%); School Rigorous Expecations (61%); School Safety (49%); School Teacher-Student Relationships (61%). Grades 6-8: Grit (46%); School Engagement (19%); School Learning Strategies (42%); School Rigorous Expecations (63%); School Safety (53%); School Teacher-Student Relationships (47%). School Engagement (Grades 5-8): The low favorable scores in school engagement, particularly 19% for grades 6-8 and 35% for grade 5, indicate a significant need to enhance student engagement through more interactive and participatory teaching methods.School Safety (Grades 5-8): With scores of 49% for grade 5 and 53% for grades 6-8, there is a clear need to improve both physical and emotional safety measures, including addressing bullying and harassment.School Learning Strategies (Grades 5-8): Scores of 54% for grade 5 and 42% for grades 6-8 suggest that students need better instruction in learning strategies, study skills, and time management.School Teacher-Student Relationships (Grades 5-8): The scores of 61% for grade 5 and 47% for grades 6-8 highlight the need to strengthen teacher-student relationships to create a more supportive and connected learning environment. Areas of Strength are the following: Rigorous Expectations (Grades 5-8): With scores of 61% for grade 5 and 63% for grades 6-8, there is evidence that the school is successfully maintaining high academic expectations.Grit (Grades 5-8): The scores of 59% for grade 5 and 46% for grades 6-8 indicate a moderate level of perseverance and resilience among students, suggesting a solid foundation to build upon. To address the identified needs and build on areas of strength, the LEA will implement several changes to existing plans, policies, and procedures.Enhancing School Safety (Grades 5-8)The school safety policy will be updated to address both physical and emotional safety, incorporating measures to prevent bullying and harassment. Procedural changes will include increasing staff visibility and presence in areas where students feel less safe and improving communication channels for reporting safety concerns. The action plan involves launching an anti-bullying campaign with workshops and training sessions for students and staff, implementing regular safety drills, ensuring clear communication of safety protocols, and enhancing the physical security infrastructure with better lighting and surveillance in key areas.Improving School Engagement (Grades 5-8)A new policy will prioritize student engagement, with specific goals and strategies for improvement. Procedural changes will introduce more interactive and participatory teaching methods, ensuring that curricula are relevant and engaging for students. The action plan includes offering professional development for teachers on engaging instructional techniques and differentiated instruction, establishing a student council to give students a voice in school activities and decisions, and expanding extracurricular activities and clubs to cater to a wider range of interests and increase student involvement.Enhancing Learning Strategies (Grades 5-8)The curriculum will be revised to integrate explicit teaching of learning strategies, focusing on study skills, time management, and goal setting. Procedural changes will incorporate regular assessments of students’ use of learning strategies and provide feedback. The action plan involves conducting workshops for students on effective learning strategies and study techniques, collaborating with teachers to develop classroom activities that reinforce these strategies, and providing additional support and resources for students who struggle with applying learning strategies.Strengthening Teacher-Student Relationships (Grades 5-8)Policies will be promoted to encourage regular teacher-student interactions and mentorship opportunities. Procedural changes will implement structured check-in times between teachers and students to build rapport and address individual needs. The action plan includes facilitating professional development for teachers on building positive relationships with students, creating a mentorship program where older students or staff members mentor younger students, and recognizing and celebrating positive teacher-student interactions through school-wide acknowledgments.Maintaining Rigorous Expectations (Grades 5-8)Policies will continue to uphold and communicate high academic expectations, ensuring they are clearly understood by all students. Procedural changes will include regularly reviewing and adjusting academic expectations to ensure they remain Met 2024-06-20 2024 19647330133694 Valor Academy Elementary 6 "The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety Results: 80%; I feel safe at this school: 86%; Rules are fair at this school: 73% Sense of Belonging: Results for Sense of Belonging: 76%; Teachers care about me: 87%; Kids care about me: 67% School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 75% Students with Disabilities (SWD): School Safety: 73% Socio Economically Disadvantaged (SED): School Safety: 80% Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 75% Students with Disabilities (SWD): Sense of Belonging: 70%: statistically significant -10% from the average Socio Economically Disadvantaged (SED): Sense of Belonging: 76%" Areas of Strength: Annual Growth for Safety and Belonging All Bright Star Elementary teachers and staff were trained using No Nonsense Nurture, Responsive Classroom, RULER that included foundational culture building and classroom management strategies including Community Circles, Interactive Modeling, Logical Consequences and Classroom Charters. School hosted an annual Campus Culture Visit where it invited district and BSS school site leadership to report out on their student survey results and action plan for growth. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The district Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. The district hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. The district is hiring a new Vice President of Inclusive Education for support in the area of growth captured above. The district has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. The district has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330133702 New Los Angeles Charter Elementary 6 New LA Charter Elementary School administered the Panorama SEL Survey to 72 students in grades 3-5. Approximately 85% of those who participated are Students with Disabilities, English Learners, and Socioeconomically Disadvantaged. The Panorama survey measured school climate, student engagement, student-adult relationships, student-to-student relationships, school safety, school connectedness, and sense of belonging, With the move to a new campus, and increased implementation of SEL practices, measuring sense of safety, belonging, and connectedness was essential this year. Relative strengths in the data were in School Teacher-Student Relationships (75% favorable) and School Rigorous Expectations (74%). In Teacher-Student Relationships our data showed that ELs, SWD and students qualifying for FRL all had higher favorable ratings than the overall (79%, 76% and 79% respectively). This indicates that our student groups requiring the most attention are getting it from their teachers. For School Rigorous Expectations our students qualifying for FRL rated higher than overall but SWD and ELs were lower (though still relatively high). This indicates an area of growth for us as we need to ensure that we are maintaining high expectations for all students. Student ratings on the School Climate section were 64% favorable which was an increase of 11 points from the fall. This area was mixed showing an area of growth indicating student behavior was negatively impacting peers (37% favorable) and very high ratings around our DEIJ work (94% of students have discussed a definition of racism in class and 86% feel they are becoming better social justice thinkers at New LA). Student group responses were consistent with the overall ratings. Our lowest favorable rating was in School Engagement (53%). Student group ratings in this area were consistent with the overall rating with no major outliers. A deeper dive into this data indicates that students are generally interested (62%) and focused (69%) in classes but don’t feel excitement (42%) about what they are learning or talk about it outside of school (39%). This data makes us think critically about the curriculum and relevance of the content or way standards are being taught. This year we implemented a new Language Arts curriculum and as with any first year of implementation we were learning along the way about how to navigate it. We are excited to enter year 2 with all the learning we took from SY 23-24 and ensure that our instruction is engaging with high expectations and infused with relevance for all students. We are also moving to the next phase of our anti-racist goals which include stepping up our DEIJ lessons to go beyond identity and into justice and action while also auditing all curricular areas and lessons with an eye on opportunities for DEIJ elements to be infused. Finally, we are recommitting to dedicated support for SWD and ELs. This includes ongoing professional development for all teachers and staff on the best practices for serving these student populations. Met 2024-06-24 2024 19647330133710 Girls Athletic Leadership School Los Angeles 6 Our LEA uses the LAUSD school climate survey annually. One of the most outstanding results was that 83% of students agreed that LGBTQ students at our school are accepted. 75% of students agreed that there is at least one teacher at the school who supports them, if they told a teacher that someone was bullying them, he or she would try to help, and adults at this school encourage me to work hard so I can be successful in college or at a job. Also, all questions about having experienced bullying (online, sexual jokes, and teased about their bodies) at school averaged at 10% which is incredibly low. Multiple statements in the survey hovered at just under 50% for overall responsible decision-making and overall efficacy. Though this might be attributed to their ages, we are still taking a deeper dive to determine how to increase this to at least 75% Our LEA has a life skills class and we are going to ensure that self-efficacy and responsible decision-making are more explicitly included in our curriculum. Additionally, we will share our results with our school counseling team to incorporate into their student communication too. Met 2024-06-12 2024 19647330133868 Rise Kohyang High 6 The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 71% Black/AA: 50% Hispanic/Latino: 73% EL: 68% SWD: 65% (unweighted average of Special Educational Program Name) SED: 70% (unweighted average of Free Priced Meal Program and Reduced Priced Meal Program) Sense of Belonging: Spring 2023-2024: Source: Panorama Student Success Platform: All Students: 43% Black/AA: 35% Hispanic/Latino: 46% EL: 38% SWD: 49% (unweighted average of Special Educational Program Name) SED: 42% (unweighted average of Free Priced Meal Program and Reduced Priced Meal Program) According to Panorama Education's national benchmarks, RKHS' School Safety average of 71% favorable landed them in the 99th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). According to Panorama Education's national benchmarks, RKHS' Sense of Belonging average of 36% favorable landed them in the 65th% as compared to similar schools (Urban, High, 70% students or higher qualifying or Free and Reduced Lunch). The school has identified the following as areas of strength: 99th% National Benchmark for School Safety and annual growth in Sense of Belonging (5%). Teachers and staff were trained using Restorative Practices and Responsive Classroom, that included foundational culture building and classroom management strategies including Community Circles, Logical Consequences and Community Agreements. School has partnered with Sown to Grow for SEL curriculum and school development in advisory. School has partnered with Circle Ways to train staff and students in Council in Schools to provide a weekly space for students to build respect, positive relationships, and repair harm when needed with their school community. School hosted an annual Campus Culture Visit where it invited district and BSS school site leadership to report out on their student survey results and action plan for growth. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. The school has identified the following as areas of growth: Current practices being implemented for Sense of Belonging need improvement. Current practices for School Safety, specifically with the school's Black/AA population, there is a major deviation (+/-21%) from the mean that warrants immediate action. Focus groups have occurred with the district, school and student body for improving the sense of belonging on campus. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new VP of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330134023 Animo Florence-Firestone Charter Middle 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 0%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19647330134205 Arts in Action Community Middle 6 The local climate survey (student survey) is conducted at least twice a year to all students in grades 6-8. The survey aligns with the California Health Kids Survey, and measures areas such as safety, relationships with teachers, student learning conditions and self-assessment in areas such as mental health and bullying. Student scores are disaggregated by significant subgroups, gender and grade level. Student outcomes are shared with students, staff and families in a variety of different formats. Student outcomes are also shared during board meetings. Student survey data is reflected on and used to determine strategic next steps to improve student learning conditions and school climate. Based on school climate outcomes, identified areas of needs include: students perception of their mental health, their perception of school safety, their perception of equity with school rules. In addition, the perception of other students on how easy it is for students to get adult support if they are having difficulties interacting with peers. There are many areas of strength in the survey results. Areas of strength include: a strong sense of belonging (students feel they below at AIA), how important students feel that it is that they do well at school. Overall, there is minimal discrepancy through the lens of equity. Significant subgroups answer comparably, as do students of different genders and grade levels. The school has spent a considerable amount of strategic planning time in developing a plan for increasing student outcomes and levels of student engagement and sense of belonging. In addition, a BCBA was hired, as well as a second Positive Behavior Intervention and Supports Coordinator. The school believes that strengthening the social-emotional services and staffing at the school will yield positive results. Met Students are still recovering from the impact of the pandemic and remote learning. Many of our students were disproportionately impacted due to systemic injustices. The school is committed to strengthening school climate and students' perception of themse 2024-06-29 2024 19647330135509 Gabriella Charter 2 6 In the spring season of 23-24, students in 4th and 7th grade took the California Healthy Kids Survey. This was the fourth year of implementation of the survey at Gabriella Charter School 2. Overall, the results were positive and aligned with other historical school experience data. We used the data to identify strengths and weaknesses in the school’s culture and the socio-emotional well-being of the student body. Key results of this survey displayed below show the strong and positive culture created at GCS 2, highlighting that our students feel GCS 2 is a place that encourages them to solve problems, treat others with compassion, and reach out for assistance when needed. We have continued to see that an area of need was better supporting our MS students, as there were some significant differences in the data when compared to our elementary students. As such, we have been working closely with our school counselor to develop a social-emotional learning scope and sequence for our middle school advisory block and are continuing to establish routines that grow a strong sense of community and belonging. Met 2024-06-24 2024 19647330135517 KIPP Corazon Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 91% of students reporting I find what I am learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19647330135616 Crete Academy 6 Crete Academy uses the questions from the California Healthy Kids Survey. Each school year students in grades 2nd through 6th participate in the survey. The survey is completely unanimous, however, we do collect data by gender and grade. Our overall score is as follows: Do you feel close to the people at your school - 86% responded favorably Do you feel safe at your school? 88% of our students responded favorably Do the grown-ups at school care about you? 89% of our students responded favorably Do the grown-ups at school treat students fairly? 89% of our students responded favorably Do the grown-ups at school give students a chance to solve school problems? 81% of our students responded favorably Do the grown-ups at school treat students with respect? 95% of our students responded favorably Does your school teach students to feel responsible for how they act? 90% of students responded favorably The two open ended questions: What do you like most about your school? Recess, the teachers, Friends, Enrichment, Math and ELA What do you like the least about your school? When kids are mean, homework, math, sitting to long The 2023-2024 survey results are in line with the previous year's survey results. We did have a higher percentage of participation during the 2023-2024sy. Our key learnings for this survey data is the focus we have put on building relationships with our students has had a positive impact on school culture. This is evident through the favorable responses we have received in every question on the survey, and this applies to both boys and girls and all grades. The improvements we will make is the relationship between student to student. Our open ended identified our students don't like mean kids. Our AP of Culture will focus on this during the 2024-2025 school year. We will continue to use our 2X10 (each adult will be assigned 2 students each week and will spend a total of 10 minutes with the students to build relationships and or get feedback on how things are going on the playground) In addition, we will continue to discuss bullying and prevention. Our goal is to equip our students with coping and problem solving skills. Met 2024-06-13 2024 19647330135632 WISH Academy High 6 School Climate is vitally important to WISH Academy therefore we use a variety of methods to gauge community satisfaction levels, student and family connectedness, and the social-emotional wellness and resiliency of our community. Each week our Owl Proud survey is sent to the entire community through our schoolwide newsletter. The data from these surveys have consistently indicated that WISH students feel like their curriculum is engaging and meaningful, the teachers are invested in them, and they feel free from bullying. Administrative staff review survey results regularly individually and as part of team meetings with the purpose of understanding parent/caregiver, staff, and student responses. Through the Owl Proud surveys, students indicated that they want more opportunities for student choice and for their voices to be heard. In response to this request, WISH has created a more robust ASB Class, inaugurated an ASB Instagram account, and given greater autonomy to students to implement their own clubs and events. This course is not only open to elected representatives of our student body but to all students inspired to be active members in implementing a positive and inclusive school environment and creating traditions that define our school culture. We have also added a new yearbook class this year directed by Student Voice. Additionally, WISH Academy has dedicated significant time to re-aligning our community communications based on feedback from various stakeholders. Taking into consideration a variety of comments and suggestions, a diverse team of stakeholders came together to revise the style, content, and presentation of information shared with our community to provide a concise yet thorough weekly newsletter which we will be launching at the start of this academic year. In addition to the items cited above, WISH Academy will continue to utilize existing elements of our school culture to continue to seek out stakeholder opinions and needs. These include, but are not limited to: Advisory Class – All Academy students participate in advisory class 4 times each week. This course offers opportunities for students to share their voice with a dedicated adult champion available to support their socio-emotional needs. WISH has continued to infuse more social and emotional support across all grades, including the Yale Ruler program. WISH Educators participated in the Yale training to ensure the full understanding and effective implementation of the program, providing parents with the language and tools of the program to provide consistency at home. Met WISH Academy has a dedicated Teen Wellness Room. This comfortable lounge located just outside our counselor's offices is an area where students can find a quiet place to re-regulate and get social-emotional support and assistance from peers and caring 2024-06-20 2024 19647330135715 Ednovate - Esperanza College Prep 6 Esperanza College Prep priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, Esperanza College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average, across the four surveys administered over the 2023-24 school year, 89% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and hav 2024-06-13 2024 19647330135723 Ednovate - Brio College Prep 6 Brio College Prep priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, Brio College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average, across the four surveys administered over the 2023-24 school year, 74% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have 2024-06-13 2024 19647330135921 WISH Community 6 School Climate is vitally important to WISH Community therefore we use a variety of methods to gauge community satisfaction levels, student and family connectedness, and the social-emotional wellness and resiliency of our community. Each week our Owl Proud survey is sent to the entire community through our schoolwide newsletter. The data from these surveys have consistently indicated that WISH students feel like their curriculum is engaging and meaningful, the teachers are invested in them, and they feel free from bullying. WISH Community Administrators, individually and as a team, review responses to the survey regularly to address areas of concern, where attention and growth are needed. Faculty/Staff are expected to follow up with all families/caregivers, staff, or students for clarification and additional input for making the appropriate decisions or changes in systems. Based on comments from various stakeholders, WISH has continued to infuse more social and emotional support across all grades, including the Yale Ruler program. WISH Educators participated in the Yale training to ensure the full understanding and effective implementation of the program in school. Community input revealed that parents and caregivers were keen to learn the RULER method as well to allow them to use the language and tools of the program to provide consistency at home. Additionally, WISH Academy has dedicated significant time to re-aligning our community communications based on feedback from various stakeholders. Taking into consideration a variety of comments and suggestions, a diverse team of stakeholders came together to revise the style, content and presentation of information shared with our community to provide a concise yet thorough weekly newsletter which we will be launching at the start of this academic year. In addition to the items cited above, WISH Academy will continue to utilize existing elements of our school culture to continue to seek out stakeholder opinions and needs. These include, but are not limited to: Public Service Videos: Our Elementary Student council regularly releases Public Service Videos that address issues that are at the forefront of our community. These videos are shared during class time and lead to open age-appropriate discussions in the classroom. The WISH Kindness Club is the most popular club at WISH meeting weekly to create projects or discuss ways students can infuse kindness into their every action. Students are encouraged to bring ideas for Kindness activities to share and help the club develop ideas for reaching out and supporting the greater community. WISH 6 - 8 Teen Wellness Room: WISH Middle has also introduced this year the Teen Wellness Room. This comfortable lounge located just outside our counselor's offices is an area where students can find a quiet place to re-regulate and get social-emotional support and assistance from peers and caring adults The WISH Middle proudly participates in the WEB program - Where Everybody Belongs - which is a peer-mentoring program providing aid to incoming students to help them transition from an elementary program into a middle Met 2024-06-20 2024 19647330135954 ISANA Himalia Academy 6 In Spring of 2024, ISANA HIMALIA Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 395 students completed the survey. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. Himalia Data: “My School” School Climate Questions Schoolwide: 3.73 Latino: 3.69 Black/ African American: 3.75 “My Teacher” School Climate Questions Schoolwide: 3.94 Latino: 3.91 Black/ African American: 3.41 Average Schoolwide: 3.84 Latino: 3.80 Black/ African American: 3.58 One strength the survey showed was that students generally felt that their teachers created a welcoming environment. 71% of students strongly agreed/agreed with the statement: My Teacher shows respect towards me. Before the school year commences, we spend time with all educators to discuss elements that make a welcoming learning space which positively impacts both student learning and social emotional wellness. Furthermore, the leadership team provides feedback and support to educators who may struggle in this area. Although all of our ratings were above 3.5, we did not meet our target rating of a minimum 4.0 or higher, and we recognize that ensuring that all students feel cared for, welcome and safe are areas in which we need to continue to make growth. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than another agreed/disagreed more strongly with the statements in the survey. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 2024-06-11 2024 19647330136986 STEM Preparatory Elementary 6 SPES uses an internally developed local climate survey, which poses consistent questions related to school connectedness and safety, as well as questions aligned to STEM Prep's overall mission and vision. The questions used to evaluate connectedness are: - I feel that my school is a safe space where I can freely share/express my ideas. - My teachers provide me with an environment where it is safe not to know. (When I don’t know, I feel comfortable asking a teacher or peer for help). - I feel welcomed and included in my classrooms. The overall score for connectedness was 87.8%. To evaluate safety, SPES asks students to evaluate to what degree they feel safe in 4 different locations: the classroom, playground, on-campus, and in the lunch area. The overall score for safety was 81%. Overall, our student climate survey results were strong, as described above. Our English Learners on the school climate survey expressed an even higher level of appreciation for their sense of safety (84%) and connectedness (91%) at school than the school wide rate, emphasizing the benefit and importance of our school culture investments for this student population. The data from the student climate surveys directly informed the design of Goal 1 of our LCAP: Foster a culture of STEM excellence and ensure a safe, inclusive, and connected school community that promotes student engagement and learning. This focus is further developed in the third action under that goal, Multi-Tiered System of Supports (MTSS) for Student Engagement and School Culture. Our school's root cause analysis has seen a correlation between our student climate survey results (most recently 82%) and schoolwide attendance rates (89%) and chronic absenteeism rates (45%). Additionally, our most recent parent survey results (87%) showed a small but significant decline in parent connectedness/satisfaction. We believe that when our students feel cared for and supported and their parents are actively engaged, student attendance improves, ensuring every student has equal access to an inspiring and rigorous curriculum to support their learning. We will achieve this goal through continued investments in counseling, restorative justice, parent engagement and strong operational support that every student and family receives the support they need. Met 2024-06-26 2024 19647330136994 Rise Kohyang Elementary 6 "The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: Results for School Safety: 73%; I feel safe at this school: 76%; Rules are fair at this school: 69% Sense of Belonging: Results for Sense of Belonging: 74%; Teachers care about me: 86%; Kids care about me: 62% School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 75% Students with Disabilities (SWD): School Safety: 69% Socio Economically Disadvantaged (SED): School Safety: 73% Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 75% Students with Disabilities (SWD): Sense of Belonging: 64%: statistically significant -10% from the average Socio Economically Disadvantaged (SED): Sense of Belonging: 74%" The school has identified the following as areas of strength: Annual Growth for Safety and Belonging. All Bright Star Elementary teachers and staff were trained using No Nonsense Nurture, Responsive Classroom, RULER that included foundational culture building and classroom management strategies including Community Circles, Interactive Modeling, Logical Consequences and Classroom Charters. School hosted an annual Campus Culture Visit where it invited district and BSS school site leadership to report on their student survey results and action plan for growth. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. The school has identified the following as areas of growth: Students with disabilities Sense of Belonging - results are shared with the Vice President of Inclusive Education and School Leadership for focus and development for all school site staff. District is hiring a new Vice President of Inclusive Education for support in the area of growth captured above to improve. Collaboration days scheduling with 24-25 school year Staff Development. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new Vice President of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330137463 California Creative Learning Academy MS 6 From the survey, our students shared strengths and areas of need: The highest three ratings include: Teachers are caring and helpful. My teacher and I have a good relationship. My teacher sets high expectations for my learning. The lowest three ratings include: I feel welcomed at the school. I look forward to going to school. I feel emotionally safe going to school. In reviewing the data, the School Site Council noted lowered scores for feeling welcomed and comfortable in school. We have seen increased anxiety among students and will lean in more on social emotional learning. We noted that our survey system did not disaggregate subgroup information and we will be switching to a new survey for this next LCAP cycle. We are adding action items that include more peer/team building for students, more family stories for people to know one another, more parent activities so they can create connections with the class and grade level, thus fostering better student-student relationships. We are also implementing advisory groups to help give space to student led topics. Met 2024-06-25 2024 19647330137471 High Tech LA Middle 6 Participants - (California Healthy Kids Survey) -6th grade: 86 students (100% surveyed) -7th grade: 71 students (100% surveyed) -8th grade: 80 students (100% surveyed) o Response Rates: -6th grade: 89 students (35% response rate, 31 responses) -7th grade: 83 students (100% response rate) -8th grade: 80 students (96% response rate, 77 responses) o School Boredom Profiles: The data shows that 41% of students found school “really boring”, while 15% felt school is “worthless and a waste of time.” o Mental Health Indicators: 18% of students experienced chronic sadness, 3% considered suicide, 19% reported social and emotional distress, 77% expressed life satisfaction, and 65% showed optimism. o School Climate Indicators: -Supports and Engagement: 72% of students reported academic motivation, 61% indicated caring adult relationships, 73% felt high expectations, 26% had meaningful participation. -Violence and Harassment: 60% perceived school as very safe or safe, 74% reported no harassment, 73% reported no mean rumors, and 88% reported no fear of getting beaten up. Parent Survey Data: (California School Parent Survey (CSPS)) o Participants: -Total parents surveyed: 237 o Response Rate: -8 responses (3.4% response rate) o Parental Involvement: 50% of parents felt that the school encourages them to be active partners and seeks their input, and 72% reported being actively involved in school activities. o School Climate: 45% of parents felt welcome to participate at the school, 17% felt the school was usually clean and tidy, and 28% reported their child experienced chronic sadness. Staff Survey Data: •Participants: (California School Staff Survey (CCSS) -Total staff surveyed: 29 -7 responses (24.1% response rate) o Engagement and Safety: 75% of staff reported high expectations for students, 78% indicated caring adult relationships, and 57% felt the school promoted parental involvement. "1. Strengths: o High Academic Motivation: 72% of students report trying hard on their schoolwork, indicating a strong commitment to academic success. This reflects the school's ability to foster a motivating academic environment. o Positive School Climate Perceptions: - A significant proportion of students (77%) expressed life satisfaction, and 65% showed optimism, suggesting a generally positive outlook on life and school. - 74% of students reported no harassment, 73% reported no mean rumors, and 88% reported no fear of getting beaten up, indicating a relatively safe and supportive school environment. o Strong Staff Relationships: - 78% of staff indicated caring adult relationships, and 75% reported high expectations for students, showing that staff members are committed to student success and well-being. o Parental Involvement: - 72% of parents reported being actively involved in school activities, demonstrating strong community engagement and support for the school's initiatives. 2. Needs: o Mental Health Support: - 18% of students experienced chronic sadness, 3% considered suicide, and 19% reported social and emotional distress, indicating a need for enhanced mental health resources and support. o Addressing School Boredom: - With 41% of students finding school “really boring” and 15% feeling that school is “worthless and a waste of time,” there is a clear need to make learning more engaging and relevant to students. o Improving School Cleanliness: - Only 17% of parents felt the school was usually clean and tidy, highlighting a need to improve the school's cleanliness and maintenance routines. o Parental Engagement and Communication: - While 50% of parents felt that the school encourages them to be active partners, there is room for improvement in involving and seeking input from parents to ensure they feel more integrated into the school community. 3. Safety and Engagement: o Although 60% of students perceived the school as very safe or safe, there is a need to address the concerns of the remaining 40% to ensure all students feel secure. o Only 26% of students reported having meaningful participation in school activities, suggesting a need to increase opportunities for student engagement and involvement in extracurricular activities." Proposed Changes: 1. Enhancing Mental Health Resources: - Increase the availability of school counselors and mental health professionals. - Implement regular mental health awareness programs and workshops for students and parents. - Create peer support groups to provide a platform for students to share their experiences and support each other. 2. Improving Engagement and Reducing Boredom: - Incorporate more interactive and hands-on learning activities in the curriculum. - Provide professional development for teachers on innovative teaching strategies to make learning more engaging. - Offer elective courses based on student interests to foster a more engaging learning environment. 3. Strengthening School Safety and Anti-Bullying Programs: - Develop and enforce a comprehensive anti-bullying policy, including clear procedures for reporting and addressing bullying incidents. - Conduct regular safety drills and create awareness about school safety protocols. - Foster a culture of respect and inclusivity through school-wide initiatives and campaigns. By addressing these areas of need and building on identified strengths, High Tech LA Middle School aims to create a more supportive, engaging, and safe learning environment for all students. Met 2024-06-18 2024 19647330137513 Learning by Design Charter 6 The survey is still in progress. In progress In progress Met 2024-06-26 2024 19647330137521 Vox Collegiate of Los Angeles 6 90% of students agree or strongly agree that they belong at Vox 90% of students agree or strongly agree that their classes are safe and under control Our results are indicative of the strong school culture we have created at Vox Collegiate. We are proud that our students feel cared about as individuals, especially with our continued enrollment growth. N/A Vox Collegiate will increase the frequency of our student surveys, continue to monitor data, and form onsite representative groups (academic leadership team and school culture team) to identify and respond to academic or school culture issues. Additionally, the school will be expanding access to on-site mental health and social emotional support services during the 2024-25 school year. Our PBIS practices and the development of our restorative justice program have contributed to a positive and safe school climate. As we continue to expand our school community each year, maintaining a positive school culture continues to be a top priority. Met 2024-06-25 2024 19647330137562 Matrix for Success Academy 6 Matrix for Success as a LEA knows that school climate strongly impacts the learning environment of all students. Having a safe and peaceful learning environment is key to educational success. Positive school climate is a shared responsibility among staff that must be continually discussed and measured to sustain the positive climate among staff and students. Yearly, we collect student climate surveys, to understand where our students stand and how they feel. The survey gives us a good indicator of our students perception of school climate and safety. From the last survey collected, our students report that 94% feel safe when they are at Matrix for Success Academy. 88% of our students are motivated to learn because Matrix promotes and encourages academic success for all students and 94% feel that the adults at Matrix encourage them to learn. Furthermore, 94% report that Matrix is a supportive and inviting place for them and adults treat them with respect. Upon further review, the survey reported that 83% of students agree that Matrix teachers make it clear to students that bullying is not tolerated and 88% report that adults at Matrix respect differences in students (gender, race, culture and sexual orientation). These results are encouraging, as Matrix targets students who are overwhelmingly disengaged and have been non-participative in academics for some time. The results of our survey show that our priorities of student social-emotional health and building connections with students and families is making school feel like a supportive and safe place for the majority of the students we serve. An area of opportunity we can continue to build on is making sure students understand bullying is not accepted, and that all students know they are respected as individuals by all adults at Matrix. Met As a Dashboard Alternative School, Matrix's student population comes with a unique set of issues, often linked to negative school experiences in the student's enrollment history. Our goal to create a safe, accepting and supportive environment for all stud 2024-06-25 2024 19647330137604 Stella Elementary Charter Academy 6 "The following data represents the percent of favorable responses from students in each topic relating to school culture in the Spring 2023 administration of the Panorama Survey: School Safety: Results for School Safety: 77%; I feel safe at this school: 81%; Rules are fair at this school: 72% Sense of Belonging: Results for Sense of Belonging: 73%; Teachers care about me: 83%; Kids care about me: 62% School Safety is measured by the average of the percent favorable responses from two survey questions: ""I feel safe at this school"" + ""Rules are fair at this school"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): School Safety: 72% Students with Disabilities (SWD): School Safety: 75% Socio Economically Disadvantaged (SED): School Safety: 76% Sense of Belonging is measured by the average of the percent favorable responses from two survey questions: ""Teachers care about me"" + ""Kids Care About Me"". The following shows a breakdown of the available data disaggregated by student subgroups with analysis for any averages that are statistically significant (+/- 10% from the average): English Language Learner (EL): Sense of Belonging: 72% Students with Disabilities (SWD): Sense of Belonging: 61%: statistically significant -10% from the average. Area of focus for the school’s 2024-25 Action Plans. Results shared with the Vice President of Inclusive Education and School Leadership for focus and development for all school site staff. Socio Economically Disadvantaged (SED): Sense of Belonging: 72%" The school has identified the following as areas of strength: Annual Growth for Safety and Belonging. All Bright Star Elementary teachers and staff were trained using No Nonsense Nurture, Responsive Classroom, RULER that included foundational culture building and classroom management strategies including Community Circles, Interactive Modeling, Logical Consequences and Classroom Charters. School hosted an annual Campus Culture Visit where it invited district and BSS school site leadership to report on their student survey results and action plan for growth. The organization is in the first year of partnership with Community Schools. As such the school has hired a Community Schools Manager to use the survey results and needs assessment to connect the school to vital community resources for safety and belonging. The school has identified the following as areas of growth: Students with disabilities Sense of Belonging - results are shared with the Vice President of Inclusive Education and School Leadership for focus and development for all school site staff. District is hiring a new Vice President of Inclusive Education for support in the area of growth captured above to improve. Results are shared with the district Executive Leadership Team and Board Members for data analysis review and strategy. The District Leadership Team will provide a space for school leadership to analyze their data during the annual Admin June Retreat to reflect and set goals aligned to their School Reopening Plans for Fall 2024 and to create a student culture focused on improving School Safety and Sense of Belonging. School leadership meets monthly with school district representatives to set and monitor progress aligned to these goals. Administration alignment of Fall and Spring Student Surveys for 2024-25 school year. District hired a Senior Director of Restorative Practices and Senior Director of Culture and Climate to oversee the development and implementation of restorative practices, PBIS and MTSS. District is hiring a new Vice President of Inclusive Education for support in the area of growth captured above. District has partnered with the National Equity Project to ensure equitable practices and outcomes for all students. District has partnered with Thirdway Solutions Consultants to improve school culture through leadership development training and strategic advising. Met 2024-06-25 2024 19647330137612 Valley International Preparatory High 6 VIPHS administers a local survey to both students and parents/guardians. It is modeled after LAUSD's student experience survey, but adds some key questions about VIPHS mission of four-year college admissions. In general, we’ve seen a consistent satisfaction for VIP in both our parent and student experience surveys over the years. More than 80% of families and students report overall satisfaction with the school program. Parents and students also report high levels of satisfaction with the level of college counseling provided. The student and parent experience survey demonstrates that VIPHS provides a supportive and academically rigorous environment that prepared students for college. A general weakness noted is the lack of organized sports and extracurricular activities. Unfortunately, due to our small size addressing the issue of organized sports and extracurriculars is a difficult one. However, we continue work closely with our parent organization to provide opportunities for engaging activities outside of regular class time. Not Met 2024 19647330138305 TEACH Preparatory Mildred S. Cunningham & Edith H. Morris Elementary 6 At TEACH , we understand that a strong academic foundation in core disciplines is essential for accessing a broad course of advanced level study. When reflecting upon data related to this indicator, TEACH has identified this as an area for growth. In recent years, several advanced level courses have been added and students have been encouraged to enroll in these classes but end of year exam results indicate that many students lacked the academic foundation necessary to access the material in a meaningful way. The exception to this has been AP Spanish, where an overwhelming number of students in the course have qualified for college credit based on the AP Exam taken at the end of the year. To address this area of growth, the emphasis in 2024-2025 and beyond will be to focus on addressing learning gaps and building a rock-solid foundation of essential skills and knowledge that are needed to engage in higher and more complex thinking within each discipline. The Elementary school is using the strategy of teacher looping- where the same teacher stays with the same group of students for two years (two grade levels). This provides students with more continuity and teachers have greater flexibility in approaching remediation strategies that are needed to get students up to grade level. TEACH has identified school safety and culture as an area of growth and the schools have implemented new practices in school year 23-24 that are gaining traction and promise to continue improved results in this area. At the high school, Peace Circles are used for students to identify and develop coping strategies for behaviors such as bullying and less than positive use of social media. At the middle school and elementary school, Counselors are attending professional development to support students and positive student behaviors and Assistant Principals are focusing on coaching teachers to provide structures and systems for classroom management that are clear, easy to enforce and upheld campus-wide. Met 2024-06-18 2024 19647330138883 Equitas Academy 6 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grades 3-4: School Belonging (77%); School Engagement (64%); School Learning Strategies (67%); School Safety (56%); School Teacher-Student Relationships (84%); Valuing of School (75%). Grades TK-2: School Belonging (91%); School Climate (90%); School Engagement (83%). Identified Needs School Safety (Grades 3-4): The score of 56% indicates a need to enhance both physical and emotional safety measures, including addressing bullying and harassment to create a more secure environment for students. School Engagement (Grades 3-4): A score of 64% suggests that while engagement is moderate, there is room for improvement in making learning more interactive and participatory. School Learning Strategies (Grades 3-4): The score of 67% indicates that students need better instruction in learning strategies, study skills, and time management. Areas of Strength Teacher-Student Relationships (Grades 3-4): A favorable score of 84% shows strong relationships between teachers and students, which is crucial for a supportive learning environment. School Belonging (Grades 3-4 and TK-2): Scores of 77% for grades 3-4 and 91% for grades TK-2 suggest that students feel a strong sense of belonging and connection to the school, indicating successful efforts in creating an inclusive environment. School Climate (Grades TK-2): With a score of 90%, the positive school climate in the lower grades reflects effective practices in maintaining a nurturing and supportive atmosphere for students. School Engagement (Grades TK-2): A score of 83% indicates a high level of engagement among the youngest students, showing that the school effectively captures their interest and participation. Valuing of School (Grades 3-4): A score of 75% suggests that a significant number of students value their education, indicating that the school successfully connects schoolwork to real-world applications and personal interests. Enhancing School Safety (Grades 3-4) The school safety policy will be updated to address both physical and emotional safety, incorporating measures to prevent bullying and harassment. Procedural changes will include increasing staff visibility and presence in areas where students feel less safe and improving communication channels for reporting safety concerns. The action plan involves launching an anti-bullying campaign with workshops and training sessions for students and staff, implementing regular safety drills, ensuring clear communication of safety protocols, and enhancing the physical security infrastructure with better lighting and surveillance in key areas. Improving School Engagement (Grades 3-4) A new policy will prioritize student engagement, with specific goals and strategies for improvement. Procedural changes will introduce more interactive and participatory teaching methods, ensuring that curricula are relevant and engaging for students. The action plan includes offering professional development for teachers on engaging instructional techniques and differentiated instruction, establishing a student council to give students a voice in school activities and decisions, and expanding extracurricular activities and clubs to cater to a wider range of interests and increase student involvement. Enhancing Learning Strategies (Grades 3-4) The curriculum will be revised to integrate explicit teaching of learning strategies, focusing on study skills, time management, and goal setting. Procedural changes will incorporate regular assessments of students’ use of learning strategies and provide feedback. The action plan involves conducting workshops for students on effective learning strategies and study techniques, collaborating with teachers to develop classroom activities that reinforce these strategies, and providing additional support and resources for students who struggle with applying learning strategies. Strengthening Teacher-Student Relationships (Grades 3-4) Policies will be promoted to encourage regular teacher-student interactions and mentorship opportunities. Procedural changes will implement structured check-in times between teachers and students to build rapport and address individual needs. The action plan includes facilitating professional development for teachers on building positive relationships with students, creating a mentorship program where older students or staff members mentor younger students, and recognizing and celebrating positive teacher-student interactions through school-wide acknowledgments. Maintaining Positive School Climate (Grades TK-2) Policies will continue to uphold practices that have created a high sense of belonging and a positive school climate, ensuring these are regularly reviewed for effectiveness. Procedural changes will involve maintaining successful practices and regularly seeking feedback from students and parents. The action plan includes conducting periodic climate surveys to monitor a Met 2024-06-20 2024 19647330139089 Vista Horizon Global Academy 6 Teachers have high expectations for me: 96% Agree/Strongly Agree Teachers make themselves available outside of class time: 90% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 84% Agree/Strongly Agree Teachers help me explore career goals: 79% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 91% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 89% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 2024-06-10 2024 19647330139097 Scholarship Prep - South Bay 6 "Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4. This shows that we need to take the successes of our middle school and distill them down to the younger grades." Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching. Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities. Met 2024-06-20 2024 19647330139121 Equitas Academy 5 6 In December 2023, and May 2024, a nationally normed survey from Panorama Education was given to all students at our school. The data was reported at the board meeting directly following the analysis, and specific data on School Safety and School Belonging/Connectedness was communicated. Data is broken into sections and grade levels and the following are the percent favorable scores by section, all students in the school are surveyed. The following data is from the survey in spring 2024. Grades 3-4: School Belonging (60%); School Engagement (64%); School Learning Strategies (64%); School Safety (36%); School Teacher-Student Relationships (73%); Valuing of School (64%). Grades TK-2: School Belonging (88%); School Climate (85%); School Engagement (87%). Identified Needs: School Safety (Grades 3-4): With a score of 36%, there is a significant need to enhance both physical and emotional safety measures. This includes addressing bullying and harassment to create a more secure environment for students.School Belonging (Grades 3-4): The score of 60% indicates that efforts to foster a sense of belonging need to be strengthened. Students should feel more connected and included within the school community.School Learning Strategies (Grades 3-4): While the score of 64% is moderate, there is still room for improvement in how students are taught learning strategies, study skills, and time management.Valuing of School (Grades 3-4): A score of 64% suggests that there is an opportunity to increase students' appreciation and value of their education by connecting schoolwork to real-world applications and personal interests.Areas of Strength: Teacher-Student Relationships (Grades 3-4): A favorable score of 73% shows strong relationships between teachers and students, which is crucial for a supportive learning environment.School Belonging (Grades TK-2): An exceptionally high favorable score of 88% suggests that younger students feel a strong sense of belonging and connection to the school, indicating a successful effort in creating an inclusive environment.School Climate (Grades TK-2): With a score of 85%, the positive school climate in the lower grades reflects effective practices in maintaining a nurturing and supportive atmosphere for students.School Engagement (Grades TK-2): A score of 87% indicates a high level of engagement among the youngest students, showing that the school effectively captures their interest and participation. To address the identified needs and build on areas of strength, the LEA will implement several changes to existing plans, policies, and procedures.Enhancing School Safety (Grades 3-4)The school safety policy will be updated to address both physical and emotional safety, incorporating measures to prevent bullying and harassment. Procedural changes will include increasing staff visibility and presence in areas where students feel less safe and improving communication channels for reporting safety concerns. The action plan involves launching an anti-bullying campaign with workshops and training sessions for students and staff, implementing regular safety drills, ensuring clear communication of safety protocols, and enhancing the physical security infrastructure with better lighting and surveillance in key areas.Improving School Belonging (Grades 3-4)Policies will focus on fostering a stronger sense of community and inclusion within the school. Procedural changes will ensure that school activities and curricula promote diversity, equity, and inclusion. The action plan includes organizing school-wide events that celebrate different cultures and backgrounds, creating buddy systems or peer support groups to help students feel more connected, and involving parents and guardians in school community-building activities.Enhancing Learning Strategies (Grades 3-4)The curriculum will be revised to integrate explicit teaching of learning strategies, focusing on study skills, time management, and goal setting. Procedural changes will incorporate regular assessments of students’ use of learning strategies and provide feedback. The action plan involves conducting workshops for students on effective learning strategies and study techniques, collaborating with teachers to develop classroom activities that reinforce these strategies, and providing additional support and resources for students who struggle with applying learning strategies.Valuing of School (Grades 3-4)To increase the percentage of students who value school, the policy will emphasize the importance of connecting schoolwork to real-world applications and students' interests. Procedural changes will ensure that curricula are engaging and relevant, and that students understand the importance of their education. The action plan includes professional development for teachers on creating relevant and engaging lessons, involving students in project-based learning activities, and increasing communication with parents about the importance of education.Strengthening Teacher-Student Relationships (Grades 3-4)Policies will be promoted to encourage regular teacher-student interactions and mentorship opportunities. Procedural changes will implement structured check-in times between teachers and students to build rapport and address individual needs. The action plan includes facilitating professional development for teachers on building positive relationships with students, creating a mentorship program where older Met 2024-06-20 2024 19647330139832 Citizens of the World Charter School West Valley 6 "CWC West Valley administered a local survey (CWC organization-wide) to all students in grades 3-4, with a participation rate of over 90%. The local climate survey administered to students assessed their feelings of safety and connectedness by asking questions on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC WV, most students feel a sense of safety, with 85.1% answering “somewhat safe” to “extremely safe.” At CWC WV, most students also feel a sense of belongingness, with 88.5% answering “belong some” to “completely belong.” The following is a summary of the responses: SAFETY All ethnic/racial groups combined: o Extremely Safe = 36.8% o Quite Safe = 32.2% o Somewhat Safe = 16.1% o Slightly Safe = 8.0% o Not at All Safe = 6.9% BELONGING All ethnic/racial groups combined: o Completely Belong = 40.2% o Belong Quite a Bit = 25.3% o Belong Somewhat = 23.0% o Belong a Little = 8.0% o Do Not Belong At All = 3.4% " "Key Learnings and Areas of Strength: High Sense of Safety: A significant strength at CWC WV is students' high level of perceived safety. According to the survey, 85.1% of students feel ""somewhat safe"" to ""extremely safe."" This indicates that most students experience a secure and safe environment, which is crucial for their well-being and academic performance. Strong Sense of Belongingness: Another notable strength is students' strong sense of belonging. The data shows that 88.5% of students feel they ""belong some"" to ""completely belong."" This high percentage suggests that most students feel connected to the school community, which is essential for fostering a supportive and inclusive educational environment. Areas of Improvement and Identified Needs: Neutral Responses: While most students responded positively, it is essential to consider the neutral responses (answers rated three on the Likert scale). These neutral responses might indicate ambivalence or a lack of strong feelings, which could be explored further to understand the underlying reasons and improve these students' experiences. Continuous Monitoring and Support: Regularly administering climate surveys and monitoring these metrics can help track progress and the effectiveness of implemented strategies. It is crucial to provide ongoing support and resources to students, particularly those who may not feel as safe or connected. This could include counseling services, peer support programs, and more opportunities for student engagement and community-building activities. " "Based on the local data analysis from the climate survey at CWC WV, several key learnings and areas of need regarding students' feelings of safety and belongingness have been identified. The data shows that most students feel safe and have a sense of belonging, but there are disparities among different ethnic/racial groups that need to be addressed. To improve the overall climate and ensure equitable experiences for all students, the Local Education Agency (LEA) will implement the following changes to existing plans, policies, and procedures: Enhanced Communication Channels: To address the concerns of students who feel ""Slightly Safe"" or ""Not at All Safe,"" the CWC West Valley will establish more robust communication channels between students and school leadership. This includes anonymous reporting tools and regular feedback sessions to ensure students can voice their concerns safely. Safety Audits and Interventions: Regular safety audits of school facilities will be conducted to identify and mitigate potential risks. Interventions such as increased supervision in identified hotspots and additional security measures will be implemented where necessary. Inclusive Curriculum and Activities: CWC West Valley will continue to integrate more inclusive content into the curriculum that reflects the diverse backgrounds of all students. Additionally, school activities and events will be designed to celebrate and honor the cultural diversity within the school community. Professional Development for Staff: CWC West Valley will continue to provide ongoing professional development for teachers and staff, focusing on cultural competency, implicit bias, and inclusive teaching practices. This will equip staff with the skills to create a more inclusive and supportive environment for all students. " Met 2024-06-30 2024 19647330140004 El Rio Community 6 The student school climate survey was administered to all students in grades 3-6 at the end of the 2023-2024 school year in June. Key learnings from the school survey are that students in the younger grades (grades 3/4) felt more connection to both their peers and a larger percentage felt connected to at least one adult at school. Students in the upper grades also feel less confident about El Rio’s standards for academic achievement. Therefore, there is work to be done to establish this sense of connection and belonging with our upper grades/middle school students, as well as to help students feel confident that the alternative, public Waldorf approach will serve them well once they leave El Rio. Last but not least, approximately 20% of students in the upper grades felt that the behavior of other students in the class impacted their ability to learn. Last but not least, as a qualitative observation, the short answers on the were not enough– students wanted to talk about their school experience afterwards. When administering the survey in the upper grades in particular, students relished the opportunity to elaborate on their answers in conversation, and therefore focus groups and following up on these surveys would be wise for the new Executive Director next year! Because of our small sample size, disaggregated results by and large are not possible to share due to privacy concerns, but in looking at our respondent data, a few areas of strength that can be noted are that a high percentage of students (approximately 94% in both cases) feel successful at school, and like school, which is a great starting point. El Rio Community School administered a School Climate Survey to students in grade 3-6 with a 98% participation rate. The following is a summary of the LCAP survey that focused on the following 4 Key areas: ? 86% School Belonging: (How much students feel that their teacher is teaching to their learning style/the way they learn best) ? 85 % School Climate: (Perceptions of the overall learning climate/safety of the school in terms of classroom management, etc.) ? 87% School Engagement: (How attentive and invested students are in school in terms of interest) ? 91% School-Teacher Student Relationships: (How strong the social connection is between teachers and students within and beyond the school–comfort in asking the teacher a question, etc.) An increased focus on relationship building, and continuing our work with faculty on integrative student support to help with improving student behaviors that impact the classroom environment and learning conditions, will hopefully help improve the school climate going forward. Met 2024-06-26 2024 19647330140111 Invictus Leadership Academy 6 Not Met 2024 19647330140129 Ednovate - South LA College Prep 6 South LA College Prep priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, South LA College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community. On average, across the four surveys administered over the 2023-24 school year, 81% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have 2024-06-13 2024 19647330140749 Citizens of the World Charter School East Valley 6 "CWC East Valley administered a local survey (CWC organization-wide) to all third-grade students, with a participation rate of over 90%. Our survey does not disaggregate survey data by Unduplicated Pupils and Students with Disabilities (SWD), but students self-report racial/ethnic data. The local climate survey assessed their feelings of safety and connectedness by asking questions on a Likert scale of 1-5, with answers 3-5 representing a neutral to positive response. At CWC EV, most students feel a sense of safety, with 81% answering “somewhat safe” to “extremely safe.” At CWC EV, most students also feel a sense of belonging, with 76.7% answering “belong some” to “completely belong.” For questions related to safety and belonging, within each subgroup, most students responded favorably, with as little as zero to one student in some subgroups responding with the lowest rating. The following is a summary of the responses: SAFETY All ethnic/racial groups combined: o Extremely Safe = 32.8% o Quite Safe = 37.9% o Somewhat Safe = 10.3% o Slightly Safe = 15.5% o Not at All Safe = 3.4% BELONGING All ethnic/racial groups combined: o Completely Belong = 31.7% o Belong Quite a Bit = 21.7% o Belong Somewhat = 23.3% o Belong a Little = 20.0% o Do Not Belong At All = 3.3% " We find the results of this survey data to be promising, even though it was only taken across a single grade level. It speaks to the level of care and interest that students feel their community has in them and the work staff put into ensuring all students belong, regardless of their identity markers. This results from ongoing community building, social-emotional learning, and restorative discipline. The identified need is to ensure that these strong results, as they relate to feeling a sense of belonging and safety, continue with this cohort as they move into the upper elementary grades and that, overall, this sense also permeates across the entire community as the school continues to grow out to its fullest scale of being a TK - 5 in the next two years. As mentioned above, it will be important to ensure that all students feel a sense of safety and belonging as the school grows. Great thought will need to be put into what systems, structures, rituals, and traditions continue to make CWC East Valley a close-knit and secure feeling environment for our students. We will also need to ensure that our social-emotional learning continues into the upper elementary grade levels and that other programs and supports are in place for older students. As part of that, we have discussed different leadership programs that can be implemented for upper elementary students to ensure ample leadership opportunities that can also contribute to the inner workings of a school where connection, joy, safety, and belonging are at the center. Curriculum: In the coming years, CWC EV looks forward to expanding the usage of Pollyanna, a DEIB curriculum for elementary students currently embedded into our social-emotional learning curriculum map. Increasing the usage and training of staff using this program will contribute to ensuring our students (and staff) have the necessary anti-racist literacy skills that we hope also increase all students’ sense of belonging. Lastly, we are on the precipice of piloting a new ELA curriculum in the 24 -25 school year and will be expanding that to full implementation in the 25 - 26 school year. This new curriculum also comes with a diverse set of culturally relevant texts that will increase opportunities for all students to be represented in the materials with which they interact daily in Language Arts. We believe these curricular adjustments will also help increase all students’ sense of belonging in the coming years. Met 2024-06-30 2024 19647331931047 Birmingham Community Charter High 6 "For the last 4 years, BCCHS students in all grades have participated in the Resilience Check-In Mental Health Survey. Some key findings from the survey are: • 96.5% of our students feel safe on our campus • 94.2% of our students feel they have at least one teacher on campus who really cares about them. 94.2% • 97.1% of our students feel they have at least one teacher who encourages them to do their best. • 94.8% of our students feel they have at least one teacher who listens to them. 94.8% • 94.1% of our students feel they have at least one teacher who tells them when they do a good job. • 90% of our students feel they have at least one teacher who notices when they are not there. • .05% of our students experience strong, bad or scary feelings often or almost always. .05% • 28% of our students hide their feelings of sadness. 28% • 65.4% of students said that they would seek help at school if they needed it. 65.4% " Based on the survey results, nearly all students surveyed feel safe at school and supported and cared for by teachers and other staff members and these are areas of strength. Also, we have significantly increased the number of our students that feel comfortable seeking help at school if they need it, however, it remains an area of growth for our school community. Addressing the needs of students experiencing emotional distress is a primary concern and focal point at BCCHS and an identified area of growth since this number has grown significantly over the course of the pandemic. Accordingly, we have 4 psychiatric social workers, one for each grade level, and 12 academic counselors, 3 for each grade level. Having an increased number of PSWs and counselors on staff will assist us as a school community in identifying students sooner who may need be experiencing mental health issues and addressing their needs. This is the second year that we have included an Academy Period in our weekly schedule to address mindfulness, social and emotional needs and to build skills such as time management, effective communication, problem solving, conflict resolution and self-advocacy. A broader goal of this class is to help students to feel more connected to the school and to an adult at the school to provide an additional avenue or forum for the student to share issues or concerns or seek help if needed. Met 2024-06-29 2024 19647331931708 Chatsworth Charter High 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: 1) ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. 2) Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: 1) Establishing additional partnerships with community-based organizations for safe passages; 2) Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; 3) Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Chatsworth Charter High is included in these school climate policies and processes. Met 2024-06-18 2024 19647331931864 Grover Cleveland Charter High 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Grover Cleveland Charter High School is included in these school climate policies and processes. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Cleveland Charter High School is included in these school climate policies and processes. Met 2024-06-18 2024 19647331932623 El Camino Real Charter High 6 "Parent Safety Survey • Response Rate: Out of approximately 3,261 students, 144 parent responses were received. This is an estimated 4% parent response rate. • Key Findings: ? 76% of parents feel safe on campus. ? 68% of parents can find the School Safety plan on the school website. ? 51% of parents know where the Request Gate and Reunion Gates are located. ? 72% of parents feel they receive enough information during safety/practice drills. ? 76% of parents believe checking the student’s Royal ID pass upon entry is a good safety measure. ? 38% of parents feel that implementing a clear backpack policy would be a good safety measure. Student Safety Survey • Response Rate: Out of approximately 3,261 students, 395 responses were received. This is an estimated 12% student response rate. • Key Findings: ? 59% of students feel safe on campus. ? 53% of students can find the School Safety plan on the school website. ? 38% of students know where the Request Gate and Reunion Gates are located. ? 45% of students feel they receive enough information during safety/practice drills. ? 66% of students believe checking the student’s Royal ID pass upon entry is a good safety measure. ? 11% of students feel that implementing a clear backpack policy would be a good safety measure. Staff Safety Survey • Response Rate: Out of approximately 134 teachers, 37 responses were received. This is an estimated 28% teacher response rate. • Key Findings: ? 85% of teachers feel safe on campus. ? 78% of teachers can find the School Safety plan on the school website. ? 84% of teachers know where the Request Gate and Reunion Gates are located. ? 84% of teachers feel they receive enough information during safety/practice drills. ? 97% of teachers believe checking the student’s Royal ID pass upon entry is a good safety measure. ? 32% of teachers feel that implementing a clear backpack policy would be a good safety measure. Family Quality of Service Survey • Response Rate: Out of approximately 3,261 students, 492 parent responses were received. This is an estimated 15% parent response rate. • Key Findings: ? 8% of parents actively engage with and interact with their child's school. ? 55% of parents feel they can provide their children with academic and social support outside of school. ? 56% of parents have a positive outlook on the social and learning climate of the school. ? 57% of parents believe their children are physically and psychologically safe at school. Staff Quality of Service Survey • Response Rate: Out of approximately 134 teachers, 79 responses were received. This is an estimated 59% teacher response rate. • Key Findings: ? 72% of teachers believe their teaching performance is objectively assessed. ? 77% of teachers feel they have valuable professional development opportunities. ? 70% of teachers feel ECR has been supportive of their professional growth. ? 68% of teachers feel students are enthusiastic about com" "Strengths • School Safety: Both parents and students reported feeling safe on campus, with significant support for current safety measures such as checking the student’s Royal ID pass. • Family Support and School Climate: Parents expressed confidence in their ability to support their children academically and socially, and held positive views on the school’s climate. Growth • Response Rate: The overall response rate was below 50% in many areas, highlighting a need for better engagement strategies. • Family Engagement: Only 8% of parents reported active engagement with the school. • School Engagement for Students: Less than half of the students felt adequately informed about safety procedures. • Teacher Evaluation: Teachers expressed a need for more objective assessments and professional growth opportunities. Challenges • Survey Participation: Achieving a representative survey pool was challenging, with response rates not exceeding 50% for any group. Increasing participation is crucial for obtaining accurate insights. • Engagement: Low engagement levels among parents and students need to be addressed to foster a more inclusive and supportive school environment. Barriers • None Identified: There are no significant barriers currently hindering survey implementation or response collection." "Action Plan • Parent Surveys: Distribute surveys at parent meetings and events, via email blasts, and through newsletters to increase response rates. • Student Surveys: Administer surveys while students are on campus to boost participation. • Teacher Surveys: Implement surveys during faculty and/or CPD meetings to ensure higher response rates. Future Steps • Deeper Analysis: Utilize survey results to explore the reasons behind the low overall school climate responses from teachers. This can guide further improvements and targeted interventions. • Parent Engagement: Increase the number of parent engagement activities on campus and create more opportunities for parents to interact with the school. • Improved Communication: Ensure that all stakeholders are well-informed about safety procedures and other important school policies through multiple communication channels. By addressing these areas, we aim to enhance the overall safety, engagement, and quality of service at El Camino Real Charter High School. " Met 2024-06-27 2024 19647331933746 Granada Hills Charter 6 "In March of 2024, students, staff, and parents of Granada Hills Charter completed a satisfaction survey from Panorama Education that asked them to evaluate and provide feedback on the following: Academic Program, Communications, Safety & Discipline. For the School Climate Survey, GHC received the following numbers of responses: 3,554 students responded and 256 families responded. In addition to the School Climate Survey, GHC administers a bi-weekly (Possip) survey to families twice per month. For the year, GHC administered sixteen Possip surveys to over 11,500 active parent contacts with a 45% response rate. Approximately 77% responded stating they are ""Happy"" with GHC, 16% responded stating they are ""Mostly"" happy with GHC, and 7% responded stating they are ""Not"" happy with GHC." For students in TK-8, 97% of students hold a favorable view of the academic program, 91% hold a favorable view of communications, and 92% hold a favorable view of safety & discipline. For students in high school, 86% of students hold a favorable view of the academic program, 76% hold a favorable view of communications, and 71% hold a favorable view of safety & discipline. Students from both programs view the academic program more favorably than communication and safety & discipline. This could be attributed to the variert of courses and programs offered in each program. The students at TK-8 generally hold a more favorable view of communications and safety & discipline compared to the students at high school. This could be attributed to the maturation of students and the increased level of discipline and school rules at the high school compared to the TK-8 campus. For parents of TK-8 students, 84% of parents hold a favorable view of the academic program, 83% hold a favorable view of communications, and 85% hold a favorable view of safety & discipline. For parents of high school students, 84% of parents hold a favorable view of the academic program, 83% hold a favorable view of communications, and 85% hold a favorable view of safety & discipline. Parents of students from both programs hold a slightly more favorable view of safety & discipline than academic programs and communications. This could be attributed to the priority GHC holds of providing a safe space with zero tolerance in each program. Parents hold a slightly lower favorable view of the academic program than students. This discrepancy is something GHC will investigate, but potential reasons could involve the impact of communications as that is the lowest favorable area. It could be that parents are not as well informed or have as strong an understanding of the academic program as their students may have. Overall, GHC continues to make gains with its academic programs. Through all the surveys administered throughout the year, GHC received the following feedback: Students voiced their displeasure with the school dress code, tardy policy, and cell-phone policy. Students shared a desire for a greater sense of belonging on campus, building healthy and supportive relationships with students and adults. Students shared how one of GHC’s strengths is in the variety and diversity of after school clubs, teams, events, and other extracurriculars the school offers. Students positively shared how many tutoring opportunities GHC offers to support students who are struggling academically. Students positively shared an appreciation for GHC’s commitment to addressing mental health, especially with the Wellness/Resource Center. Parents shared a desire to see more relevant and engaging lessons from teachers. Parents shared a concern around grading practices that are timely and are fairly implemented across grade levels and content areas. Parents shared their concern with mathematics, specifically on how to improve student schools and ensuring all students have access to the support they need. Parents shared a desire to be more involved with the school in any capacity that’s needed. Through surveys and meetings with the SSC/LCAP Advisory, it would be a good opportunity to inform and educate parents on the California Dashboard, including what each indicator means and how GHC compares to neighboring schools. Parents shared overall positive feedback on the school climate and safety of GHC. Met 2024-06-24 2024 19647331937226 Reseda Charter High 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; and • Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Reseda Charter High is included in these school climate policies and processes. Met 2024-06-18 2024 19647331938554 Sylmar Charter High 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Sylmar Charter High School is included in these school climate policies and processes. Met 2024-06-18 2024 19647331938612 Taft Charter High 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Taft Charter High School is included in these school climate policies and processes. Met 2024-06-18 2024 19647331938885 University High School Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, University HS Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647331995836 Palisades Charter High 6 This year, PCHS administered the California Healthy Kids Survey (students, staff and parent surveys). Given that it was our first time utilizing this survey method, we will use this year as a baseline for survey participation/engagement metrics. In 2024-2025, PCHS plans to streamline student data into a single platform, to allow for deeper analysis and recommendations. In addition, PCHS utilized committee meetings and surveys to solicite feedback on one-time relief spending plans and school priorities. The feedback from the surveys and committee meetings indicated that PCHS should continue investing (or consider increasing investment) in the areas of technology, mental health, and academic acheivement. Specifically, two student sub-groups were identified for additional ELA and math support. In 2024-25, the school has increased it's school psychologist count by +1.0 FTE. This further supports the schools investment into mental health. In addition, the school is purchasing 800+ devices to maintain a 1:1 student device model. Lastly, additional intervention services, tutoring and paraprofessional support is being planned to support students in identified areas. Met 2024-06-11 2024 19647331996610 Los Angeles Leadership Academy 6 At the high school, 80% of students agreed or had a neutral response that they feel safe at school, while 85% agreed or had a neutral response that they are proud to be a LALA student. At the middle school, 68% of students agreed that they feel safe at this school. However, 79% agree that students know what to do in a natural disaster or intruder during the school day. 72% of middle school students agree that they belong at this school. At the high school level, students have a stronger sense of safety and school connectedness than those at the middle school level. The data suggests that this difference is driven by interpersonal conflicts at the middle school level. Middle school students need additional support in developing conflict resolution and interpersonal skills. Due to the high need for mental health support, we have added additional partners to support students with mental health needs. Didi Hirsh, VIP, PESA, and Row educational services (for students with disabilities) all provide counseling services to our students. Additionally, our school counselor does regular SEL check-ins with individual students. At the middle school, a Wellness Room has been added for students to find support to share their feelings with someone. At the High School, two Wellness Rooms have been added (one for students and one for teachers/staff). All of the additional support this year is helping to reduce the number of students who are failing their classes and overall is increasing student engagement. The middle school initiated a comprehensive anti-bullying campaign this year to support students in understanding what bullying is and how to report it. This campaign has successfully increased the number of reports of bullying providing the school the opportunity to mediate conflicts to prevent escalation of the bullying behavior. The school also provides active shooter training for all staff and administrators. The school has hired two security guards to ensure campus safety at both campuses. The school is current on all safety drills and debriefs monthly on what can be improved. Next year, celebrating regular attendance will be a huge component of the school climate work. The school will check in with students who aren’t present, and ensure all students feel connected to the school community. Met 2024-06-25 2024 19647336015986 Beckford Charter for Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Beckford Charter, is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016240 Calabash Charter Academy 6 School Experience Survey and counseling referrals and weekly SSPTs to monitor student growth. School safety is a priority - monthly data review of SSPT and progress monitoring. School safety is a priority - monthly data review of SSPT and progress monitoring. Met 2024-06-18 2024 19647336016265 Calvert Charter for Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Calvert Charter is included in these school climate policies and processes. Met Calvert Teachers implement lessons to students on Social Emotional Learnng. An emphasis on these lessons is preparing students to increase their growth mindset, self-efficacy, self-management, social awareness. Developing proficiency in these areas will 2024-06-18 2024 19647336016323 Canyon Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Canyon Charter School is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016356 Carpenter Community Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Carpenter Community Charter, is included in these school climate policies and processes. Met Carpenter Community Charter annually administers LAUSD's School Experience Survey to all families, staff members, and students in grades 4-5. On average approximately 88% of our families, 100% of staff, and 100% of students respond to the survey. We ann 2024-06-18 2024 19647336016562 Colfax Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Colfax Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016729 Dearborn Elementary Charter Academy 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Dearborn Elementary Charter Academy is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016778 Dixie Canyon Community Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Dixie Canyon Community Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016869 El Oro Way Charter For Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, El Oro Way Charter for Enriched Studies is included in these school climate policies and processes. Met 2024-06-18 2024 19647336016935 Encino Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Encino Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336017016 Fenton Avenue Charter 6 The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 90.4% Curriculum: 96.1% Instruction: 95.2% Assessment: 96.2% School Culture: 89.7% Overall Satisfaction: 95.3% Participation Rate: 44% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 95.7% Curriculum: 96.3% Instruction: 97% Assessment: 93.2% School Culture: 95.6% Overall Satisfaction: 95.6% Participation Rate: 30% STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 89.2% Curriculum: 96.3% Instruction: 89% Assessment: 86.3% School Culture: 86.1% Overall Satisfaction: 89.4% Participation Rate: 40% This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 86.1% EL: 83.52% Latino: 82.66% SED: 84.38% SWD: 81.80% OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience. Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ: All Students * Positive School Culture: Foster a positive school culture where all students feel valued and respected. * Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. * Restorative Practices: Use restorative practices to build community and address conflicts constructively. * Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress. English Learners: * Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. * Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. * Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education. Latino: * Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. * Bias Training: Conduct training on implicit bias and cultural competency for all staff. * Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging. Socioeconomically Disadvantaged: * Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. * Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. * Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support. Students with Disabilities * Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. * Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. * Teacher Training: Train teachers and staff on how to effectively support students with disabilities. Met 2024-06-13 2024 19647336017438 Hamlin Charter Academy 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Hamlin Charter Academy is included in these school climate policies and processes. Met 2024-06-18 2024 19647336017529 Haynes Charter For Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Haynes Charter for Enriched Studies is included in these school climate policies and processes. Met Haynes Charter is always complimented on how welcoming and friendly our School Office is to Parents, students and visitors 2024-06-18 2024 19647336017693 Justice Street Academy Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Justice ES is included in these school climate policies and processes. Met 2024-06-18 2024 19647336017701 Kenter Canyon Elementary Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Kenter Canyon is included in these school climate policies and processes. Met 2024-06-18 2024 19647336017743 Knollwood Preparatory Academy 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. "Below are the findings from the school community engagement efforts: • ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. • Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; • Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Knollwood Preparatory Academy is included in these school climate policies and processes. " Met 2024-06-18 2024 19647336017891 Lockhurst Drive Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Lockhurst Drive CES is included in these school climate policies and processes. Met 2024-06-18 2024 19647336018063 Marquez Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Marquez Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336018204 Montague Charter Academy 6 Based on the survey data, we have learned that Montague parents are still highly satisfied with the school and have been excited to return to “normal” school events such as cultural events, field trips, and opportunities to build relationships with other parents. Additionally, we learned from this year’s LCAP Survey that our families want us to work on improving some aspects of our facilities. Also it is important to note that all of last year’s concerns/suggestions were successfully addressed during the current academic year. We will be implementing a survey instrument to disaggregate data in the next academic year. Our data from the survey suggests that our students feel safe at school and know who to report to when something unsafe occurs. Our low suspension and expulsion rates plus high enrollment and attendance also support that data. It also reveals that parents are highly satisfied with our instructional program. CA will be working with our authorizer to add more classrooms and restrooms and maintain the current teacher and teacher assistant staffing to conduct more small group instruction in English Language Arts and Math. Met 2024-05-30 2024 19647336018287 Nestle Avenue Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Nestle Ave. Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336018634 Palisades Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is included in these school climate policies and processes. Met As an Affiliated Charter in Los Angeles Unified, Palisades Charter Elementary School is dedicated to providing resources to this priority. We enhance a welcoming environment by having greeters at ever entrance in the mornings, creating engaging enrichmen 2024-06-18 2024 19647336018642 Pacoima Charter Elementary 6 Pacoima Charter School administers its own yearly climate survey to all 5th grade students. This year it will administer the California Healthy Kids Survey to its 5th grade students Pacoima Charter School utilized its own Student School Climate survey for 5th grade students. Results of the survey showed that students feel safe coming to school for the following reasons: 1. LAPD Community Partnership officers provide safe passage during arrival and dismissal form school. They participate in most of the school activities. 2. A full-time behavior specialist and school counselor 3. A full-time doctor and nurse 4. Supervision personnel during recess and lunch PCS will continue to use Restorative Justice practices to assist in building community and fostering a healthy school environment. Met 2024-06-11 2024 19647336018725 Plainview Academic Charter Academy 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Plainview ACA is included in these school climate policies and processes. Met Parents will be provided support to complete the School Experience Survey and enroll them in the Parent Portal. Plainview has a higher participation rate when parents are on campus and can complete the survey in the computer lab, or parent center on a chr 2024-06-18 2024 19647336018774 Pomelo Community Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety-related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. "Below are the findings from the school community engagement efforts: ? ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. ? Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: ? Establishing additional partnerships with community-based organizations for safe passages; ? Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; ? Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Pomelo CC is included in these school climate policies and processes. " Met 2024-06-18 2024 19647336018923 Riverside Drive Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Riverside Drive Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019079 Santa Monica Boulevard Community Charter 6 The Charter School conducted a school climate survey among staff, parents, and students to gauge their satisfaction concerning the the elements of Organization, Curriculum, Instruction, Assessment, and School Culture. This survey was initiated to identify strengths and areas needing improvement within the school's framework, ensuring that all stakeholders have a voice in the educational environment. By collecting feedback on these critical elements, the Charter School aims to enhance the overall educational experience, promote a positive and inclusive school culture, and ensure that instructional and organizational practices meet the needs and expectations of the community. The insights gained from this survey will help the school make informed decisions and implement strategies to foster a supportive and effective learning environment for all students. STAFF The following are the results of the School Climate Student Survey given to staff. Organization: 90.1% Curriculum: 91.1% Instruction: 91.1% Assessment: 94.5% School Culture: 86.3% Overall Satisfaction: 90.6% Participation Rate: 35% PARENTS The following are the results of the School Climate Student Survey given to parents. Organization: 98% Curriculum: 99.6% Instruction: 97.6% Assessment: 98.6% School Culture: 97.8% Overall Satisfaction: 98% Participation Rate: 35% STUDENTS The following are the results of the School Climate Student Survey given to students in grades 3-5. Organization: 85.4% Curriculum: 99.3% Instruction: 89.1% Assessment: 90.2% School Culture: 88.5% Overall Satisfaction: 90.5% Participation Rate: 84% This data reveals how students responded School Culture and their perceptions of school safety and connectedness by student subgroup. All: 88.5% EL: 85.85% Latino: 87.615% SED: 86.73% SWD: 84.08% OVERALL The school climate survey reveals an exceptionally high level of satisfaction across multiple critical aspects of the educational environment from our parents. Organization The Charter School received a high satisfaction rate, indicating that nearly all respondents find the school's administrative and operational structures to be efficient and supportive. This suggests that the school effectively manages its resources, maintains clear communication channels, and fosters an organized environment conducive to learning. Curriculum The Charter School achieved an impressive satisfaction rate, reflecting widespread approval of the school's academic programs. This high rating implies that the curriculum is well-rounded, engaging, and meets the diverse needs of students. It also suggests that the content is relevant, challenging, and aligned with educational standards, preparing students well for future academic and career endeavors. Instruction The Charter School garnered a high satisfaction rate, highlighting the effectiveness and quality of teaching within the school. This result suggests that the instructional methods employed by the teachers are highly effective, engaging, and conducive to student learning. It indicates that teachers are likely skilled, knowledgeable, and capable of delivering the curriculum in a manner that resonates with students. Assessment The Charter School received a significantly high satisfaction rate, indicating a strong approval of the methods used to evaluate student performance. This suggests that the school's assessment strategies are fair, comprehensive, and provide meaningful feedback to students. It implies that assessments are well-designed to accurately measure student learning and progress. School Culture The Charter School satisfaction a high satisfaction rate, which, while slightly lower than the other categories, still demonstrates a very high level of satisfaction. This rating reflects a positive and inclusive school atmosphere where students feel safe, respected, and valued. It suggests that the school promotes a supportive and nurturing environment that fosters positive relationships among students, staff, and the broader school community. Overall, these results from the School Climate survey illustrate a highly successful and well-regarded school environment, with near-universal satisfaction in key areas essential to the educational experience. Improving school climate for each subgroup requires targeted interventions that address the unique needs and challenges faced by these students. The following are strategies the Charter School will employ: All Students * Positive School Culture: Foster a positive school culture where all students feel valued and respected. * Social-Emotional Learning (SEL): Implement SEL programs to help students develop emotional intelligence and coping skills. * Restorative Practices: Use restorative practices to build community and address conflicts constructively. * Data-Driven Decisions: Regularly collect and analyze data on school climate and student perceptions to identify areas for improvement and measure progress. English Learners: * Language Support: Implement robust English as a Second Language (ESL) programs and bilingual education. * Cultural Inclusion: Celebrate cultural diversity and include culturally relevant materials in the curriculum. * Parental Involvement: Engage with parents in their native language and provide resources to help them support their children's education. Latino: * Culturally Relevant Curriculum: Integrate culturally relevant materials and perspectives into the curriculum. * Bias Training: Conduct training on implicit bias and cultural competency for all staff. * Support Groups: Create support groups or clubs where students can share experiences and feel a sense of belonging. Socioeconomically Disadvantaged: * Provide Resources: Ensure access to basic necessities such as food, clothing, and school supplies. * Academic Support: Offer tutoring, after-school programs, and summer learning opportunities. * Parent Engagement: Foster strong communication and partnerships with parents, providing them with resources and support. Students with Disabilities * Inclusive Practices: Promote inclusive education practices and ensure accommodations are in place. * Specialized Support: Provide specialized services such as speech therapy, occupational therapy, and counseling. * Teacher Training: Train teachers and staff on how to effectively support students with disabilities. Met 2024-06-13 2024 19647336019111 Serrania Avenue Charter For Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Serrania CES, is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019186 Sherman Oaks Elementary Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Sherman Oaks Elementary Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019392 Superior Street Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Superior Street Elementary is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019525 Topanga Elementary Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: • ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. • Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; and • Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Topanga Elementary Charter is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019533 Topeka Charter School For Advanced Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Topeka Charter School for Advanced Studies is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019673 Van Gogh Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Van Gogh Charter ES is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019715 Vaughn Next Century Learning Center 6 "One of the key domains explored in the survey was ""connectedness,"" aiming to gauge students' happiness, sense of belonging, acceptance, and support within our school community. This domain included questions about whether students felt happy at school, part of the school community, accepted for who they are, and their perception of the school's supportiveness and welcoming atmosphere. It also asked whether students believed teachers cared if they were absent. Overall, responses within the connectedness domain were overwhelmingly positive. Students reported feeling happy at school, part of the school community, and accepted for who they are, all with rates well above 82%. However, one notable exception emerged regarding students' perceptions of teacher attentiveness to their absences, with a favorable response rate of 71.1%, indicating a slightly lower perceived level of teacher care compared to other aspects of connectedness. The aggregate favorable rate for the connectedness domain was 81%, reflecting a generally positive sentiment among students regarding their overall school experience. Additionally, the survey assessed students’ perceptions of safety within their school environment and the surrounding neighborhood, as well as their interactions with peers and adults. The findings reveal that approximately 75% expressed favorable answers across the safety domain. Specifically, about 73% of students reported feeling secure at school and in the neighborhood. Furthermore, perceptions regarding adult support in handling bullying situations were notably high, with over 85% of students believing that adults would intervene and assist them if they reported bullying. Similarly, over 83% of students indicated feeling respected by adults in their school environment. However, the survey also identified areas for improvement. One such area pertains to students' perceptions of kindness among their peers, with only 51% reporting favorable feelings about the kindness exhibited by their fellow students. " While the analysis of the data highlights many positive aspects of connectedness and safety within our school, they also illuminate areas where targeted efforts can yield significant benefits for our students and the overall school community. The data on Connectedness and Safety reveals a predominantly positive outlook from the students' viewpoint, emphasizing a prevalent culture of respect and support among both peers and staff members. This positive perception underscores a deep-seated trust in the support systems embedded within our school community. However, alongside these encouraging findings, the data also identifies areas that warrant attention and growth. Specifically, it suggests an opportunity to cultivate a more inclusive and supportive peer culture within our school community. Furthermore, the data underscores the importance of exploring strategies aimed at improving communication and support mechanisms related to student attendance. Strengthening these aspects has the potential to foster stronger teacher-student relationships and further enhance our school's climate of care and support. The data collected from this survey will serve as a pivotal tool for school leadership teams as they formulate targeted action plans tailored to address specific growth areas identified within their respective grade levels. By leveraging these insights, our aim for the upcoming school year is to enhance our understanding of the school climate through the administration of the survey twice annually. This approach will provide us with mid-year data crucial for reflection and adjustment, enabling us to implement necessary changes aimed at fostering continuous growth and improvement within our school community. This strategic integration of feedback into our continuous improvement cycle underscores our commitment to cultivating a supportive and inclusive educational environment conducive to the success and well-being of all students. Met 2024-06-26 2024 19647336019855 Welby Way Charter Elementary School And Gifted-High Ability Magnet 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Welby Way Charter ES is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019939 Westwood Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Westwood Charter Elementary is included in these school climate policies and processes. Met 2024-06-18 2024 19647336019954 Wilbur Charter For Enriched Academics 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. "Below are the findings from the school community engagement efforts: ? ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. ? Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: ? Establishing additional partnerships with community-based organizations for safe passages; ? Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; ? Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Wilbur Charter For Enriched Academics is included in these school climate policies and processes. " Met 2024-06-18 2024 19647336020036 Woodlake Elementary Community Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Woodlake Elementary is included in these school climate policies and processes. Met 2024-06-18 2024 19647336020044 Woodland Hills Elementary Charter For Enriched Studies 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Woodland Hills CES is included in these school climate policies and processes. Met 2024-06-18 2024 19647336057988 Emerson Community Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Emerson CC is included in these school climate policies and processes. Met 2024-06-18 2024 19647336058150 Louis Armstrong Middle 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Armstrong is included in these school climate policies and processes. Met 2024-06-18 2024 19647336058267 Paul Revere Charter Middle 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: -ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. -Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: -Establishing additional partnerships with community-based organizations for safe passages; -Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; -Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Paul Revere Charter MS is included in these school climate policies and processes. Met 2024-06-18 2024 19647336061477 George Ellery Hale Charter Academy 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Hale Charter Academy is included in these school climate policies and processes. Met Hale Charter Academy provides the services of a full-time Psychiatric Social Worker (PSW) for our students that works in conjunction with our School Counselors. Additionally Hale Charter has the Black Student Achievement Plan (BSAP) program which provide 2024-06-18 2024 19647336061543 Alfred B. Nobel Charter Middle 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findingsfrom the school community engagement efforts: • ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. • Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; and • Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Nobel Charter Middle is included in these school climate policies and processes. The District was asked to identify the locally selected measures or tools used to track the extent to which all students have access to, and are enrolled in, a broad course of study, based on grade spans, unduplicated student groups, and individuals with exceptional needs served. Met 2024-06-18 2024 19647336061584 Gaspar De Portola Charter Middle 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Portola Middle School is included in these school climate policies and processes. Met 2024-06-18 2024 19647336071435 Castlebay Lane Charter 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. "Below are the findings from the school community engagement efforts: • ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. • Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: • Establishing additional partnerships with community-based organizations for safe passages; • Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; • Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Castlebay Lane Charter Elementary School is included in these school climate policies and processes. " Met 2024-06-18 2024 19647336094726 Community Magnet Charter Elementary 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Community Magnet Charter School is included in these school climate policies and processes. Met 2024-06-18 2024 19647336097927 Open Charter Magnet 6 The District administers its annual Local Climate Survey as part of its yearly School Experience Survey (SES). The results of this survey are expected to be released this summer. The survey metrics will help identify safety-related concerns. Additionally, increased school community engagement efforts have been underway during the 2023-24 school year to seek qualitative feedback on safety related matters from students, staff, and families. In response to the feedback provided, we will enhance our current efforts to align safety and security measures to promote welcoming environments and safe passages for students. The Every School Safe Blueprint (ESS) was implemented during the 2023-24 school year. Although the effort is in its infancy, it emphasizes the importance of collaboration, communication, and proactive measures to enhance school safety. Below are the findings from the school community engagement efforts: ESS Modules will be enhanced to address the perception of safety in school and around the school for all stakeholders. Additional modules will focus on creating welcoming environments for students, and reaffirming positive behavior supports and restorative practices. This is expected to result in more students reporting they feel safe on campus and in the neighborhood surrounding their school. To continue to address safety concerns, staff is considering the following: Establishing additional partnerships with community-based organizations for safe passages; Coordinating efforts with municipalities on traffic safety and reducing crimes in school communities; Increasing parental engagement through additional town hall meetings. As an Affiliated Charter in Los Angeles Unified, Open Magnet Charter School is included in these school climate policies and processes. Met 2024-06-18 2024 19647336112536 Accelerated 6 TAS administers a Panorama survey annually to students (grades 5-8), staff (classified and certificated), and all parents to assess school connectedness, climate, and safety. Organizationally, there were large gaps between questions about safety and school climate/culture amongst teachers/staff. 92% of staff feel safe and secure on campus but rate climate and culture relatively low with only 55% favorable responses. Students across all schools within our organization report high favorability regarding what the schools value (identity, diversity, and inclusion), while students across all schools within our organization responded least favorably (57%) regarding the climate and culture of their school, with 7th graders at TAS reporting the lowest percent favorable at 44%. At TAS specifically, out of the 10-12 questions asked regarding school climate, culture, and safety, 79% of students, 85% of parents, and 83% of staff members responded favorably. TAS Survey data shows that while 69% of students feel they have an adult on campus whom they can trust and go to for assistance with a problem, 31% of students feel less of a sense of connectedness. An area of strength is that students, staff, and parents feel that the school values their identity, values diversity, and inclusivity and that concerns are responded to promptly. In order to address and support student connectedness and inclusivity, TAS will implement additional initiatives. "The Accelerated School will provide all students with the following additional opportunities to engage in learning outside of the classroom to strengthen school conditions and climate to advance student performance and equity: o Host school-wide events including CLAW GAMES, Student Showcase o Spirit Weeks o School-wide programming for Diversity, Equity, Inclusion, and Belonging o implement a student leadership class responsible for planning events, filming weekly messages, and running student assemblies. o Challenge Day" Met 2024-06-20 2024 19647336114912 Watts Learning Center 6 DATA Watts Learning Center Charter School administered the Panorama student school experience to students in grades 3-5, which focused on the following 5 Topics: School belonging, school climate, school engagement, school mindset, and teacher-student relationships. The following reflect the favorable responses (percentages) regarding school safety and connectedness: Parents: Family Engagement - 26% School Climate - 82% School Safety - 84% Students: Safety - 56% Classroom Climate (Supportive Relationships 89% Staff: School Climate - 69% Staff Family Relationships - 89% STRENGTHS, GROWTH, CHALLENGES, BARRIERS WLCCES continues to be successful in the implementation of school climate and connectedness initiatives. Scores from the previous year increased significantly for school engagement and mindset. Improving school safety continues to be an area of need. EFFECTIVENESS AND NEXT STEPS WLCCES will continue to take steps to implement actions that are determined to be effective and incorporate educational partner input, including hiring school safety personnel to address identified needs, providing parent learning opportunities on requested topics and form more community partnerships to support school climate and student achievement. Met 2024-06-26 2024 19647336116750 PUC Community Charter Middle and PUC Community Charter Early College High 6 "PUC CCMS-CCECHS conducts an annual student survey. The comprehensive survey consists of 8 Constructs; Captivate, Care, Challenge, Clarify, Confer, Consolidate, Control, and Safety. Each teacher and every grade level is surveyed. Questions and Favorable Ratings in the survey that relate to safety and connectedness are as follows: PUC CCMS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 72% Care My teacher in this class makes me feel that she really cares about me 76% Care My teacher really tries to understand how students feel about things 72% Confer My teacher respects my ideas and suggestions 80% Confer My teacher wants us to share our thoughts 84% Consolidate The comments that I get on my work in this class help me understand how to improve. 81% Control Student behavior in this class is under control. 74% Safety I feel physically safe in this classroom. 83% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 86% PUC CCECHS: Construct Item/Question % Favorable Rating General Education Captivate My teacher makes learning enjoyable 80% Care My teacher in this class makes me feel that she really cares about me 83% Care My teacher really tries to understand how students feel about things 82% Confer My teacher respects my ideas and suggestions 86% Confer My teacher wants us to share our thoughts 88% Consolidate The comments that I get on my work in this class help me understand how to improve. 85% Control Student behavior in this class is under control. 84% Safety I feel physically safe in this classroom. 88% Safety I feel that my teacher will address situations of harassment, teasing or bullying if I let the teacher know. 87% " PUC CCMS received an overall score of 4.25 of 5 and an Average % Favorable of 80%. PUC CCECHS received an overall score of 4.37 of 5 and an Average % Favorable of 85%. During the 2023-2024 SY, PUC CCMS and PUC CCECHS continued to focus on student engagement. Part of engaging students was and is making sure that students felt that their teachers really care about them. This was done through intentional one-on-one check-ins with students, especial students with unique needs such as English Learners (ELs), Student with Disabilities (SWD), Homeless and those in Foster Care. The social-emotional well-being of all students is also another focus during the 2023-2024 SY and moving into the 2024-2025 SY. As shown above, most students surveyed felt physically safe in the classroom. The school will continue to focus on making sure that staff are provided professional development on how to engage students and how to continue creating a safe and secure environment for all students. This includes knowing how to recognize trauma in students and how to provide the necessary help and support students will need. PUC CCMS will continue to ensure strong Rituals and Routines are common across all teachers and grade levels as well as a focus on Tiered Intervention as represented in the Pyramid for Behavior Intervention. PUC CCECHS will continue professional development for teachers to design rigorous and culturally responsive learning experiences as well as a focus on positive relationships among all stakeholders. Met 2024-06-13 2024 19647336117048 ICEF View Park Preparatory Elementary 6 "ICEF View Park Preparatory Elementary School administered the Panorama Student Survey: Summary of results: ? 68% Belonging: How much faculty and staff feel that they are valued members of the school community ? 95% School Belonging: How much student feel they are valued members of the school community. ? 47% School Climate: Perceptions of the overall social and learning climate of the school. ? 77% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 40% School Safety: Perceptions of student physical and psychological safety at school. " Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647336117667 Camino Nuevo Charter Academy 6 The data shows that most students feel supported at their schools. There are also indicators that students feel safe as it relates to school health protocols. The data also shows that most students have positive relationships with their teachers and school staff. We do see opportunities for fostering a sense of belonging in the community. Students went from a period of isolation in distance learning, to fully in-person learning. Strengthening their readiness to learn is also an area of focus for us as we plan ahead. Students are still adjusting to the inconsistencies that came with the Covid era of their academic experience. The community went from isolated studies to a full in-person educational setting. We believe that providing students with spaces to connect with the community and have a sense of connection will have a meaningful impact on their readiness to learn and feel a sense of belonging. We have started this strategic work with the following a. Implementing a Culture Calendar: This is dispersed to the student body at each school and community connection is highlighted and celebrated. b. Anti-Bullying Assemblies/Campaigns : In an effort to foster a positive, accepting environment, we have had a “Call to action” for all students. In these spaces students are asked to make a commitment to speak up for one another. To take a stand against bullying. We have paired these assemblies with posters throughout the campuses to remind students of their commitment. Assemblies about respecting personal space. : We have also seen that some students still battle with social anxiety and that can impede on the ability to focus. We intend to continue to combat this with assemblies that help with their social emotional awareness of themselves and the world around them. c. Trauma-Informed Training for staff: As we continue to be strategic in our approach with students, we see the importance of staff involvement. For this reason we have spaces where teachers and school staff can learn ways to engage with students in ways that allow them to thrive and remind them of their strengths and capabilities. We believe every child-facing adult on campus can have a meaningful impact in a child’s life. d. Alternatives to suspension: We have had a strong push toward restorative practices as it relates to student behavior. Not only in opportunities for staff professional development, but also in our systems. We always consider restorative ways to respond to behavior in lieu of suspension or other punitive measures whenever possible. Met 2024-06-18 2024 19647336119044 Multicultural Learning Center 6 "This year we surveyed students in grades 4-8. Here is a summary of Schoolwide Data: • 92% of students reported that their teachers frequently seem excited to teach their classes • 53% of students reported favorable finding their physical space pleasant • 51% of students report a very positive climate at MLC • 71% of students feel that people at MLC understand them well as a person • 73% of students report they feel connected with the adults at MLC • 71% of students report that are shown respect from other students at MLC • 74% of students report that they matter to others at MLC • 81% of students feel that they feel a strong sense of belonging at MLC • 80% of students report that students are disrespectful to others • 25% of students report it is likely that someone from MLC will bully them online • 40% of students report worrying about violence at school • 37% of students feel adults treat students unfairly • 52% of students report it is difficult to get help from an adult when bullied at school" We took a deeper look at some of the data points that require improvement to see how it differed between grade levels and learned the following: • Students in grades 4 and 5 expressed more favorable responses in both the pleasantness of their physical space as well as the positive energy of their campus when compared to the middle school grades (6-8). • Students in the elementary grades (4-5) reported a higher score for their sense of belonging than those in middle school grades (6-8) • Students in grades 4 and 5 shared that they were more likely to be bullied online as well as observe people being disrespectful at school and being treated unfairly by adults when compared to students in grades 6-8. "This data shows us developmental trends in students and also correlations between the environment created by teachers and the impact on student feelings. Some areas of work include: • Increased programming in mental health supports and trauma informed practices through our grant from the Department of Education, including the addition of a full time School Based Therapist supporting the middle school grades 6-8. • Repositioning of school personnel at our middle school to increase our MTSS to address student behavior and aligning staff to support in their areas of strength. • Continued work with our Behavior Specialist focusing on Behavior Intervention implementation to increase support with social interactions, peer relations, problem solving, and communication for those students. • We are continuing our work with partners to increase Professional Development in our school safety plan through a multi-year grant by the Department of Justice which will include building a relationship with our local police department in the years to come. • We are continuing our investment in a deep study of Project Based Learning – to engage students in the classroom at higher levels and to encourage more participation and comfort and adding additional work around universal design for learning to increase our capacity for more inclusive practices. • We are working with partners to deepen our diversity, equity and inclusion and anti-bias practices at MLC and deepening our work in engaging diverse students equitably." Met 2024-06-20 2024 19647336119531 CHIME Institute's Schwarzenegger Community 6 "CHIME administers the PASS survey to all students K-8. In our most recent administration, students reported a high degree of ""self-worth"" across all grade levels as well as a high confidence in learning. Respondents expressed positive feelings about school and attendance to school. One area for improvement revealed in the PASS survey were feelings about individual work ethic and preparedness for learning. Our SEL department provides active therapeutic services per IEP requirements and on an as needed basis to individual students. The team this year consists of two full-time school counselors, one full time school counselor, and one part-time school psychologist. All service providers use the “push-in” approach to deliver service minutes, as well as work with teachers and paraprofessionals to meet the needs and goals of the students in the class. We believe this model is not only effective, but vital to creating an inclusive environment that positively affects the social-emotional well-being of all students." Key learnings from this year's administration of the PASS survey indicated: 1. The vast majority students/grades have more students scoring within the “green” zones in all domains indicating satisfaction. 2. Work ethic and learner self-worth/confidence in learning are the lowest domains across grades. 3. Feelings about school and attitude towards teachers are the highest scoring domains across grades. 4. Students in grades 1 and 2 are in the green zones more than students in grades 3 and up. Based on the positive student survey results, CHIME will continue to implement school-wide events that facilitate positive social interactions among all students. CHIME facilitates several school wide events and programs mentioned above include; National Bullying Prevention Month, Spirit Weeks, pep rallies, peer mentors, lunch clubs, parent workshops and themed assemblies for students and parents. This past year CHIME entered into a multi-year federal mental health grant in partnership with several other local independent charter schools. This grant provided additional mental health resources to our students and school community including a full time school social worker and several counseling interns. These resources were used to promote them mental health and well-being of our students and their families and an overall positive school climate. Met 2024-06-18 2024 19647336119903 Downtown Value 6 In the spring of 2024, Value Schools administered a survey to faculty, students, and parents. There were a total of 357 Downtown Value School participants in the survey of which, 178 were students, 58 were teachers and staff, and 121 were parents. Below are three areas of data that provide a snapshot of the school culture at Downtown Value School and that will be considered in actions in the 2nd goal of the Local Control Accountability Plan. Data Highlighted 35% of the students responded feeling safe at the school 16% of the students responded seeing classmates try to stop bullying when they see it happening 49% of the students responded that faculty and staff make it clear that bullying is not tolerated 25% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by classmates. 54% of students responded that differences in students (gender, race, sexual orientation or culture) are respected by faculty and staff 40% of students expressed feeling like they are part and belong to the school community. There is a significant increase in the sense of belonging and safety in students, parents, and staff when staff make it clear that bullying is not tolerated and differences in students such as gender, race, sexual orientation or culture are respected by faculty and staff. Sense of belonging and safety significantly increase when classmates stop bullying and differences are respected by classmates. Although a higher percent of students feel faculty and staff are making it clear that bullying is not tolerated and embracing student differences, the school staff must implement programs to increase student response to bullying when adults are not around and increase respect to differences among classmates. In addition to implementing training and programs, faculty and staff must be explicit when providing techniques on how to stop or prevent bullying and explicit when exemplifying and discussing respect and acceptance to differences among classmates in order to increase the sense of belonging to a school community. Met 2024-06-07 2024 19647336120471 Puente Charter 6 All students in 3rd-5th grade took a climate survey this academic school year. 99% of the students report being happy attending PUENTE. 99% of the students report that the building and learning spaces are clean and neat. All students report that they have a student for whom 1) the adults in the school are available to support them when needed, 2) the adults encourage them to make their best effort in school, and 3) adults treat everyone fairly. 97% of the students report that they feel safe attending PUENTE. 93% of the students enjoy their enrichment classes during the core day. Overall, students are proud, happy, and feel safe at PUENTE. This feedback aligns with that of other stakeholders. One area that needs to be further assessed is student meals as only 57% of the students state that they enjoy the meals served. Students provided a list of food items that they enjoy and also items that they wish to add to the menu. One area to revise is the workaround for bullying in school. A campaign around bullying, its definition, support, and response to incidents needs to be communicated to parents, staff, and teachers. In recent years, this term has been used loosely and often misused. Met 2024-06-12 2024 19647336120489 Para Los Niños Charter 6 Not Met 2024 19647336121081 ICEF View Park Preparatory Middle 6 "ICEF View Park Preparatory Middle School administered the Panorama Student Survey: Summary of results: ? 75% Belonging: How much faculty and staff feel that they are valued members of the school community ? 42% School Belonging: How much student feel they are valued members of the school community. ? 28% School Climate: Perceptions of the overall social and learning climate of the school. ? 63% School Rigorous Expectations: How much students feel that their teachers hold them to high expectations around effort, understanding, persistence, and performance in class. ? 44% School Safety: Perceptions of student physical and psychological safety at school. " Survey results will be analyzed by the leadership team to identify strengths and areas for growth; and presented to its educational partners. With the support of educational partners, our school will analyze and identify strengths and areas for growth and make applicable changes to existing plans, policies, or procedures as deemed necessary to ensure continuous improvement. Met 2024-06-20 2024 19647580000000 Los Nietos 6 Los Nietos School District employs multiple measures to assess the local school climate, our focus is to maintain community connectivity and to gauge student and parent perceptions of school safety and connectedness. Our primary assessment tools include: Kelvin Pulse surveys (administered thrice yearly) California Healthy Kids Survey (CHKS) Parent/Community Survey Parent / Community Survey Safety and School Climate category: All 8 questions received at least 93% positive responses, indicating strong parent satisfaction with school safety and climate. California Healthy Kids Survey (CHKS) School Connectedness 71% 5th Graders 54% 7th Graders Perceived School Safety 76% 5th Graders 57% 7th Graders Meaningful Participation 47% 5th Graders 19% 7th Graders Caring Adult Relationships 69% 5th Graders 52% 7th Graders Kelvin Pulse 67% Participation School Climate Dimension 69% Favorable Analysis of our local climate survey data reveals both strengths and areas for improvement. The high satisfaction rates in our Parent/Community Survey indicate strong parental confidence in our school safety and climate. However, CHKS highlights areas of need in meaningful participation for both 5th and 7th grades, indicating a district-wide challenge in student engagement. Our overall school climate is positive (69% favorable on Kelvin Pulse), these insights guide us towards enhancing the school experience, particularly at the middle school level, increasing meaningful student participation, and maintaining strong relationships between students and caring adults across all grade levels. Los Nietos School District will continue to use tools such as CHKS and Kelvin to measure school climate. These surveys provide valuable feedback from students, allowing us to identify areas of need and track changes over time. This ongoing data collection enables us to make informed decisions, implement targeted interventions, and asses their effectiveness, ensuring we maintain a responsive and supportive school environment for all students. Not Met 2024 19647740000000 Lynwood Unified 6 This measure addresses information regarding the school environment based on a local climate survey administered every other year on the topics of school safety and connectedness. LEAs report how they administered a local climate survey (at least every other year) that provides a valid measure of perceptions of school safety and connectedness to their local governing boards at a regularly scheduled meeting and reports to educational partners and the public through the Dashboard. The summary of progress is required to be based on information collected that captures a valid measure of student perceptions of school safety and connectedness in at least one grade within the grade span. Bullet Points Local Climate Survey for School Safety and Connectedness: Purpose: To gather information on the school environment regarding safety and connectedness. Administration: Administered every other year by Local Educational Agencies (LEAs). Reporting: LEAs report survey results to their local governing boards at regular meetings. Results are also shared with educational partners and the public via the Dashboard. Progress Summary: Based on student perceptions of school safety and connectedness in at least one grade within the grade span. Narrative The Data was collected from our Youth Truth Survey and LCAP Educational Partners Survey. Students who feel safe at school: 85th Percentile Students who feel connected to their school community: 77th Percentile Teacher who felt a sense of connectedness and safety: 85% of respondents As part of the LCAP process, LUSD administered an LCAP survey to students, parents, staff, and community members. What the Lynwood Unified School District learned was that our stakeholders are overall satisfied with the climate of our District. However, in areas where they felt we are successful they also expressed a need for us to continue with best practices around community engagement and school connectedness. Academic support for students (e.g. tutoring, after school programs, Student Success Teams {SSC} Access to technology Instructional support for students with disabilities, low income, or foster youth Culturally inclusive instruction that is relevant for our diverse student population Instruction, Intervention, and Monitoring for English Learners Student to home connections Parent and Family Engagement Social Emotional Health and Wellness Support Bullet Points Lynwood Unified School District's Actions and Results: Actions Taken: Increased resources through the Community Schools Grant. Completed a Facilities Maintenance Plan. Expanded Professional Development to focus on healthy teacher-student relationships. Results: Resources and allocations better aligned to individual school needs. Increased staff for more 1:1 and small group support in academics and social-emotional learning. Ongoing Monitoring: Continued monitoring of actions through the district stakeholder group (certificated staff, classified staff, administrators, parents, and students). Based on this data the Lynwood Unified School District will take specific actions, such as: Increasing resources through our Community Schools Grant Complete a Facilities Maintenance Plan to address facility concerns Expand Professional Development to focus on healthy teacher/student relationships that support academic and social emotional outcomes. These decisions are garnering results in that resources and allocations are more aligned to the needs of each individual school. We have expanded staff to provide more 1:1 and small group services on academics and social-emotional needs. We will continue to monitor these actions through our district stakeholder group comprised of certificated, classified, administrators, parents, and students. Bullet Points: Lynwood Unified School District's Actions Based on Data: Increase resources through the Community Schools Grant to address student needs. Complete a Facilities Maintenance Plan to address facility concerns and improve the school environment. Expand Professional Development to focus on building healthy teacher-student relationships for better academic and social-emotional outcomes. Positive Results: Improved alignment of resources and allocations to meet individual school needs. Expanded staff to provide more individualized and small group support for academic and social-emotional needs. Ongoing Monitoring: Actions will be continuously monitored through the district stakeholder group, comprised of certificated staff, classified staff, administrators, parents, and students. Met 2024-06-27 2024 19647900000000 Monrovia Unified 6 School Connectedness: The majority of elementary students (76%) feel a sense of connectedness to their school, while 55% of middle and high school students reported that they felt connected to their school. The sense of connectedness appears to diminish as students progress from elementary to high school. At each of the school levels, some student groups were less likely to report a sense of connectedness. Perceived Safety: A majority of elementary students (80%) reported a sense of safety at their schools, and a small percentage (between 2%-9%) reported feeling unsafe. 58% of students in middle and high school reported feeling safe at school. Students’ perception of safety seems to diminish as they progress from elementary school to high school. At each of the school levels, some student groups were less likely to report that they felt safe at school. Areas of strength: Overall sense of connectedness and safety. Elementary students reported high levels of connectedness and motivation. Areas of growth: Creating sense of belonging, connectedness, and safety for all student groups. Improving/maintaining a sense of connectedness and safety through middle and high school. Counselors and social workers will provide support for students and families at every site, and will facilitate programs to increase students’ sense of connectedness and safety. Safety renovations are beginning to be implemented, including the addition of security cameras, new fencing, and vape sensors. All of our elementary, middle and high schools will continue to build their capacity to implement Positive Behavioral Interventions and Supports (PBIS). Met 2024-06-26 2024 19648080000000 Montebello Unified 6 "Montebello USD administers the Panorama SEL Competency and Well-Being Measures survey. The following data reports the ""percent favorable"" responses from the Spring of 2024: Grade 3-5 Challenging Feelings: 51% (English learners 47%) Emotion Regulation: 49% (English learners 49%) Growth Mindset: 59% (English learners 58%) Positive Feelings: 68% (English learners 66%) Self-efficacy: 52% (English learners 47%) Self-Management: 66% (English learners 62%) Social Awareness: 66% (English learners 64%) Grades 6-12 Challenging Feelings: 51% (English learners 52%) Emotion Regulation: 45% (English learners 40%) Growth Mindset: 50% (English learners 43%) Positive Feelings: 54% (English learners 52%) Self-efficacy: 42% (English learners 36%) Self-Management: 65% (English learners 57%) Social Awareness: 56% (English learners 51%) Social Perspective-taking: 42% (English learners 39%) The following areas are in the bottom third compared to results nationally Grades 3-5 Self Efficacy (30th percentile) Self Management (30th percentile) Grades 6-12 Self Efficacy (10th percentile) Self Management (20th percentile) Social Awareness (10th percentile) Social Perspective Taking (30th percentile) Montebello USD administers the Panorama SEL Student Supports + Environment survey. The following data reports the ""percent favorable"" responses from the Spring of 2024: Grades 3-5 School Safety: 64% (70th percentile) English learners: 61% Grades 6-12 School Safety: 54% (40th percentile) English learners: 54%" Interventions put in place at the elementary level have been relatively effective. There is a clear drop in favorable Panorama results when moving from elementary to secondary school. PBIS and social-emotional learning programs have been in place longer at elementary schools. Their implementation will continue to be expanded and improved at all levels, with a focus on secondary. Self-efficacy and self-management are two areas of particular need across the District and the percent favorable responses are significantly lower for English learners. Input from educational partners has been that school- and district-wide processes have been successfully implemented, but student- and classroom-level interventions may not be sufficient. For example, teachers report that the existing system for providing social-emotional lessons is difficult to navigate and implement. As a result, a new digital platform for creating lessons will be purchased in the 2024-25 school year. To address poor results in self-efficacy and self-management, especially for English learners, additional staff will work with students to provide counseling and related services. Met 2024-06-26 2024 19648160000000 Mountain View Elementary 6 The LCAP Student survey was administered to 1,443 students in grades 2-8. key indicators were measured to determine students' overall wellness and school climate. 86% of students indicated they feel safe at school, which represented an increase of 5 percentage points from the previous school year. 86% of students indicated they felt proud to be part of their school community. 94% of students indicated that adults on campus treated them with care and respect, a 17% increase from the previous school year. With regards to systems of support, students reported having a teacher/other adults at school who believe in their future success (91%) a 3% increase. The 2022-23 CA School Dashboard- Suspension Rate of 4% for all students, the highest being Students with Disabilities at 6.3% Perception of School Safety by Students is 86%, Staff 85%, and Family/community 91%. According to the results of the California Healthy Kids Survey, 32% of the 5th graders and 29% of the 7th graders reported feeling sad or hopeless. These data results reflect the continued implementation of PBIS strategies across all of the schools. Despite all the academic and emotional effects brought by the COVID-19 pandemic, all schools implemented Social Emotional Learning programs through the work of our School counselors. All schools are closed campuses and all have been outfitted with entrance cameras. All sites have campus monitors who are vigilant in addressing issues and preventing situations. Our community partners such as Crossroads, Playworks, Foothill Family, Feet First and School Resource Officer are pro-actively involved with each of our schools through parent meetings, advisement community outreach programs, positive student interactions, and participation in school and district events. School site counselors also provide group and individual sessions on emotional control, peer-to- peer relationship building, communication, and other social-emotional competencies. Our middle school programs offer a variety of learning opportunities and ways for students to connect to school. These include Music Appreciation, Art, robotic classes, student clubs, ASB, AVID, Speak up contest, after-school intervention classes, after-school sports like SRLA, extended learning opportunities through ThinkTogether, and Saturday academies. These actions are reflected in an increase in student perceptions and school climate. While suspension rates are high they have improved year over year. Based on the data analysis from last year, addressing the need for student anonymity to give students the opportunity to report incidents such as bullying or harassment, we incorporated a student survey question to measure progress in this area. 84% of the student respondents knew who to go to for help at school if they are bullied or see someone get bullied. To address bullying we have an Anti-Bullying campaign that includes signage and a self reporting system. We will be partnering up with the Sandy Hook Foundation next year to continue the improvement of a safe environment. We will be adding Behavior Technicians to assist students who are having issues with their behavior We will continue to incorporate questions related to student anonymity when reporting bullying or harassment. In addition, we will continue to build upon the success of the arts-embedded strategies to promote social-emotional awareness and self-management at all schools. Met 2024-06-20 2024 19648320000000 Newhall 6 "The California Healthy Kids Survey was administered to 607 fifth grade students. Results from four key indicators were: 75% reported that they felt connected to their school. 87% reported that they felt academically motivated. 74% reported that the school provided them with social and emotional learning support. 83% reported that they felt safe at school. The School Effectiveness Survey was completed by 1,113 parents/guardians. • 90% reported that their child was excited about learning at school. • 94% reported that their school encourages them to participate in school activities. • 90% felt that school is a safe place for their child. • 90% were satisfied with their child’s school." Key Learnings and Areas of Strength High Levels of Academic Motivation and Excitement: Students: 87% of fifth graders reported feeling academically motivated. Parents/Guardians: 90% indicated that their children were excited about learning at school. These results highlight a strong academic environment where students are enthusiastic and motivated about their studies. This likely contributes positively to overall student performance and engagement. Positive School Connection and Engagement: Students: 75% felt connected to their school. Parents/Guardians: 94% felt encouraged to participate in school activities. The sense of belonging and active parent engagement indicate that the district fosters a community where both students and parents feel valued and included. Effective Social and Emotional Support: Students: 74% felt that the school provided adequate social and emotional learning support. This suggests that the district’s efforts in addressing social and emotional learning (SEL) are being positively received by students, contributing to their overall well-being and school experience. Perceived Safety: Students: 83% felt safe at school. Parents/Guardians: 90% believed the school is a safe place for their child. The high perception of safety among both students and parents reflects effective measures in creating a secure learning environment. Overall Satisfaction: Parents/Guardians: 90% were satisfied with their child’s school. High satisfaction levels among parents indicate strong performance across various aspects of the school’s operations, contributing to a positive reputation and community trust. Identified Needs and Areas for Improvement Increasing School Connectedness: Although 75% of students felt connected to their school, there is room for improvement by improving this sense of connection. Strategies could include more community-building activities, mentorship programs like classroom buddies, and initiatives that strengthen student relationships with peers and staff. Enhancing Social and Emotional Learning Support: While 74% of students felt supported in their social and emotional learning, further development in SEL programs could benefit the remaining 26%. Continuous evaluation through student surveys and expansion of these programs can ensure comprehensive support for all students. Improving Perceived Safety: Despite high safety perceptions, the 17% of students and 10% of parents who may not feel entirely safe highlight a need for ongoing review and enhancement of safety measures. Efforts could include improving communication about safety policies and procedures. Overall, the data reflect a district that is performing well in key areas of student motivation, safety, and parent satisfaction. However, there are opportunities for growth in increasing school connectedness, enhancing social and emotional support, and maintaining high safety standards. Based on the analysis of the California Healthy Kids Survey and the School Effectiveness Survey, the Newhall School District has identified several areas of need and strengths. To address these needs and leverage strengths, the District plans to implement the following changes and improvements to existing plans, policies, and procedures: Changes and Improvements Enhancing School Connectedness Objective: Improve the sense of belonging and connection among students. Actions: Community-Building Events: Organize regular events like school spirit days, assemblies, and community service projects that encourage student participation and promote a positive school culture. Student Surveys: Gather input on what activities and supports they feel would enhance their connection to school. Expanding Social and Emotional Learning (SEL) Support Objective: Increase the reach and effectiveness of SEL programs to better support all students. Actions: Curriculum Integration: Integrate SEL lessons more deeply into the regular curriculum, ensuring that all students receive consistent and comprehensive SEL instruction. Professional Development: Provide ongoing training for staff on SEL strategies and techniques, equipping them to support students’ social and emotional needs effectively. Targeted Interventions: Continue targeted support programs for students who may be struggling with specific SEL challenges, such as anxiety, conflict resolution, or peer relationships. Parent Workshops: Continue parent education opportunities to equip them with skills and strategies to support their children’s social and emotional development at home. Strengthening Safety Measures Objective: Enhance the perception and reality of safety within the school environment. Actions: Communication: Improve communication about safety measures and policies to both students and parents, emphasizing the steps taken to maintain a safe environment. By implementing these changes and improvements, the Newhall School District aims to enhance school connectedness, provide comprehensive social and emotional support, and maintain high safety standards.. These efforts will contribute to creating a supportive and thriving educational environment for all students and their families. Met 2024-06-25 2024 19648400000000 Norwalk-La Mirada Unified 6 Family Survey + NLMUSD LCAP Panorama Topic Descriptions include the following with the percentage of favorable responses: Climate of Support for Academic Learning 91% Knowledge and Fairness of Discipline, Rules and Norms 90% Safety 91% Sense of Belonging (School Connectedness) 90% Student Culture & Climate Survey Topic Descriptions include the following with the percentage of favorable responses: ELEMENTARY STUDENT SURVEY Climate of Support for Academic Learning 73% Knowledge and Fairness of Discipline, Rules and Norms 85% Safety 65% Sense of Belonging (School Connectedness) 78% SECONDARY STUDENT SURVEY Climate of Support for Academic Learning 67% Knowledge and Fairness of Discipline, Rules and Norms 76% Safety 65% Sense of Belonging (School Connectedness) 58% Student SEL Survey ELEMENTARY AND SECONDARY STUDENT SURVEYS Growth Mindset 73% (Elementary) 69%(Secondary) Self-Efficacy 62% (Elementary) 51%(Secondary) Self-Management 68% (Elementary) 70%(Secondary) Social Awareness 71% (Elementary) 66%(Secondary) According to the Panorama Family Survey, key learning reflect 90% and 91% positive results in all areas of Climate of Support for Academic Learning, Knowledge and Fairness of Discipline, Rules and Norms, Safety, and Sense of Belonging (School Connectedness). Families responded favorably of students being informed of consequences for breaking school rules, feeling welcome, and helpful staff. An area where could possibly increase is in discipline being fair, since families responded 85% favorably. In addition to reviewing Panorama data, we have begun to incorporate the analysis of secondary grading data and elementary benchmark data to further inform our school climate needs. Currently, we are in the deep dive phase and are working with various stakeholder groups to establish an action plan. Met 2024-06-24 2024 19648570000000 Palmdale Elementary 6 "Palmdale School District utilizes the CA Healthy Kids Survey to measure perceptions of school safety and connectedness. Students in Grades 5 and 7 are given the survey in keeping with the requirement to capture the information in at least one grade within each grade span served (e.g., TK-5, ^-8, 9-12). For 5th grade, subgroups are not broken out by Socioeconomically Disadvantaged (SED), Students with Disabilities (SWD), English Learners (EL), Foster Youth or Homeless at the Elementary level. It does however break out by racial subgroups. For 7th graders we are able to breakdown by racial subgroups and include ELs, SWD, Foster youth and Homeless students but are unable to obtain the breakdown for SED students. School Safety Data • Grade 5 –The question of school safety broken down by racial subgroups: “All” students ( 71 %), American Indian students (100%), Asian (91%), African American (69%), Hispanic (69%), Pacific Islander (*N/A), White (75%), Two or More races (81%). *N/A – Not Available (less than 10 responses) • Grade 5 Questions regarding School Safety: Do you feel safe at school? • Grade 7 –The question of school safety broken down by subgroups: “ALL” students (43%), American Indian students (*N/A), Asian (38%), African American (38%), Hispanic (43%), Pacific Islander (*N/A), White (57%), Two or More races (45%), English Learners (43%), Students with Disabilities (40%), Foster Youth (*N/A), and Homeless Youth (*N/A). *N/A – Not Available (less than 10 responses) • Grade 7 Questions regarding School Safety: How safe do you feel when you are at school? School Connectedness • Grade 5 –The question of school connectedness broken down by racial subgroups: “ALL” students (67%), American Indian students (85%), Asian (79%), African American (64%), Hispanic (68%), Pacific Islander (*N/A), White (74%), Two or More races (66%). *N/A – Not Available (less than 10 responses) • Grade 5 Questions regarding School Connectedness: Do you feel close to people at/from this school? Are you happy to be at/with this school? Do you feel like you are part of this school? Do teachers treat students fairly? • Grade 7 –The question of school connectedness broken down by subgroups: “ALL” students (44%), American Indian students (*N/A), Asian (47%), African American (42%), Hispanic (44%), Pacific Islander (*N/A), White (53%), Two or More races (45%), English Learners (43%), Students with Disabilities (40%), Foster Youth (*N/A), and Homeless Youth (*N/A). *N/A – Not Available (less than 10 responses • Grade 7 Questions regarding School Connectedness: I feel close to people at/from this school. I am happy with/to be at this school. I feel like I am part of this school. The teachers at this school treat students fairly. " School Connectedness (Strengths): In grade 5, regarding school connectedness, we see that American Indian (85%), Asian (79%), and White (74%) students all show a strong connection to their schools. This in part is due to the strong emphasis across the district on Capturing Kids Hearts (CKH). For the last several years we have implemented professional development at every site for certificated and classified staff, we have even opened the training to parents on a limited basis. It is part of the on-boarding process for new teachers coming into the district. School Connectedness (Needs): While 5th grade student subgroups remain high in connectedness (over 50%), there are several subgroups that we need to focus attention towards. African American (64%), Hispanic (68%), and students with two or more races (66%). African American students, especially males, have high percentages of suspensions, this issue may be contributing to the lack of connection to their schools. Focusing on attendance, restorative justice practices, and engaging parents in training/workshops that support students academic and behavioral success will be a beginning point for building the connectedness. School Safety (Strengths): At 5th grade we had very high responses to perception of school safety. American Indian (100%), Asian (91%), and Two or More Races (81%) had exceptionally high responses to whether students feel safe at school. For 7th grade students the highest response was from White students with 57% responding that they felt safe at school. School Safety (Needs): “All” students (71%), African American (69%), Hispanic (69%), fifth grade student groups responded with low scores regarding whether they feel safe at their school. Seventh grade students responded with much lower numbers feeling safe at school – “All” students (43%), Asian (38%), African American (38%), Hispanic (43%), Two or More Races (45%), English Learners (43%), Students with Disabilities (40%). American Indian, Pacific Islander, Foster Youth, and Homeless Youth had less than 10 responses so we have no data available for these groups. The Palmdale School District has provided information regarding school safety to our Student P.R.O.M.I.S.E. Ambassadors so they can share with students at their school sites. We will continue to do this as a way of informing students what we are doing to improve safety on campuses. We will also include this information in our Breakfast with the Superintendent meetings. It is important that our students, parents, staff and community understand that safety is a priority throughout the district. As a District we will continue to provide training to certificated and classified staff, parents, new teachers and staff about Capturing Kids Hearts. We will encourage more sites to become nationally recognized Capturing Kid’s Hearts schools. District-wide this is the program we have implemented to create more school connectedness. Some school sites have chosen and included in their School Plan for Student Achievement, CSI and Equity Multiplier plans for the coming year, to include more intensive training/coaching for Capturing Kid’s Hearts. In addition, PSD will look at various funding sources to increase student opportunities to participate in various activities, clubs and events that address their interests and to encourage them to be more engaged with their schools. Met 2024-06-18 2024 19648570112714 Antelope Valley Learning Academy 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized learning program and home study learning program. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 94% of students reported that they felt connected to an adult at the school " This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had trauma in their lives and possibility with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. This past year our staff became TREC (Trauma-Resilient Professional Certification) certified, and during the school year 98% staff reported that they felt safe, and 97% staff reported that they felt connected to the school. With our commitment to continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-05-30 2024 19648570125377 Palmdale Aerospace Academy 6 According to the Youth Truth survey results, a majority of our educational partners care about our school, understand expectations, and trust teachers and staff members. However, student engagement is an area for growth. In grade 9-12 student surveys, 34% of the respondents agreed that they enjoy school. 37% of 6-8th grade respondents agreed, and in grades 3-5, 34% of respondents agreed. Engagement is key to learning, and The Palmdale Aerospace Academy recognizes that this is an area for improvement. Listening to student voices, providing opportunities for students to be involved in the learning process and decision making at the Academy, and providing supports for staff to dig into the issues underlying student engagement issues will be important as we move forward. The Palmdale Aerospace Academy will continue to elicit feedback from students through holding empathy interviews, holding student council meetings, providing surveys, and through the Superintendent’s student council. Additionally, staff will take part in professional development geared toward increasing student engagement and improving school culture. Met 2024-06-06 2024 19648570140889 Palmdale Academy Charter 6 PACS administers the California Healthy Kids survey every Fall to our 9th and 11th graders The survey results for questions around safety, and school connectedness are shown here in percentages 59% of 9th grade students and 60% of 11th grade students feel very safe in school 49% of 9th grade students and 55 percent of 11th grade students feel connected to PACS Continue to work on school connectedness and safety through restorative justice practices on campus and school climate measures such as CIF sports, school clubs after school and school spirit planning. PACS is a new school going into the fourth year of existence. That said, we will continue to focus on school climate practices such as restorative justice training for all employees on campus. Met 2024-06-18 2024 19648650000000 Palos Verdes Peninsula Unified 6 PVPUSD administered the California Healthy Kids Survey(CHKS) in grades 5, 7, 9, and 11 in the 2023-24 school year, and utilizes the data for school-wide decisions regarding vision and direction as well as programs The CHKS is the only survey that every school participates in across the district regarding school climate. The most recent CHKS District Main Reports indicate the following: 5th Grade 37% response rate School Connectedness: 81% Caring Adults in School: 74% Feel Safe at School: 85% 7th Grade 64% response rate School Connectedness: 69% Caring Adults in School: 62% School perceived as very safe or safe: 72% 9th Grade 85% response rate School Connectedness: 68% Caring Adults in School: 59% School perceived as very safe or safe: 78% 11th Grade 85% response rate School Connectedness: 65% Caring Adults in School: 61% School perceived as very safe or safe: 80% The analysis of the data reveals several key learnings about student experiences across different grade levels. Overall, we observed that: School Connectedness tends to decrease as students advance in grade level, starting from 81% in 5th grade and dropping to 65% by 11th grade. This indicates a need to improve strategies to maintain or boost students' sense of connection to their school as they progress. Caring Adults in School also shows a decline, with 74% of 5th graders perceiving caring adults in their environment, compared to only 61% of 11th graders. This suggests that older students may feel less supported by school staff, highlighting an area for improvement in fostering supportive relationships. Perception of Safety at school generally declines with age as well, though there is a slight improvement from 72% in 7th grade to 80% in 11th grade. Ensuring a safe and secure environment remains crucial at all grade levels, particularly in middle school where the perception dips. These findings underscore the need to focus on maintaining high levels of school connectedness and ensuring the presence of caring adults, particularly for older students, and consistently ensuring that students feel safe at school. To address the identified areas of need, PVPUSD will implement several changes and enhancements to existing plans, policies, and procedures: Strengthening Student-Staff Relationships: Increase the visibility of counseling and therapists at the sites, particularly for middle and high school students, to ensure they feel supported by caring adults. Implement professional development programs for staff to enhance their ability to build strong, positive relationships with students across all grade levels. Improving Perception of Safety: Conduct regular safety audits and incorporate student feedback to address specific concerns about school safety, ensuring that all students feel secure in their learning environment. Increase the presence of school resource officers and mental health professionals to address safety and well-being concerns proactively. Enhanced Communication: Establish regular communication channels to keep families informed about efforts to improve school connectedness, support systems, and safety measures. Encourage greater parental involvement in school activities and decision-making processes to build a stronger school community. By making these changes, the district aims to create a more supportive, connected, and safe environment for all students, thereby addressing the areas of need identified through the analysis of local data and key learnings. These initiatives will be monitored and adjusted as necessary to ensure continuous improvement and positive student outcomes. Met 2024-06-26 2024 19648730000000 Paramount Unified 6 Paramount Unified School District administers the California Healthy Kids Survey (CHKS) to students in 5th, 7th, and 9th grade each year. This anonymous survey gathers data on various aspects including - School Connectedness, Caring Adult Relationships, and Perceived School Safety. School Connectedness was based on average of respondents reporting “Pretty much true”/”Yes, most of the time”/”Agree” or “Very much true”/”Yes, all of the time.”/”Strongly Agree” on five survey questions. Percent of respondents in agreement was 70% of 5th grade students 48% of 7th grade students 53% of 9th grade students Respondents in 7th and 9th grade self-report their identification with ethnic and program groups. These are reported for student groups with more than 10 respondents. 7th Grade Black or African American 50% Hispanic or Latinx 49% Multiracial 40% Something else 48% Less than 7 years as an English Learner 52% Long-term EL 49% Students with an IEP 56% 9th Grade Asian or Asian American 58% Black or African American 43% Hispanic or Latinx 54% Something else 46% Less than 7 years as an English Learner 63% Long-term EL 44% Students with an IEP 55% Caring Adult Relationships was based on average of respondents reporting “Pretty much true”/”Yes, most of the time” or “Very much true”/”Yes, all of the time.” on three survey questions. Percent of respondents in agreement was 72% of 5th grade students 50% of 7th grade students 53% of 9th grade students Respondents in 7th and 9th grade self-report their identification with ethnic and program groups. These are reported for student groups with more than 10 respondents. 7th Grade Asian or Asian American 58% Black or African American 67% Hispanic or Latinx 49% Multiracial 36% Something else 65% Less than 7 years as an English Learner 58% Long-term EL 50% Students with an IEP 63% 9th Grade Asian or Asian American 45% Black or African American 49% Hispanic or Latinx 53% Something else 50% Less than 7 years as an English Learner 51% Long-term EL 58% Students with an IEP 55% Perceived School Safety was based on average of respondents reporting “Pretty much true”/”Yes, most of the time”/”Safe” or “Very much true”/”Yes, all of the time”/”Very Safe” to the question “Do you feel safe at school?” Percent of respondents in agreement was 72% of 5th grade students 49% of 7th grade students 57% of 9th grade students Respondents in 7th and 9th grade self-report their identification with ethnic and program groups. These are reported for student groups with more than 10 respondents. 7th Grade Asian or Asian American 40% Black or African American 57% Hispanic or Latinx 49% Multiracial 47% Something else 57% Less than 7 years as an English Learner 63% Long-term EL 52% Students with an IEP 72% 9th Grade Asian or Asian American 73% Black or African American 36% Hispanic or Latinx 57% Less than 7 years as an English Learner 57% Long-term EL 63% Students with an IEP 52% Identified Needs School Connectedness was rated lower by 7th grade students (48%) and 9th grade students (53%). Student groups were disaggregated at the 7th and 9th grade levels. The average percent were similar across all identified student groups with the lowest rating for 7th grade multiracial students at 49% and 9th grade Long-Term English Learners at 44%. Caring Adult Relationships is also an area of need as reported by 7th grade students (50%) and 9th grade students (53%). Multiracial students in 7th grade rated this the lowest at 36%. Perceived School Safety is identified as an area of need as reported by 7th grade students. Asian or Asian American 7th grade students rated this area the lowest at 49% and Black or African American 9th grade students rated this area at 36%. Areas of Strength School Connectedness was rated favorably by 5th grade students (70%). Students with and IEP at the 7th grade level, reported this area higher (56%) than other 7th grade students. Similarly, 5th grade students rated Caring Adult Relationships high at 72%. While 7th and 9th grade students rated Caring Adult Relationships lower than 5th grade students, some 7th students rated this area higher – grade Black or African American 67%, Students with an IEP at 63%, and Students Identified as Something Else at 65%. Perceived School Safety was rated favorably by 5th grade students (72%) and somewhat favorably by 9th grade students (57%). While 7th grade students rated this area lower than 5th and 9th grade students, Students with an IEP rated it higher at 72%. Key Learnings While some students rated these topics favorably, PUSD believes that overall, this is an area of need. All students should feel safe and connected at school. Since PUSD believes all students should feel safe and connected at school, an entire goal has been developed in the LCAP to support School Climate (Goal 3 – Cultivate a Nurturing and Emotionally Safe Environment to Strengthen Well-Being, Belonging, and a Sense of Safety). Actions have been designed to enhance physical safety and well-being, promote social-emotional development, and implement a comprehensive mental health support. A robust social emotional Multi-tiered system of Support will be implemented to meet the needs of our students. Certificated counselors and paraprofessional positions will support students identified with the greatest social-emotional need. Met 2024-06-25 2024 19648810000000 Pasadena Unified 6 The data reviewed is from PUSD’s fourth year of administering the Panorama CORE School Climate Survey in grades 3-12 during the Spring Semester. Elementary and Secondary School versions of the survey are administered and the “favorable response rate” to questions are reported. The three main areas of focus for this local indicator are Safety, Sense of Belonging, and Supportive Relationships. General results for Safety contained the following favorability rates for elementary and secondary disaggregated by student group: All 63 54 Free/Reduced Lunch 60 53 English Learners 56 45 Special Education 57 50 Asian 77 86 Black/African American 54 45 Filipino (shielded) 46 Hispanic/Latino 60 53 Multiple Races 75 53 White 68 60 Confidentiality Protected 78 58 General results for Sense of Belonging contained the following favorability rates for elementary and secondary disaggregated by student group: All 75 55 Free/Reduced Lunch 74 53 English Learners 70 51 Special Education 71 51 Asian 75 68 Black/African American 70 50 Filipino (shielded) 46 Hispanic/Latino 75 54 Multiple Races 81 57 White 76 60 Confidentiality Protected 73 32 General results for Supportive Relationships contained the following favorability rates for elementary and secondary disaggregated by student group: All 86 81 Free/Reduced Lunch Eligible 87 82 English Learners 86 78 Special Education 84 78 Asian 81 68 Black/African American 87 82 Filipino (shielded) 86 Hispanic/Latino 87 81 Multiple Races 84 79 White 85 82 Confidentiality Protected 82 88 When considering specific findings that may drive portions of these results, Q3 within the Sense of Belonging construct, “I feel like I am part of this school,” for secondary school students showed the lowest favorability result at 49% (an increase of 3% points from Spring 2023) while “I am happy to be at this school” and “I feel close to people at this school” showed favorability rates of 57% (an increase of 6% points) and 60% (a decline of 2% points), respectively. Other considerations and findings include participation rates across schools are not consistent. While some school sites reached 80+% student participation, other schools reached only single-digit rates of student participation (and grade span does not appear to be a determining factor in this). The first key learning is that work focusing on secondary school’s “sense of belonging” appears to be moving student response rates in the right direction. While the favorability rating was relatively low, each isolated question showed a general increase in favorability response rates when compared to the prior year. This can be attributed to the work completed by the Wester Justice Center who has been working with secondary schools to embed restorative justice practices within the day-to-day culture-building and behavior-management plans. At the elementary level, the implementation of 2nd Step as a material component to help build community and reduce instances of bullying appears to be working. At the same time, supportive relationships and favorable response ratings are relatively high for both elementary and secondary grades. When disaggregating this by question, elementary students do not respond with as high of a favorability rating to having a “teacher or other adult from school who they can count on, no matter what.” While elementary students had a 78% favorable response rate and secondary students had a 72% favorable response rate, these reflected an increase of 1% point and 6% points when compared to Spring 2023 results. This suggests that RTI & Wellness Coaches placed at school sites are impacting students’ perceptions of adults and how well they are supporting them at school. Question-level results within school safety around “fighting” show relatively positive favorability rates with elementary students responding 80% favorably. At the secondary level, the results show a 47% favorability rate. These are paired with the fact that question-level results regarding “people disrespectful to others at your school” have low rates of favorable responses (35% for elementary and 25% for secondary). These findings mean that more supports need to be put in place to provide norms for how students positively interact with each other and communicate with each other, even in situations where there is disagreement. Next steps for adjusting programs and implementation for the 2024-2025 school year include 1) increasing the survey window to allow school sites greater flexibility in administering the school climate and SEL survey for students; 2) integrating the use of the social-emotional learning survey as part of the universal screening process for students in grades 3-12; 3) building activities for raising students’ awareness regarding behaviors that constitute bullying and how to prevent/report instances of bullying; 4) continuing mental health case management for students eligible through Medi-Cal; 5) increasing opportunities to engage in Project Prevent Grant activities for students who have been exposed to pervasive violence; 6) engage school site parent organizations to support the increase in awareness and utilization of positive student social-emotional development strategies; 7) continuing to work with school site leadership teams (both administrative and instructional) to engage educational partners in improving attendance and student emotional/psychological wellbeing; 8) continuing to support the integration of restorative justice practices into school discipline practices with the aim of preventing disruptive behaviors; 9) expand the use of secondary social-emotional curriculum materials; 10) work with student focus groups to gain insight into the secondary school climate survey responses that drive favorability ratings in the “cultural awareness and action” survey construct. Met This is the fourth year that Pasadena Unified has utilized the Panorama School Climate survey. The Panorama Student Climate & Culture Survey was administered to students in grades 3-12 with 929 students responding to the Elementary Student Survey (grades 2024-06-27 2024 19648810113464 Aveson Global Leadership Academy 6 Suspension and Expulsion Rates & Perception Data Current Data Trends: In the past three years, there have been zero expulsions. The number of suspensions in the most serious offense category dropped from 22 in 2021-2022 to 12 in 2022-2023. Violence without Injury dropped significantly from nine in 2021-2022 to one in 2022-2023. Black or African/American students are suspended at the highest rate – 9.5% compared to other race/ethnicity groups. The percentage of Black or African American students suspended in 2022-2023 (9.5%) dropped from 2021-2022 (16.7%). The total number of suspensions in 2022-2023 (4.7%) dropped from the 2021-2022 suspension rate (7.1%). Socioeconomically disadvantaged students also had a decrease in suspensions, from 10.8% in 2021-2022 to 7.6% in 2022-2023. Female students are suspended less than males, 3.4% versus 5.9% in 2022-2023. Chronic Absenteeism Current Data Trends: The percentage of students absent in 2020-2021 (COVID-19) has dropped in most groups. The percentage of English Learners with chronic absenteeism in 2022-2023 (25%) is less than in 2021-2022 (33.3%). The percentage of students with a chronic absenteeism rate of 50% or more in 2022-2023 were in the socioeconomically disadvantaged and grades 9-12 groups. The lower percentage of chronic absenteeism was 25% in the English Learners group. The students with the highest percentage of chronic absenteeism during school closures were Black or African American (59%), socioeconomically disadvantaged (59.6%), English Learners (54.5%), and students with disabilities (47.8%). All of those groups have lower rates in the 2022-2023 school year. At A.G.L.A., our commitment to fostering a supportive and inclusive disciplinary environment is reflected in our disciplinary trends over the past three years. Notably, we are proud to report that there have been no expulsions recorded during this period, underscoring our dedication to maintaining an environment where students feel supported and valued. Moreover, we have implemented effective interventions or preventive measures, resulting in a notable decrease in the number of suspensions in the most serious offense category from 22 in 2021-2022 to 12 in 2022-2023. This decline includes a significant drop in incidents of violence without injury from nine to one, demonstrating our proactive approach to addressing disciplinary issues. Additionally, we have made concerted efforts to address disparities in disciplinary actions among racial/ethnic groups, with a decrease in the suspension rate for Black or African American students from 16.7% to 9.5% in 2022-2023. Furthermore, our overall suspension rate decreased from 7.1% to 4.7% during the same period, indicating positive strides in mitigating disciplinary incidents school-wide. Notably, socioeconomically disadvantaged students experienced a decrease in suspensions from 10.8% to 7.6%, suggesting improvements in support mechanisms tailored to at-risk student populations. Lastly, our school consistently demonstrates a commitment to equity and fairness, with female students consistently experiencing lower suspension rates compared to males, highlighting our efforts to address potential gender-based disparities. Overall, these findings reflect our dedication to addressing disciplinary issues and promoting a more equitable and supportive disciplinary environment at A.G.L.A. We pride ourselves on our proactive approach to addressing absenteeism trends among our diverse student body, especially in light of the COVID-19 pandemic's impact on attendance rates. Notably, our school saw a significant decrease in absenteeism percentages across most groups during the 2020-2021 school year, attributed to our swift transition to remote learning and robust support systems for students during this challenging time. Moreover, we're pleased to report that the percentage of chronic absenteeism among English Learners decreased from 33.3% in 2021-2022 to 25% in 2022-2023, indicating the effectiveness of our targeted interventions and support mechanisms tailored to this demographic group. Despite ongoing challenges, including socioeconomically disadvantaged students and those in grades 9-12 exhibiting chronic absenteeism rates of 50% or more in 2022-2023, our school remains committed to addressing attendance barriers through proactive measures. Notably, our interventions have yielded promising results, with English Learners demonstrating the lowest percentage of chronic absenteeism at 25%, underscoring the efficacy of our tailored support initiatives. Furthermore, our school's concerted efforts during school closures. A.G.L.A. has implemented several strategies to promote diversity and inclusion within its student population. These include culturally responsive teaching practices, diversity training for staff, and the establishment of student affinity groups. Measurable outcomes have been observed, such as increased participation of students of color in advanced placement courses and extracurricular activities, and improved satisfaction ratings in annual diversity surveys. To further support students of color, A.G.L.A. could expand mentorship programs pairing students with role models from similar backgrounds, increase the recruitment and retention of diverse teaching staff, and provide additional academic and social-emotional support resources tailored to the unique needs of these students. In addressing disparities in dropout rates, graduation rates, and disciplinary actions, A.G.L.A. has undertaken targeted intervention programs for at-risk students, restorative justice practices to reduce suspensions and expulsions, and support services for students from various socioeconomic backgrounds. These initiatives have resulted in measurable improvements, such as reduced dropout rates, increased graduation rates, and a decline in disciplinary actions among marginalized groups. To further mitigate these disparities, A.G.L.A. could implement early warning systems to identify and support at-risk students sooner, provide professional development on implicit bias for all staff, and ensure equitable access to academic resources and extracurricular activities. To combat absenteeism trends, particularly in light of the COVID-19 pandemic, A.G.L.A. has introduced hybrid learning models, increased access to mental health resources, and conducted outreach programs to engage families and address attendance barriers. These efforts have led to a gradual improvement in attendance rates and a reduction in chronic absenteeism. To build on this progress, A.G.L.A. could enhance communication with families to better understand and address the root causes of absenteeism, increase the availability of on-site health and counseling services, and develop community partnerships to provide additional support for students facing external challenges that impact their attendance. Met 2024-06-20 2024 19648810113472 Aveson School of Leaders 6 ASL conducted a comprehensive culture and climate survey via Possip through amongst the community revealing significant insights into the school's educational environment beginning in the fall and monthly until May. The data indicated a pressing need for consistency in general education and inclusion settings, both academically and in terms of social-emotional learning (SEL). Furthermore, there is a call for improved accessibility to the curriculum and alignment with grade-level standards for all students. Staff responses underscored a demand for enhanced professional development to deepen their understanding of common neurodivergences, such as autism and ADHD, which would enable them to provide personalized mastery learning more confidently and competently. The survey highlighted several areas where staff lack confidence, particularly in assisting their most challenging students, supporting those with significant social and behavioral issues, and finding resources for students with unique learning and behavioral needs. Only 38.9% of parents agreed that students were receiving the necessary resources and support to succeed, indicating a significant gap in perceived student support. This points to the need for targeted professional development programs that equip staff with the skills and knowledge required to manage diverse student needs effectively, ensuring a supportive and inclusive learning environment. The survey further revealed gaps in family awareness and engagement. Specifically, 47% of families reported having knowledge of the support types available to students, with only 18% strongly agreeing. Similarly, 46% were aware of the social-emotional supports available, with 20% strongly agreeing, and 49% knew how to access support for their student, with 20% strongly agreeing. Additionally, 45% of families understood what it means to be at a full inclusion school, with 32.4% strongly agreeing. Notably, only 38.6% of families felt that students received the resources and support needed to be successful, with 19.3% strongly agreeing. These findings suggest a need for improved communication strategies to better inform families about available resources and how to access them, thereby fostering a more informed and supportive school community. The culture and climate surveys at ASL reveal a strong need for consistency in academic and social-emotional learning across general and inclusion education, along with better accessibility to curriculum and grade-level standards for all students. Staff have expressed a significant need for professional development focused on understanding neurodivergences, such as autism and ADHD, to provide personalized and effective support confidently. Parental satisfaction is relatively low, with only 38.9% of parents feeling that students receive adequate resources and support, highlighting a gap that needs addressing. Additionally, many staff members lack confidence in supporting challenging students, particularly those with significant social and behavioral issues. Less than half of the families are aware of or know how to access available student supports, indicating a need for improved communication and education. Despite these challenges, there are areas of strength, such as a strong foundational understanding of full inclusion among 77% of families and nearly half being aware of available social-emotional supports. Addressing these identified needs through enhanced professional development, improved communication with parents, and ensuring curriculum consistency and accessibility can significantly enhance student success and satisfaction, fostering a more inclusive and supportive educational environment. To address the identified areas of need, the LEA plans to implement comprehensive professional development programs focused on neurodivergences such as autism and ADHD, and managing social, emotional, and behavioral challenges, ensuring staff are equipped with necessary skills. Policies will be revised to standardize curriculum adaptations and ensure consistent academic and social-emotional learning standards across general and inclusion settings. Enhanced communication strategies will be developed to improve information dissemination to parents about available resources, alongside educational programs to increase family knowledge and understanding of student support mechanisms. A centralized resource repository for staff and a mentoring system will be established to bolster staff confidence and support. Regular feedback mechanisms, such as surveys and focus groups, will be used to continuously refine policies and procedures. Inclusive education policies will be revised to clearly define staff roles in supporting students with diverse needs and integrate social-emotional learning into daily activities. Detailed action plans with specific timelines, responsibilities, and resource allocation will ensure effective implementation and continuous improvement, fostering a more inclusive and supportive educational environment. Met 2024-06-20 2024 19648810113894 Pasadena Rosebud Academy 6 At PRACS, we encourage students to take a survey that gives the school administration team and teachers a better understanding of what members of their school community think about their school. The information collected by the survey is designed to support a dialogue among all members of the school community about how to make the school a better place to learn. Based on the survey results, here are some findings: More than 75.8% of students agreed that PRACS helps them succeed in school. More than 62.9% of students feel that PRACS is a safe and healthy environment. More than 67.8% of students agreed that PRACS Curriculum promotes understanding of Common Core standards and helps them prepare for high school. About 71% of our students agree that the school facilities are in good repair. More than 59.6% of students agree that school provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other curricular activities to encourage a well-rounded educational experience. Based on the survey results provided by PRACS, here are the key learnings and insights: Success in School: Over 75.8% of students agree that PRACS helps them succeed in school. This indicates a strong perception among students that the school supports their academic growth and achievement. Safety and Environment: Approximately 62.9% of students feel that PRACS provides a safe and healthy environment. While a majority feels safe, there is room for improvement to ensure all students feel completely secure in their school environment. Curriculum Alignment: More than 67.8% of students agree that PRACS curriculum promotes understanding of Common Core standards and prepares them for high school. This suggests a positive reception of the academic program's alignment with educational standards and future academic preparedness. School Facilities: About 71% of students agree that the school facilities are in good repair. This indicates satisfaction with the physical infrastructure of the school, which is crucial for providing a conducive learning environment. Extracurricular Opportunities: More than 59.6% of students agree that PRACS provides them with age-appropriate opportunities to participate in enrichment classes, sports, and other activities. This shows a positive perception of the school's efforts to offer a well-rounded educational experience beyond academics. Areas of Strength: Academic Support: High agreement on the school's role in academic success. Curriculum Alignment: Positive feedback on how well the curriculum prepares students for future education. Facility Maintenance: Majority satisfaction with the physical condition of the school. Identified Needs: Safety Perception: Enhancing efforts to ensure all students feel safe and secure. Extracurricular Opportunities: Potential areas to increase offerings or improve accessibility to enriching activities. These findings provide a solid foundation for PRACS to celebrate successes and focus on areas where improvements can further enhance the overall school experience for students. The data can serve as a starting point for constructive dialogue and action planning within the school community. Based on the analysis of the survey data from PRACS, here are the changes and actions that the school will implement to address the identified areas of need and achieve continuous improvement: Enhancing Safety and Well-being: Action: Conduct a comprehensive safety assessment in collaboration with school administration, staff, and students. Revisions/Decisions: Implement additional safety measures or enhancements based on the assessment findings, such as improved security protocols, increased staff training on safety procedures, or enhanced mental health support services. Expanding Extracurricular Opportunities: Action: Evaluate current extracurricular offerings and accessibility. Revisions/Decisions: Introduce new extracurricular activities based on student interests and community feedback. Continuous Monitoring and Support for Academic Success: Action: Establish regular monitoring mechanisms for academic support effectiveness. Revisions/Decisions: Implement professional development opportunities for teachers focused on differentiated instruction and personalized learning approaches. Improving Facilities and Resources: Action: Conduct routine assessments of school facilities and infrastructure. Revisions/Decisions: Develop a long-term maintenance plan to address any identified issues promptly. Strengthening Community Engagement: Action: Foster a collaborative environment through increased communication and transparency. Revisions/Decisions: Establish regular forums or committees involving parents, students, staff, and community members to discuss school improvements and initiatives. Professional Development and Support for Staff: Action: Provide ongoing professional development opportunities aligned with identified needs. Revisions/Decisions: Offer training sessions focused on cultural competence, student engagement strategies, and best practices in promoting a positive school climate. Evaluation and Adjustment of Policies: Action: Review existing policies and procedures related to safety, curriculum, extracurricular activities, and facility management. Revisions/Decisions: Update policies to reflect best practices and current research. By implementing these changes and actions, PRACS can address the identified areas of need, foster continuous improvement, and enhance the overall educational experience for students, staff, and the broader school community. These efforts aim to create a supportive and inclusive environment where all students can thrive academically, socially, and emotionally. Met 2024-06-20 2024 19648810118075 Learning Works 6 In April of 2024, students (N=124) were surveyed using the California Healthy Kids Survey to assess school climate aspects such as safety, school connectedness, bullying and harassment, and developmental supports. Response rates were as follows: Grade 9 – 71%, Grade 10 – 48%, Grade 11 – 63%, and Grade 12 – 49%. School Connectedness and Academic Motivation Approximately 70% of students in grades 10, 11, and 12 feel connected to the school, with responses generally positive regarding their closeness to people at the school, happiness being at the school, and sense of belonging. However, only 50% of students who classified themselves as remote (grade 12) felt connected. Among 12th grade students, 74% of boys felt a sense of connectedness compared to 78% of girls in grades 11 and 12 . Academic motivation is relatively high, averaging 65%, with 72% of 11th and 12th grade boys and 77.5% of girls feeling motivated. Notably, 80% of 11th grade boys reported feeling motivated, compared to 64% of 12th graders. Supportive Relationships and Healthy Habits Overall, 74% of students felt they had caring adult relationships at school, with 74% of grade 12 boys and 90% of girls in grades 11 and 12 reporting positive relationships. High expectations from adults were felt by 84% of students, with 81% of 11th and 12th grade boys and 93% of girls in the same grades feeling supported. Regarding routines, 65% of students did not eat breakfast, with 47% of 11th and 12th grade boys and 53% of girls reporting they had eaten breakfast, although a sharp discrepancy was noted between 11th grade girls (73%) and 12th grade girls (33%). The most common bedtime for students was 12am or later, reported by 40% of students, including 40% of 11th and 12th grade boys and 23% of girls. Violence and School Safety For school safety, 77% of students perceive the school as safe or very safe, with 77% of 12th grade boys and 92% of 12th grade girls agreeing. Harassment or bullying was experienced by 7% of students, with 5% of 11th and 12th grade boys and 8.5% of girls reporting such experiences. Cyberbullying affects 16% of students, with 9.5% of 11th and 12th grade boys and 10.5% of girls affected. Regarding gang involvement, 90% of students do not consider themselves members of a gang. Social Emotional Health In terms of social and emotional health, students generally reported good social emotional health, however, 23% reported to be in social emotional distress. For grades 11 and 12, this reflects 16% for boys and 19.5% for girls. Life satisfaction is somewhat high at 58%, with 63.5% of 11th and 12th grade boys and 69% of girls reporting high satisfaction with family life, friendships, and school experience. Key Findings and Implications The analysis of the California Healthy Kids Survey revealed several key findings about school climate and student well-being. Overall, a substantial proportion of students feel connected to their school and motivated academically, particularly girls and younger boys. There is strong evidence of supportive relationships with caring adults and high expectations set by school staff, contributing to a positive learning environment. However, there are areas requiring attention, such as improving the sense of connectedness for our students who consider themselves remote learners, maintaining academic motivation among older boys, and promoting healthier routines, including eating breakfast (especially among 12th grade girls) and getting enough sleep. Substance use prevention remains a priority, with a need for gender-specific strategies. Additionally, while most students consider the school a safe place, bullying and cyberbullying continue to affect a minority, suggesting a need for initiatives that address these concerns. Mental health support services need enhancement, as a notable percentage of students experience social-emotional distress and have considered suicide. Increasing meaningful participation in school activities and improving overall life satisfaction are also identified needs. To address these findings, it is recommended to implement policies and procedures that enhance the sense of connectedness for learners who consider themselves remote and sustain academic motivation, particularly among older boys including providing activities and opportunities for engagement on campus and at the resource center. We can promote healthier routines by encouraging regular breakfast consumption and adequate sleep, especially for 12th grade girls. Substance use prevention programs should include gender-specific strategies to effectively address different needs. Anti-bullying and cyberbullying awareness and initiatives should be strengthened to ensure a safe environment for all students. Enhancing mental health support services is crucial to address social-emotional distress and prevent suicide. Additionally, increasing opportunities for meaningful participation in school activities and improving overall life satisfaction should be prioritized to foster a supportive and engaging school climate. Planned activities in the areas of college and career, health and wellness and creative expression are aimed at improving climate and continuing to be a safe haven for our students. Met 2024-06-25 2024 19648810136945 OCS - South 6 The 2023 End of Year Student Survey was administered to students in grades 2nd through 8th with the aim of learning about their experiences in the classroom and on campus. Some important highlights of this survey include: 77% of our elementary students and 71% of our middle school students indicated feeling connected to the school 83% of our elementary students and 72% of our middle school students indicated they are academically motivated and believe staff hold high expectations 86% of our elementary students and 87% of our middle school students feel safe at school 61% of our elementary grade students and 73% of our middle school students indicated their teacher cares about them These results serve as evidence that overall, our school climate and campus are a safe, welcoming, and positive environment for students. The results of the Spring 2024 CALSCHLS surveys do not reveal a generalized theme for a focus area of improvement. Instead, the feedback from diverse constituents, grade levels, and staff categories highlights segmented areas for attention. Parents reported inconsistent approaches to communication and therefore we will continue to leverage our ParentSquare platform, students shared varying experiences in learning and classroom environments, and staff indicated a lack of feeling included in school decision making as an area for growth. Based on the feedback from the Spring 2024 CALSCHLS surveys, here are the improvements to be made: Inconsistent Approaches to Communication (Parents) Continue leveraging the ParentSquare platform to enhance and standardize communication with parents. Varying Experiences in Learning and Classroom Environments (Students) Implement strategies to ensure more consistent learning experiences across different classrooms and teachers. Lack of Inclusion in School Decision Making (Staff) Develop and implement initiatives to involve staff more actively in school decision-making processes, ensuring their voices are heard and considered Based on the feedback from the Spring 2024 CALSCHLS surveys, here are the improvements to be made: Inconsistent Approaches to Communication (Parents) Continue leveraging the ParentSquare platform to enhance and standardize communication with parents. Varying Experiences in Learning and Classroom Environments (Students) Implement strategies to ensure more consistent learning experiences across different classrooms and teachers. Lack of Inclusion in School Decision Making (Staff) Develop and implement initiatives to involve staff more actively in school decision-making processes, ensuring their voices are heard and considered Met 2024-06-18 2024 19649070000000 Pomona Unified 6 Pomona USD’s 2023-24 School Climate Report Card analyzed school connectedness using the responses from the following five CA Healthy Kids Survey questions: 1) Do you feel close to people at/from this school?; 2) Are you happy to be at/with this school?; 3) Do you feel like you are part of this school?; 4) Do teachers treat students fairly?; and 5) Do you feel safe at school? Sixty-two percent of fifth graders feel connected to their school - a 1% drop from 2022-23. Less than half of middle school students and high school students feel connected to their school (47% and 45% respectively). The percentage stayed the same for middle school in comparison to the 2022-23 data whereas the high school score decreased by two points. The district’s non-traditional high school school connectedness score grew by 5% from 2022-23’s average of 48%. Although there wasn’t growth in school connectedness at the traditional elementary, middle and high schools, student perceptions stayed fairly consistent despite many changes in school leadership with ten new principals and additional changes in other admin roles, ongoing bargaining negotiations between the district and teachers’ union, school closures, and high teacher turnover with vacancies still unfilled. According to the disaggregated data from the CA Healthy Kids Survey, PUSD faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. At the secondary school level, heterosexual students across 7th, 9th, and 11th grades feel more connected to their school than students whose sexual orientation is Gay, Lesbian or Bisexual. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness. As the percentage of students experiencing chronic sadness has increased since the pandemic, the district created Wellness Centers at the high schools in the middle of this school year. As the district continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. The district will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. The district will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data. Met 2024-06-26 2024 19649070115170 School of Extended Educational Options 6 SEEOs 2023-24 School Climate Report Card analyzed school connectedness. Although there wasn’t growth in school connectedness at the traditional elementary, middle and high schools, student perceptions stayed fairly consistent despite many changes in school leadership with ten new principals and additional changes in other admin roles, ongoing bargaining negotiations between the district and teachers’ union, school closures, and high teacher turnover with vacancies still unfilled. Sixty-two percent of fifth graders feel connected to their school - a 1% drop from 2022-23. Less than half of middle school students and high school students feel connected to their school (47% and 45% respectively). The percentage stayed the same for middle school in comparison to the 2022-23 data whereas the high school score decreased by two points. The district’s non-traditional high school school connectedness score grew by 5% from 2022-23’s average of 48%. As the percentage of students experiencing chronic sadness has increased since the pandemic, the SEEO created Wellness Centers at the high school and in the middle grades this school year. As SEEO continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. SEEO will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. The district will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data. According to the disaggregated data from the CA Healthy Kids Survey, SEEO faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. At the secondary school level, heterosexual students across 7th, 9th, and 11th grades feel more connected to their school than students whose sexual orientation is Gay, Lesbian or Bisexual. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadness. As the percentage of students experiencing chronic sadness has increased since the pandemic, SEEO created Wellness Centers at the high and middle school grades this year. As SEEO continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The district will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the district will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, each school site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. SEEO will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. SEEO will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data. Met 2024-06-26 2024 19649071996693 School of Arts and Enterprise 6 The SAE uses a locally developed survey administered at least every two years. According to survey results (2023), The SAE continues to increase or maintain strong local climate outcomes The SAE provides help when a student is struggling socially or emotionally: 55% Agree or Strongly Agree, 30% Neutral The SAE provides good security for a safe campus: 72% Agree or Strongly Agree, 19% Neutral The SAE responds appropriately to disruptive or harmful student behaviors: 47% Agree or Strongly Agree, 27% Neutral. The SAE provides ways for me to voice my opinions of the school: 65% Agree or Strongly Agree, 24% Neutral The SAE did not disaggregate data by demographic criteria. This is an area of growth for revision of this data collection. The SAE needs to significantly improve it's response to disruptive or harmful student behaviors Met 2024-06-18 2024 19649076021984 La Verne Science and Technology Charter 6 For La Verne Charter, as the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne and the district continue to strengthen the support structure established and offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. The La Verne will support LGBTQ+ students by providing Out for Safe Schools training with administrators and parents, integrate LGBTQ+ policy at the district level, and partner with community agencies to provide on campus support for LGBTQ+ students. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, La Verne will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the Principal will engage in empathy interviews with African American students, have Affinity Groups such as the Black Student Union, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne Charter will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data. According to the disaggregated data from the CA Healthy Kids Survey, La Verne faces challenges and barriers addressing school connectedness among specific student groups. Across each grade span, Black/African American students do not feel as connected with their school in comparison to other race/ethnicities. The data shows that students who live at home with a parent/guardian feel more connected at school compared to students who have other living arrangements. Furthermore, students who experienced chronic sadness were less likely to feel school connectedness compared to students who did not experience chronic sadnes As the percentage of students experiencing chronic sadness has increased since the pandemic, La Verne continues to strengthen the structure of each Wellness Center, offer more support groups, and hire additional mental health clinicians to support more students at all levels, we hope to see that chronic sadness and school connectedness improve over the next school year. Additionally, mental health and wellness clinicians will be trained to develop student identity support plans for transgender students. To address the low connectedness that Black/African American students experience, the La Verne will use a three-prong approach: 1) Social Emotional Learning (SEL); 2) Targeted Academic Instruction and Support; and 3) Data Analysis and Monitoring. To establish a sense of belonging through SEL, student voice will be elevated, the site Principal will engage in empathy interviews with their African American students, have Affinity Groups such as the Black Student Union on campuses, train staff in Restorative Practices, use an “Asset Based/Strength Based” approach in 504s, SSTs, and IEPs, hold Student Advisory Boards, elevate parent voice through targeted outreach, and expect ALL staff to build relationships with African American students and parents. La Verne will facilitate targeted academic instruction and support by ensuring curriculum is culturally responsive, provide tutoring, integrate culturally responsive practices, and post and reference anchor standards in all content areas with Identity, Diversity, Justice, and Action. La Verne will analyze and monitor data by sharing data with staff and creating an Action Plan based on AA student data. Met 2024-06-26 2024 19649310000000 Rosemead Elementary 6 "The Rosemead School District administered the California School Climate, Health, and Learning Survey/California Healthy Kids Survey (CalSCHS) in spring 2024. Results serve to measure the district’s progress on state Priority 6, School Climate. It helps us to collect data to indicate how safe students feel at school and how connected they feel to their school. It also helps us with valuable information to develop programs to support student needs in the area of school safety and connectedness. Overall, the results indicate that there is a strong sense of connectedness, although slight differences in student perceptions exist between the grade levels. Spring, 2024 CalSCHLS Data: Positive response to the questions with statements about caring relationships at school (an adult cares about me, listens to me, and notices me. -Students Elementary: Grade 5 students: 61% Grade 6 students: 67% -Students Middle Grade 7 students: 58% Grade 8 students: 65% Middle School Parents: 74% Parents Agree or Strongly Agree that 'This school has adults who really care about students."" Teachers responding Strongly Agree that 'Adults really care about every student' -Teachers: 66% Elementary: -Teachers: 36% Middle: Spring, 2024 CalSCHLS Data: Positive response to the questions with statements about meaningful participation (Students: At school, I do meaningful things, help decide activities, have a say; Parents: This school gives all students opportunities to “make a difference.”) -Students Elementary: 34% -Students Middle: 28% -Parents: Elementary: 55% -Parents: Middle: 43% 2024: 100 % of Rosemead Schools hold Leader in Me (LIM) Lighthouse Status One school also holds Leader in Me Legacy Status 2023 LIM Measurable Results Assessment (MRA) Average Scores reported by students, teachers/staff, and parents: Leadership: 76% Culture: 77% Academics: 73% " We believe that our work with the Leader in Me/7 Habits and PBIS has shaped a culture within our schools that is conducive to positive relationships and strong support systems. On the other hand, we recognize there is still work to be done. When asked about experiences with harassment or bullying and experiences with chronic sadness, approximately 30% of students responded that they have experienced these. This indicates to us that we need to continue to focus on and pay close attention to the social emotional experiences of our students. In response to the CalSCHLS data, the Rosemead School District has made changes in LCAP Actions/Services to address school safety. The district also has hired a full time counselor to be assigned to the middle school and added one full time psychologist to every school, instead of shared psychologists. To continue the positive work with regards to our students feeling they are treated with respect, the district fully supports, encourages, lives and breathes Leader In Me and PBIS. We have also added social-emotional student listening circles to hear the voices of students and provided professional development through WestEd to build safe and nurturing school environments. We will be increasing our focus on SEL and school climate by incorporating SEL strategies into classroom lessons as well as having more positive assemblies. Over the course of several years of implementation of Leader in Me/7 Habits and PBIS, the Rosemead School District has experienced an overall decrease in suspensions and discipline issues. In addition, administrators, teachers, and all staff have increased knowledge of best practices in teaching positive behaviors and building strong, supportive, positive behaviors. Met 2024-06-27 2024 19649640000000 San Marino Unified 6 San Marino Unified School District administers the CHKS annually in the spring to students in grades 5, 7. 9 and 11. The CHKS is a comprehensive youth self-report data collection system designed to provide schools, districts, and communities with valuable insights into the health and well-being of their students. The primary purpose of the CHKS is to promote better learning and health outcomes by providing data that can inform the development of effective school policies and programs. Specifically, the survey aims to evaluate the health and behavioral risks of students, including mental health, substance use, and physical activity and measure aspects of the school environment, such as safety, connectedness, and the prevalence of bullying. Results from the 2024 CHKS survey are analyzed in effort to develop actionable next steps to help promote school safety and connectedness. Survey results are reported annually to the Board of Education, provided to all SMUSD community constituents through the California School Dashboard and contribute to the development of the SMUSD’s Local Control Accountability Plan. A summary of the 2024 CalSCHLs data is provided below: In spring of 2024, the San Marino Unified School District (SMUSD) administered the CalSCHLS California Healthy Kids Survey (CHKS) to all students in grades 5, 7, 9 and 11. Student survey data demonstrated that 79% of participating students indicated that they felt safe at school, resulting in a 3% increase from 2023. Participating students by grade level: Gr 5 - 89%, Gr. 7 - 69%, Gr 9 - 76% Gr 11 - 80%. Student survey data also showed the following perceptions of school connectedness: overall - 67% (nc). Participating students by grade level: Gr. 5 - 79% Gr. 7 - 66% Gr. 9 - 64% Gr. 11 - 58% Additional CHKS data showed that of participating students 62% (+1%) indicated that schools promote caring adult relationships. Participating students by grade level are as follows: Gr. 5: 72% Gr. 7: 61% Gr. 9: 55% Gr. 11: 60% Student survey data also demonstrated that 69% (nc) indicated positive academic motivation with participating student by grade level as follows: Gr. 5: 88% Gr. 7: 64% Gr. 9: 65% Gr. 11: 57% Lastly, student survey data also showed that 31% (+2%) indicated meaningful participation with participating students by grade level as follows: Gr. 5: 38% Gr. 7: 28% Gr. 9: 27% Gr. 11: 30% The status of this indicator is marked as being “Met”. Based on student responses, with particular attention to perceptions of school connectedness, academic motivation, and meaningful participation, SMUSD continues the need to further focus on strategies and programs aimed at increasing students' perceptions across all metrics across all grade levels. Disaggregated student group data in the 2025 school year will provide additional vital information to assist SMUSD in identifying areas of strength and needed attention so that appropriate and intentional support, services, activities, programs, and professional learning can be implemented to promote positive student perceptions across all CHKS metrics. Based on the 2024 CHKS results, SMUSD continues to place high priority on student perceptions with a particular focus on perceptions of school safety, school connectedness, and meaningful participation to ensure personal success and meaningful participation and engagement in school. School sites will also engage in data analysis with their faculties as a whole and develop actionable next steps based on their respective CHKS data to collectively develop a plan that best supports individual site needs. Met SMUSD recognizes that the CHKS is an important tool for assessing school climate and student well-being, typically administered to students in grades 5, 7, 9, and 11, however the District also recognizes that there are key considerations for understanding 2024-06-25 2024 19649800000000 Santa Monica-Malibu Unified 6 The survey data indicated that most educational partners have a positive impression of the overall quality of education provided at their school. This data was gathered through a culture and climate survey, as well as the California Healthy Kids Survey. "When parents were asked if the ""School encourages me to be an active partner with the school in educating my child"" 86% of parents Strongly Agree or Agree. And when asked if ""Parents feel welcome to participate at this school"" 85% of parents Strongly Agree or Agree. However, when parents were asked if the “School actively seeks the input of parents before making important decisions” only 64% of parents Strongly Agreed or Agreed. This will be an area of focus for the upcoming school year. " a.) Continue to integrate Social Emotional and trauma informed practice within the instructional day to build relationship and support well-being b.) Maintain current focus on integration of the Social Justice standards in our curriculum guides, expansion of Project Based Learning and implementation of Restorative Justice c.) Continue Diversity, Equity, and Inclusion work with all of our schools with a focused lens on addressing the needs of our BIPOC students d.) Continue the implementation of a DEI guiding questions to help determine equity of programs at the district and school level. Met 2024-06-25 2024 19649980000000 Saugus Union 6 "In April of 2024, SUSD administered the District’s Connectedness Survey to students in grades 3-6, parents, and staff. The survey focused on key areas including: safety, belonging, and inclusivity. The results indicated that students desire ""seeing their family culture"" to be more represented and inclusive within the school and curriculum (50% students agree) while parents and staff felt this was a strength (73% parents and 81% staff). The data from this survey also indicated that parents and students feel they are safe at their school (91% parents agree 73% students agree). Students, parents and staff indicated that our schools are places where they feel a sense of belonging (94% parents agree, 83% staff agree, and 69% students agree). When looking at our student demographic data within the key areas of the survey, we found that there were slight discrepancies between student groups and their perceptions of safety, belonging, and inclusivity. For safety, all federally reported groups such as students with special needs (73% agree), socioeconomically disadvantaged students (73% agree), English learners (64% agree), and students with various ethnicities (range from 64% to 78% agree) indicated they feel safe at school as compared to ALL students (73% agree). When looking at perceptions of belonging to their schools, there were slight discrepancies between student groups and the ALL students (69% agree). For example, African American (63% agree) and Socioeconomically disadvantaged (65% agree) were below the ALL student group percentages, while other student groups around at or above the 68% agree. For example, Filipino students (76% agree), two or more races (72% agree), special education (70% agree) while ALL students group (69%) shared that they feel a sense of belonging. When looking at perceptions of inclusivity, there were some discrepancies between student groups. All students (50% agree) responded that they see their family’s culture represented in their learning and school, while Filipino students (41% agree) and White students (48% agree) were below. Students with special needs (56% agree), Hispanic and African American students (54% agree) showed higher perceptions of inclusivity as compared to ALL students." After analysis of the survey data, it is evident that our students and families feel safe in our schools, and although a majority of students reflect that they feel a sense of belonging and see their family’s culture represented within our schools, we would like to increase this percentage. In areas that saw room for growth, continued and added actions were developed within our LCAP to ensure our district is placing an emphasis to improve in the following areas: (1) Addressing students' social emotional needs as a means to increase their academic achievement. (2) Ensuring that various student groups, family groups, and other educational partners are seen within the school district and its curriculum. It is further critical that each of those groups' contributions to the organization be seen and valued by each member of the organization. Emphasizing diversity as an LCAP goal (Goal #5) ensure that this concept is continually brought to the forefront in all aspects of the organization. Actions and services were adjusted to meet the LCAP goals. Staffing needs for Teachers on Special Assignment (TOSA) coaches in academic areas continued to be a desired action to ensure that all teachers can implement appropriate instructional strategies for working with English learner students, socioeconomically disadvantaged students, Foster Youth, and all students. In addition, staffing was expanded to ensure that wellness and mental health services are addressed through a focus on increasing connectedness and attendance of our English learners, Foster Youth, and socioeconomically disadvantaged students in addition to maintaining social workers at each individual school site. Met 2024-06-25 2024 19650290000000 South Pasadena Unified 6 Grade 5 CHKS data indicates that 89% of 5th graders feel safe at school, while subgroups report the following: Asian 86%, Hispanic 89%, White 93%, and Two or More Races 94%. 81% of 5th graders experience school connectedness, while subgroups report the following: Asian 80%, Hispanic 83%, White 84%, and Two or More Races 84%. Grade 7 CHKS data indicates that 70% of 7th graders feel safe at school, while subgroups report the following: Asian 71%, Hispanic 65%, White 72%, and Two or More Races 70%. 67% of 7th graders experience school connectedness, while subgroups report the following: Asian 67%, Hispanic 59%, White 76%, and Two or More Races 67%. Grade 9 CHKS data indicates that 74% of 9th graders feel safe at school, while subgroups report the following: Asian 70%, Hispanic 72%, White 84%, and Two or More Races 76%. 66% of 9th graders experience school connectedness, while subgroups report the following: Asian 65%, Hispanic 63%, White 67%, and Two or More Races 70%. Grade 11 CHKS data indicates that 83% of 11th graders feel safe at school, while subgroups report the following: Asian 85%, Hispanic 77%, White 89%, and Two or More Races 86%. 69% of 11th graders experience school connectedness, while subgroups report the following: Asian 70%, Hispanic 67%, White 67%, and Two or More Races 78%. LCAP survey data indicates that 86% of middle school students and 80% of high school students feel safe and secure at school. It also indicates that 85% of middle school students and 71% of high school students feel cared for at school. Elementary data indicates that feelings of school safety are on the rise, while school connectedness has been relatively stable and high over time. There has been an increase in feelings of school safety at the secondary level, particularly in the 11th grade. School connectedness remains stable at the middle school level, with increases at the high school level. The slight variance between the subgroup data and the all-student group data will be reviewed by school site councils at the beginning of the school year, but may be found to be statistically insignificant. The decline in feelings of safety and connectedness from elementary to middle school will also be reviewed by the middle school site council to determine if additional steps are needed to support students as they transition from one level to the next. SPUSD's focus is to ensure students feel safe and connected at school. School sites continue to revisit and revise existing programs and practices to make site-specific improvements, including a focus on Positive Behavior Intervention and Support (PBIS), crisis intervention services, alternatives to suspension, restorative practices, character education, and attendance monitoring. Met 2024-06-14 2024 19650370000000 South Whittier Elementary 6 The South Whittier School District (SWSD) administers the California Healthy Kids Survey annually to measure school climate, focusing on student perceptions of safety and connectedness. The survey is administered to 5th, 6th, and 7th graders across all schools within the district. It provides an overall score for all students, allowing for tracking general trends in school climate over time. Additionally, SWSD disaggregates the survey data by student groups identified in California Education Code 52052, including but not limited to race/ethnicity, socio-economic status, English learner status, and disability status, when such data is available. This disaggregated data provides insights into the experiences of different student populations within the district. In addition to student surveys, SWSD also administers surveys to parents and staff members to gather their perspectives on school climate. The inclusion of multiple educator partners ensures a comprehensive understanding of school conditions and climate. SWSD's analysis of the local climate survey data reveals several key findings related to school connectedness. Caring Adults Perception: Across all grade levels surveyed (5th, 6th, and 7th), there are low percentages in the perception of having caring adults in school, with 58% of 5th graders, 48% of 6th graders, and 49% of 7th graders reporting the presence of caring adults. This trend suggests a potential need for increased efforts to foster supportive relationships between students and adults within the school community, particularly as students transition to higher grades. Opportunities for Meaningful Participation: The data reveals a concerning trend regarding opportunities for meaningful participation at school, with only 36% of 5th graders, 32% of 6th graders, and 23% of 7th graders reporting such opportunities. This indicates a gap in student engagement and involvement in decision-making processes, highlighting the importance of enhancing student voice and agency within the school environment. Antibullying Climate: While a majority of 5th and 6th graders report a climate of antibullying on campus (68% and 54% respectively), there's a significant decrease in reported antibullying climate among 7th graders, with only 22% indicating a positive climate of low victimization. This suggests a positive aspect of the survey results for 7th graders, indicating a lower incidence of victimization compared to their peers. The survey results underscore areas where SWSD can focus its efforts to enhance school climate, such as strengthening relationships between students and adults, increasing opportunities for student participation and engagement, and implementing targeted interventions to address bullying and promote a safe learning environment for all students. Through the analysis of data described in Prompt 1, South Whittier School District (SWSD) has identified key learnings regarding school climate, highlighting both areas of strength and areas needing improvement. Disaggregated data by student groups reveals disparities in perceptions of school connectedness and safety, particularly among historically marginalized backgrounds, underscoring the need for targeted interventions to ensure equity. SWSD also recognizes strengths, such as the reported climate of antibullying on campus among 5th and 6th graders, and the low incidence of victimization reported by 7th graders. Additionally, insights from parent and staff surveys provide a holistic understanding of school climate. Leveraging these learnings, SWSD aims to develop strategies to address identified needs and promote a positive and inclusive school environment conducive to student success. SWSD reaffirms its commitment to implementing PBIS practices and SEL instruction, recognizing their pivotal role in strengthening relationships and fostering a supportive school climate. In response to the analysis of local data and key learnings, South Whittier School District (SWSD) is implementing targeted interventions to address disparities in school connectedness and safety perceptions among historically marginalized student groups, while enhancing PBIS practices and SEL instruction to strengthen relationships and promote positive behavior. SWSD will review and revise existing policies to ensure equitable opportunities for student engagement and participation in decision-making processes, alongside enhancing professional development opportunities for staff to support the implementation of strategies for a positive school climate. Additionally, SWSD will allocate resources for additional counseling and mental health support, as well as targeted interventions to address bullying and promote social-emotional learning. SWSD remains dedicated to continuous improvement, monitoring the effectiveness of these changes to create an equitable, inclusive, and supportive learning environment for all students. Met 2024-06-18 2024 19650450000000 Sulphur Springs Union 6 "The Local Control and Accountability Plan (LCAP) survey is provided each year to all teachers, parents, and TK-6th grade students for climate and safety reporting. The data from the 2023-2024 showed the following information: TK, K and 1st grade: -82% feel safe at school, -87% like coming to school, -96% my school provides me a good education, -100% my school provides me everything that I need to learn. 2nd through 6th grade: -79.5% feel safe at school (14.6% not sure), -68.5% look forward to coming to school each day (17.4% not sure), -96.5% my school provides me a good education (11.6% not sure), -93% my school provides me everything that I need to learn. Overall, students feel physically safe at all nine schools and parents shared that they felt that their child is physically safe in the schools, as well. The overall data from 2023 LCAP survey results showed an increase in feeling safe at school among students and staff. Students shared that they have drills at their school, and that they know there are fences around the schools to support safety. In addition, students reported that they have adults who they can go to, if needed, and that they feel supported by teachers and administration on campus. The LCAP student survey reflected that there was an increase in students feeling that they have an adult that they can go to for support. Students shared that if they are absent, they know that the school or social worker will support them. Parents shared that mental health and social/emotional wellness is provided for their child if needed. This was an improvement from the prior year’s survey results. " All surveys were distributed electronically. The data from the LCAP surveys indicated that students felt an increase in safety at school and an increase in school climate and feeling connected. The student and parent surveys continue to show that students do need additional social/emotional support. This past year, social workers have continued to support many students that are experiencing anxiety and stress. Additional referrals were made for counseling services to support students so that they can access their educational programs. In addition, the District contracted with Hazel Health, which is an online in home counseling service for families, if students need this additional resource. As a means of continuous improvement and support for students, the District has continued with providing additional counseling sessions, as well as, Behavior Intervention Aides at all nine school sites to assist students as needed. There is ongoing support with school counselors and social workers that provide group and individual counseling to students. This offers students the opportunities to meet with another point person that they can trust, and address needs to remove barriers to support students with accessing their educational program. In addition, the District implemented a new social/emotional learning curriculum, Second Step, at all nine schools. This curriculum is taught by the classroom teachers and social workers. Second Step supports students by building a foundation for a positive, inclusive culture through developing social-emotional competencies, which include perspective-taking, empathy, processing emotions, understanding and resolving conflicts, and building positive relationships. To support students, staff are targeting Social Emotional Learning for all students, by providing a new curriculum, Second Step, at each of the school sites. In addition, each of the schools have implemented a positive behavior program that focuses on positive relationships among students and staff, such as Capturing Kids Hearts. Students have reported feeling physically safe at school, however, there were statements that staff needed to target social emotional wellness for students. With the additional supports of Social Workers, Counselors and Social Emotional Learning Curriculum in place, staff will monitor referrals for wellness to ensure that the resources are meeting the needs of students. Social Workers are also collaborating together with Administration and staff to increase positive attendance for students. There is a targeted focus on reaching those students with chronic absenteeism. The Social Worker and Principal are visiting homes, and working with the families to create a plan to support positive attendance for the students. There has been a decrease in chronic absenteeism this past year by over 15% as a District. In addition, Social Workers are meeting with our most at-risk youth to work with the family to assist with any basic needs that need to be met for the student. The District has a Family Resource Center that has resources, such as clothing, food, and school supplies, to meet the needs of the families. An additional resource that will remain for the upcoming school year is in providing telehealth therapy to the student’s home and/or school if needed. Since the data showed an increase need for counseling support, the District has partnered with Hazel Health, and has telehealth therapy available to support individual students and families as needed. This is free to all families and students. Met 2024-06-26 2024 19650520000000 Temple City Unified 6 The California Healthy Kids Survey is scheduled to be administered for the 2024-2025 school year to students and families. Based on the results of the 2023-2024 California Healthy Kids Survey, the following data points are relevant for us to monitor annually related to the percentage of students that feel safe at school: 5th grade - 81% (all or most of the time) 7th grade - 61% (agree or strongly agree) 9th grade - 65% (agree or strongly agree) 11th grade - 57% (agree or strongly agree) Parents reported that school is a safe place for their child: 94% (agree or strongly agree) Staff reported that school is a safe place for students: 97% (agree or strongly agree). "Based on this data, a key learning is that most students, parents/guardians, and staff feel that the schools in TCUSD feel safe. We also wanted to look at similar data by student group, the following question was asked on the Local Climate Survey: ""I have one staff member that I can go to if I need to talk about something or get help"" (Often or Always). We found that 63% of all students felt like they could go to a staff member and an even higher percentage of our EL students (67%) and low-income students (64%) felt connected to a staff member. Based on the information from this data, the district has continued to implement Positive Behavioral Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS). This is an area of strength across the District, as many schools were recognized for their successful implementation of socio-emotional, behavioral, and mental health supports to students during the 2023-2024 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships." To ensure continuous improvement for students across the District, each school site will develop a PBIS SMART goal that will be measured through Tiered Fidelity Inventories (TFIs) or the California Healthy Kids Survey data. In addition, the District expanded its MTSS Behavior Program by hiring counselors for each elementary site and two Board Certified Behavior Analysts (BCBAs) to increase socio-emotional, behavioral, academic and mental health supports to students across the District. Finally, the District has increased awareness and accessibility to resources and supports for students and families by utilizing a Public Information Officer. These actions will allow the District to continue and improve its commitment to the safety and well-being of all students. Met Temple City Unified has school climates and academic programs that are award-winning as recognized by the following recognitions held by our schools: PBIS Silver Recognition Award - Longden Elementary School PBIS Silver Recognition Award - Emperor Elemen 2024-06-26 2024 19650600000000 Torrance Unified 6 TUSD began surveying students on school safety and connectedness during the 2018-19 school year, using the PBIS: School Climate Survey Suite. Each year, all 5th, 7th, and 10th grade students complete the survey. This year, the survey window was four weeks long, conducted during October and November. In the 2020-21 school year, new questions were added to reflect TUSD’s focus on diversity, equity, and inclusion. These questions help to inform our current needs from the student perspective regarding school and district anti-bias supports. For the 2023-24 school year, the district-wide Total Positive Response Rate increased slightly by 2% compared to the previous year. Specifically, the Elementary school rate increased by 3%, and the High school rate increased by 4%, while the Middle school rate decreased by -3%. Overall, there has been a 2% increase in the Total Positive Response Rate from 2022-23 to 2023-24. District administrators analyzed these results. Schools were provided with their site data to facilitate detailed analysis, including disaggregation by question, gender, and significant subgroups, if applicable. Based on this analysis, site administrators and teams will plan further strategies to enhance school safety, engagement/connectedness, and diversity/equity/inclusion. Areas of focus and need include social-emotional growth, stress management, healthy habits, threats to school/students, and suicidal/self-injurious behavior. Resulting actions at schools have included increasing awareness among students and staff, information campaigns, notices to parents, PBIS activities, positive reward systems for behavior, expanding clubs, and fostering community support. Specific district-wide programs following district-level and school site analysis, include: Second Step: Social-emotional lessons for all elementary students. Start with Hello: School climate program for secondary and upper elementary students. See Something Say Something: Reporting threatening behavior for secondary students. Anonymous Reporting System: Addressing suicidal/self-injurious behavior for secondary students. In addition, because of the increased focus on mental health and social-emotional support, we were successfully able to find alternate funding sources for expiring ESSER supports, and we are happy to report that our additional counseling, mental health therapists and additional intervention staff will continue for the years to come. We also embarked on Trauma Informed Counseling training to provide additional social-emotional support for students, and are continuing with additional training this year. Met 2024-06-18 2024 19650780000000 Valle Lindo Elementary 6 Analysis of Specific Survey Items: Safety and Security: Students generally feel very safe at school, with an overall score of 80. The implementation of Positive Behavioral Interventions and Supports (PBIS) has been effective in maintaining a safe and supportive school environment. However, cyberbullying, particularly online and outside of school, has been identified as an area of concern. Teacher-Student Relationships: The score for teacher-student relationships is 82, indicating strong support and positive interactions between students and teachers. Special education students and ELL students, however, reported needing more personalized attention. Peer Relationships: The score for peer relationships is 75. While younger students (grades 3-5) reported positive interactions, older students (grades 6-8) noted issues with peer pressure and bullying. Academic Support: The score for academic support is 78. Middle school students expressed a need for more academic guidance and resources for transitioning to high school. Engagement and Involvement: The score for student engagement is 74, with students across all levels indicating a desire for more extracurricular activities and opportunities for meaningful involvement in school decisions. reas of Strength: Overall Safety: Students generally feel very safe at school, with an overall safety score of 80, especially by the effective implementation of PBIS. Teacher-Student Relationships: Strong positive interactions between students and teachers, with a score of 82, indicating high levels of support. Grades 3-5 Satisfaction: Younger students (grades 3-5) report high satisfaction in school safety, teacher support, and peer relationships, with an average score of 82. Identified Needs: Peer Relationships: Middle school students (grades 6-8) expressed concerns about peer pressure and bullying, reflected in a peer relationships score of 75. Cyberbullying: Cyberbullying, particularly outside of school, remains a significant issue needing attention. Support for Diverse Student Groups: Special education students and English Language Learners (ELL) reported needing more personalized attention, scoring 70 and 74 respectively. Socioeconomic Disparities: Socioeconomically disadvantaged students indicated challenges in accessing resources, with a score of 68. Engagement and Involvement: Students desire more extracurricular activities and opportunities for involvement, with an engagement score of 74. By addressing these needs, the LEA aims to build on its strengths and create a more supportive and inclusive environment for all students. Based on the analysis of local data and key learnings, the LEA has identified several changes to existing plans, policies, and procedures to address areas of need: Enhanced Cyberbullying Prevention: Implement new policies and programs to address cyberbullying, including digital citizenship education and stronger monitoring of online activities. Increased Support for Middle School Students: Develop targeted interventions to improve peer relationships and reduce bullying among middle school students, such as peer mediation programs and social-emotional learning initiatives. Personalized Support for Special Education and ELL Students: Increase resources and staff training to provide more personalized support for special education and ELL students, ensuring they receive the attention and resources needed for success. Resource Access for Socioeconomically Disadvantaged Students: Implement policies to improve access to resources for socioeconomically disadvantaged students, including after-school programs, tutoring services, and assistance for school-related activities. Boosting Student Engagement: Expand extracurricular activities and provide more opportunities for student involvement in decision-making processes to increase engagement and ownership of their educational experience. Met 2024-06-26 2024 19650940000000 West Covina Unified 6 The West Covina Unified School District administered its annual local climate survey in the spring of 2024 to its elementary and secondary students, parents, classified staff, and certificated staff. Students in grades 2-12, parents, classified staff, and certificated staff were surveyed on a range of items that assessed their feelings and opinions about their school experience, including items that specifically assessed their feelings of safety and connectedness at school. Respondents were asked if they agreed, strongly agreed, disagreed or strongly disagreed with key statements such as feeling safe at school, ease of making friends, morale, and their sense of belonging at school. All responses are anonymous. As of the spring of 2024, 78% of 2nd-12th grade students surveyed reported feeling safe at school and 91% of students surveyed reported feelings of connectedness to their schools as measured by the climate survey. Parents of students, including unduplicated pupils and targeted student groups, in the West Covina Unified School District were also surveyed with the local climate survey. 91% of parents surveyed agreed or strongly agreed that district schools are safe and 95% reported feeling welcomed at the school. Certificated staff were also surveyed with the local climate survey, and 92% reported feeling safe at school and 93% reported feelings of connectedness to their schools. Classified staff completed the annual survey; 94% of them reported feeling safe at school while 94% of them reported feelings of connection to their site. The West Covina Unified School District will continue to implement services and programs to improve upon these measures, such as our district-wide safety protocols and drills; comprehensive counseling program; anti-bullying efforts; mental health awareness and support clubs; and implementation of programs to strengthen students’ connectedness to others by enhancing healthy bonds with teachers and staff and establishing collaborative agreements of acceptable and positive behavior. The West Covina Unified School District focused on feelings of safety and connectedness amongst the various educational partners. The feelings of safety amongst parents and staff members were at or above 90% based on the respondents of the annual climate survey. The student percentage increased compared to last year, but there is still room for improvement. To improve feelings of safety and preparedness, West Covina provided ALICE training for all students and staff members. This training provides schools with effective response options in case of a critical incident. Moreover, more cameras were installed at school sites and will continue to be installed to monitor activity on school grounds. Elementary and middle school sites continued to implement the Capturing Kids’ Hearts (CKH) program which focuses on the social-emotional wellbeing and foster positive relationships between all of the community members to transform the school culture. To provide a multi-tiered level of mental health support, West Covina Unified had implemented a Comprehensive Mental Health Plan during the past two years which has increased the number of counseling interns districtwide, provided Social Emotional Learning (SEL) curriculum at all of the school sites, and incorporated SEL modules during summer school to provide year-round support for students. Due to improvement in feelings of student safety based on the annual climate survey and consistency with high levels of students’ feelings of connectedness, West Covina will continue to implement the Comprehensive Mental Health Plan into the foreseeable future. The original plan was going to be in place for two years and would expire at the end of the 2023-2024 school year. The initial ALICE training and follow up activities, drills, and simulations have increased feelings of empowerment for students and staff which have, in turn, increased the feelings of safety on school grounds. West Covina will continue to provide refresher training for staff and age-appropriate training for students as they matriculate into higher grades. Met 2024-06-13 2024 19650940112706 California Virtual Academy @ Los Angeles 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed and had an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-10 2024 19650946023527 San Jose Charter Academy 6 This year, students participated in both a school climate and a social emotional survey, gathering information regarding the Leader In Me Measurable Results Assessment (MRA) and Social Emotional Learning (SEL) components, such as self-control, self-efficacy, connectedness and managing feelings. Through these annual surveys, 84% of our students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. 78% shared they feel they have high trust relationships, are comfortable, can connect with and are cared about and understood by the staff, teachers, and peers at SJCA. They do feel there are others that are “like them”, sharing similar experiences, challenges, and successes. Further, they report through the survey, they are able to be themselves around their teachers, seek their guidance and advice when they have problems, and have staff who are easy to talk to. Students' sense of belonging has increased by 74% to 78%. Students believe that they are cared about and understood by the staff, teachers, and peers at their school. Based on the MRA Student Leadership questions, 74% of our students feel they support each other and offer help as needed. In addition, 76% of our students feel they work to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed. While both of these saw an increase of 2% from the prior year they still continue to be an area of focus. We are encouraged to see an increase in students' feelings toward student leadership, positive wellbeing, self-advocacy, and prosocial behaviors. Through the SEL survey, 74% of students surveyed reported feeling connected, answering questions such as “I feel like I belong at school; I belong to at least one sports, music or interest group at this school; This school feels like a safe place for me.” 50% of students surveyed reported having a difficult time controlling themselves, answering questions such as “I can say no to something, even if I really, really, want it; People say I’m good at controlling myself, etc”. In looking at the findings from the SEL survey, both elementary and middle school students report feeling highly connected. Students shared a strong sense of belonging and connectedness to their teachers, counselors and each other. When it came to the findings students reported a difficult time in the domain of self-control. Findings show that students are aware they are struggling with resisting temptation, blurting things out, and controlling body movements before thinking them through. We are continually looking for new ways to address and enhance our school climate. Through the SEL results, we are committing to utilizing specific strategies to address the areas of need. We will be utilizing Ripple Effects, The Leader in Me, Getting Along Together, Nearpod & Discovery Education, as a Tier 1 approach to SEL throughout the school year. Met 2024-06-18 2024 19651020000000 Westside Union Elementary 6 "The tools used to gather data for school climate is called the California Healthy Kids Survey (CHKS), the California School Parent Survey (CSPS), and the California School Staff Survey (CSSS). Participation in the survey for SY23-24 totaled 628 students in grades 5th and 6th, 1,439 7th and 8th grade students, 602 parents, and 537 staff members. Participation rates have remained steady over the last three years. The District uses the annual survey to measure school connectedness and a safe and supportive school climate. California Healthy Kids Survey Elementary Pupil Engagement & School Climate: In the 2023-2024 CHKS the following was reported for 5th and 6th grade: ? 64.5% report a feeling of connectedness to the school ""Yes, most of time"" or ""Yes, all of the time"" ? 57.5% report there are caring adults in school ""Yes, most of the time"" or ""Yes, all of the time"" ? 65% report feeling safe at school ""Yes, most of the time"" or ""Yes, all of the time"" ? 64% report there are social and emotional learning supports ""Yes, most of the time"" or ""Yes, all of the time"" California Healthy Kids Survey Middle School Pupil Engagement & School Climate In the 2023-2024 CHKS the following was reported: ? 46% report a feeling of connectedness to the school ""strongly agree"" or ""agree"" ? 51% report there is a caring adult in school ""agree"" or ""strongly agree"" ? 21% report meaningful participation ""strongly agree"" or ""agree"" California Healthy Kids Survey Staff School Climate for 2023-2024 ? 44% of staff ""strongly agree"" there are caring adult relationships ? 38% ""strongly agree"" school promotes parent involvement ? 36% ""strongly agree"" school promotes student meaningful participation ? 38% of staff ""strongly agree"" school is a safe place for students California Healthy Kids Survey Elementary & Middle School Mental Health for 2023-2024 ? 24% of 5th and 6th grade students reported Frequent Sadness “Yes, most of the time” or “Yes, all of the time.” ? 33.5% of middle school students experienced chronic sadness/hopelessness in the past 12 months ? 14% of middle school students considered suicide in the past 12 months" The data reported in the CHKS indicates a continued need to develop student interpersonal and intrapersonal skills. This data correlates to the results in the area of attendance and suspensions on the CA Dashboard, since a higher rate of students motivated and connected to school are most likely to attend school regularly without serious incidences of behavior. Additionally, some schools continue to see higher levels of suspensions in the current year due to vandalism and student to student conflict. The CHKS survey data reviewed remains a concern, since the data has yet to reach the positive trends prior to the health crisis. In researching further, the team reviewed the longitudinal risk assessment data completed across the District. Risk assessments are conducted by the counselors or psychologists when a student may be exhibiting signs of harm to themselves or others and it is a well-integrated component of the wellness support within the counseling program. The following data was reported with positive trends showing that students identified with risks and needs were addressed at the school site. While this data does not negate the CHKS survey, it does inform the District that students may feel a reduction in trauma and stress impacting their lives. Additionally, with the increase of counselors and paid interns, challenges are handled quickly before issues become serious. * The total number of risk assessments in 2022-2023 was 176 and the total number of risk assessments reported in 2023-2024 total 112 * The total number of suicide risks in 2022-2023 was 138 and the total number of risk assessments reported in 2023-2024 total 85 In comparing the California School Parent Survey results over the last three years of the LCAP cycle, the identified areas noted in the metrics have not changed substantially. The reflection of the CHKS data informed the implementation of actions providing social emotional learning lessons and opportunities. Leadership Development Through Physical Education (LDTPE) program, the social-emotional learning curriculum for 4th, 5th, and 6th grade students across the District during PE supports identified climate needs. The LDTPE curriculum is grounded in foundational relationships with adults and peers, and mastery of the curriculum will take time and practice. This year, calibration was completed with site Vice Principals as well as common pacing plans put into place for each site. The District reasonably anticipates that this program will impact student motivation and school connectedness moving forward. The District was also successful in bringing back the parent day at camp. Approximately, 40 parents attended the day camp. The event always challenges parents emotionally and creates a bond with other parents. This action was fully implemented and the District intends to continue this action in the 2024-2025 school year. The Boys Town Educational Model was implemented across the District. Consultants visited all participating schools four times (quarterly) throughout the school year. Two initial trainings were provided this year for new classified and playground employees; however, due to the inconsistency during the health crisis, there still remains a gap in trained staff. Boys Town is an additional layer of skill development that teaches students to respond in a consistent and respectful manner. This program is particularly effective with our younger elementary students. As a result of the reflection of this data review, the District has created Goal 4 in the LCAP, which includes the opportunity to strengthen parent communication and engagement in the school setting. Additionally, the District will be implementing PlayWorks to address social emotional needs and connectedness during unstructured times. Upon reflection, data from the 2023 CA Dashboard Campus Climate Indicator notes high rates of suspension. Therefore, the District intends to continue with these actions while also layering additional services through PlayWorks. With an intentional change in unstructured playground time in conjunction with the actions described above, the District reasonably expects to see a change in the CHKS, CSSS, and CSPS results as well as suspension rates. A full team of counselors, 15 in total, is employed across the District, which includes an increase of one counselor. Both comprehensive middle school sites and two large elementary sites have two counselors. The remaining elementary sites and one transitional kindergarten through 8th grade schools have one counselor. The counseling program embeds the American School Counselor Association (ASCA) framework, which focuses on College and Career Readiness, attendance, academics, and behavior. This is a framework that embeds a multi-tiered system of support specifically designed to use data to address equity and underperforming student groups. Met 2024-06-18 2024 19651100000000 Whittier City 6 Upon reflecting on the data, 81% of our students indicated they feel safe at school. However, as long as there are students who do not feel safe, our goal will be to continue to put systems and supports in place so that more students feel safe while at school. An example of the support will be providing students with access to school counselors in middle school and social workers at our elementary schools. We strongly believe that our commitment to PBIS has provided students with positive reinforcements for behavior which can be attributed to students feeling safe at school. In addition, we will continue to provide training in the area of PBIS and Restorative Practices for teachers, support staff, and office staff on strategies to engage and connect with students and families. The District strives to see a higher percentage of students feeling connected to their school. Therefore, we will explore additional avenues to be able to connect with every student, this is especially true at the middle school when students are more likely to stray if they do not feel a sense of belonging. All schools will continue to focus on PBIS and the implementation of practices that maximize academic and social behavior outcomes for all students. Analysis of the survey demonstrates that students are satisfied with the educational experience provided at each school site. The student data is disaggregated by school site and overall District data for principals and leadership teams to synthesize, allocate funding and resources, and develop action plans based on their students’ needs. Overall, the data reveals that students want more opportunities for extracurricular activities and access to small-group instruction or tutoring. The data also reveals needs in the overall climate, 58% of students report feeling respected by students at their school site and 95% of students feel they are liked and respected by adults at their school site. Another notable strength is the fact that 81% of students feel like they are valued members of the school. An area of growth identified was 68% of students looking forward to coming to school. Recent Dashboard data reports about 32% of our students are identified as Chronic Absenteeism. Increasing and improving student attendance continues to be an area of focus. Schools will continue to provide incentives and programs to engage students and families which will increase the percentage of students looking forward to coming to school. Schools will utilize data to identify students who need immediate support. Creating systems such as a Student Attendance Review Team (SART) will help support our students and parents with identifying barriers to attendance and guidance in supporting their children. The District took a proactive approach by offering a re-boot of training for all school sites on the tenants of developing a Positive Behavior Intervention & Support approach that improves the overall school climate. Each school has an established Tier I PBIS Team that meets every month to discuss areas of strength and need when implementing PBIS. This practice has demonstrated success in sustaining the implementation of PBIS at each school site and improving the quality of implementation. In addition, the district will send staff to Restorative Practices training so that we can build expertise and support professional development in this area. The District has provided all teachers with The Second Step curriculum and Sown to Grown for the elementary and middle schools to develop social-emotional competence and support teaching strategies to improve the well-being of all students. The Second Step curriculum has been shown to decrease problem behaviors, and it's designed to promote school success, self-regulation, and a sense of safety and support. The District will also provide students with opportunities for attendance recovery and continue providing extracurricular activities and themed academies to increase student attendance and student enrollment. Met 2024-06-18 2024 19651280000000 Whittier Union High 6 WUHSD administered the Staff Morale Survey, Parent Survey, and the Panorama student survey during the 2023-24 school year and we were pleased with the results. Accordingly, the district was concerned about the social-emotional status of our students given the continued effects of the pandemic. As a result, we decided to continue to Administer a Social-Emotional Learning Survey (SEL) using the Panorama program and the other surveys to understand connectedness and safety. One area we wanted to focus on was safety. and 89% of parents (regarding their children), students and staff feel that they are safe on their campus. Over 90% of parents (regarding their children), students, and staff feel accepted/connected/respected at their school site. These data points are important to us and we will continue to improve in these critical areas. Although a 89% safety rating is very strong and 90% for connectedness is also very strong, we are will continue to survey our students to ensure that we are growing in these areas. We will also continue to work with our Student-Well Being program to ensure our students, staff, and family receive the mental health support they need to be successful inside and outside the classroom. One of our goals is to continue to explore the expansion of mental health support and wellness activities/programs to ensure that our students get the support they need to be successful. We will continue to work with outside mental health support providers, as well as our staff members to ensure we meet the needs of our students. Met 2024-06-25 2024 19651360000000 William S. Hart Union High 6 The School Climate Survey administered by the Hart District is a 34 question, multiple choice, anonymous online survey. It is administered to all 8th and 10th grade students in their social studies classes during the first week of May. The survey is voluntary and this year 78% of the 8th grade class and 77% of the 10 grade class submitted complete surveys. Survey responses are broken out by school sites and shared with principals to share with their staffs and to assist in writing their school plans. District wide the majority of respondents (86% & 87%) stated that there is a teacher or other adult, on their campus, who they believe cares about their well-being and success. The vast majority of respondents (90% & 91%) also stated that if a student tells an adult on campus that someone is bullying, the adult will do something to help. However, the percentage of respondents who stated that if they did not feel physically or emotionally safe at their campus they would tell a teacher, a counselor, or other adult on campus, was surprisingly low (61% & 65%). These results were consistent across grade levels, genders, and ethnicities. These results raise concern on how our students perceive their safety at our schools. Survey results were shared and discussed with principals and all were requested to share it with their staffs and pursue solutions for their school sites to closing the gap in the percentage of students who know an adult on campus cares about them and the percentage of students who would tell and adult if they felt unsafe on campus. Met 2024-06-26 2024 19651360114439 Mission View Public 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 98% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 100% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-05-30 2024 19651360117234 Santa Clarita Valley International 6 "At SCVi, we believe that nurturing both academic and social-emotional skills is crucial for our students' success. To support this approach, we use the Panorama Student Survey to measure and support learners' perceptions of school climate, safety, engagement, belonging, and relationships with facilitators. In Spring 2024, 279 learners from grades 3-12 participated in this nationally-normed survey. Our grade 3-5 learners met or exceeded the national norm in all five categories, while grades 6-12 met the norm in one category. This data highlights our strengths and areas needing focus to ensure every student thrives. In order to best review the data from this survey, a presentation was put together to summarize the data and can be found at this link: https://tinyurl.com/scvisc2024 " "An analysis of the survey data reveals that it is evident that our learners have strong relationships with their facilitators, feel engaged and connected within our school community, and that our school is creating opportunities for students to grow in academic and social-emotional learning. School Safety The sense of safety among our students is paramount. Survey results show 62% of grades 3-5 and 55% of grades 6-12 feel physically and psychologically safe, with grades 3-5 showing a 6-point increase. Among younger learners, 76% feel it is highly unlikely they would experience online bullying, and 72% feel the same about physical fights—an 18-point increase. Additionally, 60% hardly ever worry about violence at school, up 13 points. For older students, 58% believe they can easily get help if bullied, and 61% do not worry about violence. Notably, 76% feel treated fairly by adults, and 59% report very few physical fights. Teacher-Student Relationships Strong relationships between facilitators and students are central to our community. The survey shows 84% of grades 3-5 and 59% of grades 6-12 feel positively about these relationships. In grades 3-5, 93% believe their facilitators are respectful, 70% feel cared for when upset, and 90% would be excited to have the same teachers again. Among older students, 74% feel respected, 53% feel cared for, and 56% would be excited to have the same facilitators again. School Belonging Feeling valued and connected is essential for student well-being. Survey results show 68% of grades 3-5 and 37% of grades 6-12 feel a sense of belonging, with grades 3-5 up 11 points. In grades 3-5, 78% feel supported by adults, 58% feel understood as individuals, and 75% feel they belong. Additionally, 61% believe peers show respect—up 16 points. Among older students, 47% feel connected to adults, 35% feel understood, and 41% feel a sense of belonging. School Climate The overall social and learning climate is perceived positively by 66% of grades 3-5 and 46% of grades 6-12. In grades 3-5, 64% feel school rules are fair, 79% see facilitators as enthusiastic—up 26 points, and 73% feel the school's energy is positive. Among older students, 47% find the physical environment pleasant, 47% feel the school’s energy is positive, 55% feel rules are fair, and 60% feel facilitators are enthusiastic—up 6 points. School Engagement Engagement indicates investment in learning. We see growth opportunities here, with 56% of grades 3-5 and 28% of grades 6-12 reporting high engagement. In grades 3-5, 60% are excited to go to school each day—up 11 points, 72% are focused on classroom activities—up 18 points, and 68% show high interest in classes—up 16 points. Among older students, 19% are excited about classes, 29% are eager to participate, and 36% feel interested in their classes. " "Path Forward Our survey data paints a comprehensive picture of a supportive and engaged school community while highlighting key areas for growth. The insights gained from this data will serve as a guiding framework for our Local Control and Accountability Plan (LCAP), aimed at improving school climate, academic engagement, school belonging, and teacher-student relationships. By addressing these areas and building on our strengths, we aim to create an environment where every student feels safe, connected, and motivated to learn. We are committed to fostering an educational experience that exceeds expectations, ensuring every learner at Santa Clarita Valley, Int'l can achieve their full potential academically, socially, and emotionally. By leveraging the insights from our survey data, we will strategically address the areas of need and continue to build on our strengths. Our comprehensive approach will involve the entire school community—students, teachers, parents, and administrators—in a collective effort to create an enriching, supportive, and dynamic learning environment. " Met 2024-06-26 2024 19651361996263 Opportunities for Learning - William S. Hart 6 OFL-WSH conducted local climate surveys to gather feedback from students, parents, and school personnel for the 2023-24 school year. In compliance with state requirements, OFL-WSH administered the Comprehensive School Climate Inventory (CSCI) in Spring 2024 and will administer this survey every school year. Surveys measured school climate perceptions in: Safety, Teaching and Learning, Interpersonal Relationships, Institutional Environment, and Social Media. The survey was administered to all grade levels and results show that 50.6% of students, 31% of parents/guardians, and 97.1% of school personnel participated in the survey. Areas of Strength Included the following Student Ratings: Sense of Physical Safety - 4.2 (highest rating received) Respect for Diversity - 4.1 Rules and Norms - 4.1 Teacher/Student Relationships - 4.1 Support for Academic Learning - 4.0 Social-Emotional Learning - 4.0 School Connectedness - 4.0 Parent and Staff ratings were very similar and included 4.2 for School Connectedness, 4.5 for Student/Teacher Relationships, and 4.4 for Respect for Diversity. Scores across all stakeholder groups, showed a median rating of 3.6 or above in most categories reflecting a positive attitude. Parents had the highest rate of positive responses followed by staff, and then students. Challenges include ensuring safe social media experiences and helping students develop positive peer relationships. OFL - WSH is committed to creating a safe and positive learning environment for all students. Student Council groups have been established at each school site and are focused on student engagement and inclusion with a focus on diversity. We continue to increase Sports program awareness and encourage participation which has contributed to school pride, student engagement, and an increased sense of school community. Analysis of the data findings were conducted to help the LEA’s decision making and impact future actions and LCAP plans. The school will be offering at least 1 social media workshop/event every school year aimed at educating students, families, and staff on the safe and productive use of social media platforms (Goal 3, Action 4 - Social Media Workshop/Event). Pathways trips, including Service Learning, offer experiential learning opportunities with a focus on social and civic learning (Goal 3, Action 1 - Social Emotional Learning). Met 2024-06-26 2024 19651510000000 Wilsona Elementary 6 Youth Truth Survey Indicates 62% of Middle School students feel adults respect people of different backgrounds. 79% of White students, 61% of Students With Disabilities, 58% of Hispanic students and 38% of African America students agree. 36% of Middle School students feel safe at school, 35% of White students, 29% of Hispanic students, 62% of African American students and 39% of Students With Disabilities agree. 31% feel when they are upset or stressed there is an adult at school they can talk to, 60% of White students, 41% of Hispanic students, 30% of African American and 70% of Students With Disabilities agree. 36% of Middle School students believe what they learn in class will help them outside of school, 41% of Hispanic students, 60% of White students, 30% of African American students and 70% Students With Disabilities agree. 55% of English Learners believe adults respect different backgrounds, 41% of EL's feel safe school, 46% of EL's feel they have an adult to talk to and 51% of EL's agree what they learn in class can help them outside of school. 43% of Elementary students feel teachers are respected, 68% feel safe at school, 69% feel they have an adult to talk to and 54% like going to school. The lowest rating from the Elementary was White students feeling that teachers are respected and the highest rating 76% of Hispanic students feeling that they have an adult to talk to at school. The relative strength for the Middle School are in the area of Culture and the areas of most need are Safety and Relationships. The Elementary strengths' were Relationships and Culture with the area of most need Culture. The District employment of a Counselor at each school site , a District Social Worker and Social Emotional Learning Specialist will provide more opportunities for students to have an adult available for them to talk to and build relationships when they are stressed and have a problem. The Social Emotional Learning Center at the Middle School will help students feel safe and provide them with social skills and supports to assist them when they feel stressed and encounter difficult interpersonal situations. Implementation of PBIS schoolwide expectations and Capturing Kids Hearts will create school environments that support mutual respect. Met 2024-06-20 2024 19734370000000 Compton Unified 6 The Compton Unified School District's California Healthy Kids Survey highlights key aspects of school climate across different grades, focusing on Black and Hispanic students. School Connectedness and Academic Motivation: Overall, school connectedness is highest among Grade 5 students at 63%, with Black and Hispanic students reporting similar levels. However, it decreases in later grades, dropping to 39% by Grade 9 and further to 34% by Grade 11. Academic motivation is strong across all grades, peaking at 76% in Grade 5 and maintaining a high level of 61% in Grade 11. Black students consistently report higher academic motivation compared to their Hispanic peers, particularly in Grades 5, 7, and 11. Perceptions of School: In terms of school boredom, 48% of Grade 5 students report feeling bored, with Black students experiencing slightly more boredom than Hispanic students. This sentiment persists into higher grades, with 51% of Grade 11 students feeling that school is boring. The perception of school being worthless is relatively low across all grades, with Black students generally reporting lower rates compared to Hispanic students, especially notable in Grades 5 and 9. Safety and Cyberbullying: Safety perceptions vary by grade and ethnic group. In Grade 5, 64% of students feel safe at school, with Black and Hispanic students reporting similar levels. This perception decreases to 39% in Grade 9, with Black students feeling less safe. Cyberbullying is notably higher among Black students across all grades, peaking at 58% in Grade 5 compared to Hispanic students. Caring Adult Relationships and High Expectations: The sense of having caring adults in school is strongest in Grade 5 at 61%, with Black students feeling more supported than Hispanic students. This continues into Grade 11, where 47% of students report having caring adult relationships, with Black students at 69%. High expectations from adults are consistently higher for Black students compared to Hispanic students, evident in Grades 7, 9, and 11. School Facilities and Parental Involvement: Perceptions of well-maintained facilities decline from 49% in Grade 5 to 14% in Grade 11. Black students consistently rate facilities upkeep lower than Hispanic students. Parental involvement is perceived more positively in elementary grades, with 77% of Grade 5 students noting strong parental involvement, decreasing in higher grades. Disciplinary Environment: The clarity of school rules is reported positively, but perceptions of fairness and respect vary. For example, 77% of Grade 5 students feel respected, but this drops to 47% in Grade 11. Black students report feeling treated with more respect compared to Hispanic students, particularly in higher grades. Overall, the survey data reveals significant differences in perceptions and experiences among Black and Hispanic students, indicating areas for targeted interventions to improve school climate and support. The California Healthy Kids Survey data for Compton Unified School District provides valuable insights into both strengths and areas needing improvement, with particular focus on Black and Hispanic students across different grades. One area of relative strength is academic motivation, especially among Black students. In Grade 5, 76% report strong motivation, which remains at 61% by Grade 11. Although this is better than other areas, it’s important to recognize that over 30% of students still do not feel academically motivated. This indicates that while motivation is better compared to some areas, significant work remains to fully engage all students. Additionally, the perception of high expectations from adults is relatively strong, particularly among Black students, which is beneficial for fostering a culture of academic excellence. Several critical concerns emerge from the data. The most significant is the decline in school connectedness, which falls from 63% in Grade 5 to a concerning 34% in Grade 11, with a pronounced drop among Hispanic students. This decline highlights the need for interventions to enhance students' sense of belonging and engagement throughout their educational journey. Perceptions of school boredom and worthlessness also present challenges. In Grade 5, 48% of students report feeling bored, which rises to 51% by Grade 11. The belief that school is worthless, although generally low, is more prevalent among Hispanic students in higher grades. This suggests a need for more engaging and relevant curricula to better captivate students’ interest and demonstrate the value of their education. Safety and cyberbullying are areas requiring attention. Only 39% of Grade 9 students feel the school is a safe place, and the rates of cyberbullying are notably higher among Black students. This indicates a need for improved safety measures and more robust anti-cyberbullying strategies. Facilities upkeep is also a concern, with perceptions declining from 49% in Grade 5 to 14% in Grade 11, pointing to a need for better facility management. Additionally, the decreasing perception of parental involvement as students advance suggests a need for strategies to boost parent engagement throughout a student’s academic career. The sense of having caring adults in school is another significant issue, with about half of the students feeling unsupported. This underscores the need for initiatives aimed at building stronger, more supportive relationships between students and staff. Conclusion: The survey data indicates some relative strengths in academic motivation and high expectations but reveals critical areas for improvement, including school connectedness, perceptions of boredom and worthlessness, safety, facilities, parental involvement, and caring adult relationships. Addressing these issues is essential for creating a supportive and effective educational environment for all students. In response to our recent climate survey data, Compton Unified School District is implementing comprehensive changes to address identified needs and drive continuous improvement. We will begin by sharing the survey findings with all school leadership to ensure a unified approach to developing action plans. These plans will focus on enhancing school connectedness and increasing student engagement, with each school tailoring strategies to its unique context. Our goal is to create an environment where students feel more engaged and supported. Safety remains a top priority. We will reinforce and update our safety protocols, ensuring they are communicated effectively to all stakeholders through multiple channels. This includes enhancing training for staff, students, and parents to maintain a secure and well-informed school environment. Regular reviews and updates to our safety measures will be conducted to address any emerging concerns. To improve social-emotional learning (SEL), we will deepen the implementation of existing programs. For K-8 students, the Second Step program will continue, while high school students will benefit from Move This World. Both programs will be more fully integrated into the curriculum, and we will embed trauma-informed practices to support students who have experienced adversity. This approach aims to provide consistent and comprehensive SEL support across all grade levels. We are also expanding our Wellness Centers to offer additional services, including counseling and crisis intervention, to better address students' emotional and psychological needs. This expansion is part of a broader effort to improve the implementation of Positive Behavioral Interventions and Supports (PBIS) and emphasize restorative practices. Our focus will be on repairing relationships and addressing the root causes of misbehavior rather than relying solely on punitive measures. In our efforts to combat bullying, we will enhance our prevention strategies and broaden the use of software like BRIM. This tool will help us track and address bullying incidents more effectively, identify patterns, and implement timely interventions to ensure a safe school environment. We are committed to continuous improvement. Regular reviews of the effectiveness of these initiatives will be conducted, with feedback from students, staff, and parents guiding our adjustments. We will track key metrics related to school climate and student well-being to measure progress and make data-driven decisions. These comprehensive changes reflect our dedication to creating a positive and supportive learning environment, ensuring that we meet the evolving needs of our school community and promote the overall well-being of all students and staff. Met 2024-06-25 2024 19734370115725 Lifeline Education Charter 6 Lifeline administers both the California Healthy Kids Survey and a local climate survey for all stakeholders annually. The Healthy Kids Survey is administered to grades 5, 7, 9 and 11. The local survey is administered to parents, students K-5, students 6-8, students 9-12 and teachers. Summarized results of the most recent survey: - In the Healthy Kids Survey students in grades 7, 9, 11 less than 10% of students agree with felt there perceived school safety issues, promotion of parental involvement and other indicators. Over 90% of the students agree that there are high expectations, no fear of getting beaten up, no substance abuse at school, and facilities upkeep is good. - In the Healthy Kids Survey students in grade 5 over 80% of students agree with academic motivation, low violence and victimization, positive behavior, parent involvement in education, and other indicators. Over 90% of the students agree with school connectedness, high expectations, perceived school safety, fairness and facilities are well kept. The local Lifeline parent, student and teacher surveys is consistent with the Health Kids Survey with the results strongly indicating that Lifeline is providing a safe, academic educational environment. (96% Teachers Agree/Strongly agree, 87% Parents Agree/Strongly agree, 83% Students Agree/Strongly agree (3-5 - 89%, 6-8 -82%, 9-12 - 80%). One of Lifeline's highest priorities as outlined in our Charter and annual LCAP is to provide students with a safe family environment. Students and parents have stated clearly through survey results the importance of a safe, academic environment. The results of Lifeline's climate surveys consistently document that parents and students feel strongly that Lifeline provides a safe family like environment with a high level of security staff at each school site and staff trained to provide students with an individualized academic experience. These priorities are outlined in both our Charter and annual LCAP. Note that at the time of board approval, Lifeline had not received the full Healthy Kids survey data. Some results are previous year. Lifeline continues to provide a safe, family style environment for our students and families. This continues to be our greatest strength. Both our internal survey data and the Healthy Kids survey data indicate there continues to be the need for structured social emotional support for our students provided by caring adults. Lifeline will be restructuring the delivery of social emotional support for all of our students across all grade levels. The focus will be to provide a structured program that will ensure all students receive a baseline of support. As part of this approach, students identified as needing additional support services will be identified and provided with appropriate support from counseling staff. Met Lifeline’s goal of creating a safe family style environment for our students is our highest priority. Student absenteeism, behavior and self-esteem have been post-COVID challenges for all schools. Lifeline’s staff continue to work closely with our paren 2024-06-25 2024 19734370118760 Barack Obama Charter 6 In the most recent school climate survey administered in the 2023-2024 school year, we received 143 responses from students in grades 3-5. Student responses have provided us with information on how students feel at school and their perception of school. Parent responses provided further insights into perceptions of school climate. From the parent survey, 80% of parent respondents responded favorably to how much respect teachers have for their children. This is higher than the previous year's 64%, showing a continued high level of parental satisfaction and engagement. Additionally, 70% or more of parent respondents favorably to how much our school values the diversity of children's backgrounds. this is up 15 points from the previous year. Furthermore, 68% or more of parent respondents favorably to how engaging their child's school is, this is up 18 points from the previous year. Overall, 70% of families responded favorably to a positive school climate. This increased 17 points from last school year. The current survey of students, which is done through Panorama (same as parents) also showed improvement in perception of school safety and teacher-student relationships, increased five points from last year. The analysis reveals several key data points that will support our school improvement efforts. The feeling of safety is strong, however there are also some differences across grade levels. Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others. Student perception on sense of belonging increased six points from last year. 60% of students feel a sense of belonging at school, however we need to improve and dig into the data to understand the 30% of students who do not. Barack Obama Charter will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. Local Dashboard Indicators Met 2024-06-24 2024 19734370132845 Today's Fresh Start-Compton 6 "Parent, student, and teacher school climate survey results indicate that 80% ""Strongly Agree"" or ""Agree"" that the facilities are clean , 77% safe, and 70% in good repair, a 6% increase from 2022-2023. A great majority of parents ""Strongly Agree"" or ""Agree"" that the facilities are clean, safe, and in good repair. TFSCS attributes this high percentage to the connectedness that we have kept with the Parents , and the consistent presence of our security guards. TFSCS has security on the premise on a daily basis to make sure that the campus is secure and safe for our students and staff. The results of the School Climate Survey given to the 3rd grade indicates that 78% of the students feel safe, 73 % of the students feel the school is in good condition , and 58% of the students feel the school is clean. The results of the 7th grade indicate that 44% feel safe, 19% that the school is in good condition, and 19% feel the school is clean." We realize from these disaggregated results that an area of strength for the students is that they feel safe at Today's Fresh Start. We also noticed that as the grade level increased, so did the dissatisfaction with the cleanliness and general condition of the school. We had hired a cleaning company to deep clean the school to improve our overall condition. In addition, our maintenance employees have been instructed to clean the facilities every half hour. In addition to security guards, TFSCS has also employed the services of a Campus Security Administrator to oversee the everyday safety and security of our school. Met 2024-06-26 2024 19734370134338 ISANA Achernar Academy 6 In Spring of 2024, ISANA ACHERNAR Academy conducted a survey with its students which asked questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. 181 students completed the survey-an increase in participants from the previous school year. An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: An analysis is below. Students rated their school and teacher on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The questions asked were as follows: My School… • Creates a welcoming environment. • Creates a safe environment. • Cares about me My Teacher… • Creates a welcoming environment. • Shows respect towards me, • Creates an environment where I am comfortable asking and answering questions. “My School” School Climate Questions Schoolwide: 3.52 Latino: 3.61 Black/ African American: 3.77 “My Teacher” School Climate Questions Schoolwide: 4.19 Latino: 4.20 Black/ African American: 4.07 Average Schoolwide: 3.86 Latino: 3.91 Black/ African American: 3.92 One strength the survey showed was that students generally felt that their teachers created a welcoming environment. All related questions were rated a 4.07 or higher, with 73% or more of participants agreeing or strongly agreeing with the My Teacher School Climate statements. We plan to continue spending time at the beginning of each school year and throughout the school year to support educators in creating learning spaces inside and outside of the classroom that help students feel welcome, safe and cared for. Although we met our target rating of a minimum 4.0 or higher on the questions focused on climate in the classroom, we recognize that overall school climate is an area of improvement. Our lowest rated question regarding school climate was: My School creates a welcoming environment 3.42. 53% of students selected “Agree” or “Strongly Agree” while the rest selected “Neutral”, “Disagree”, “Strongly Disagree” or “I don’t know”. We plan to do the following: • Disaggregate the results by grade level, years attending, etc. so that we may consider if one group more than other agreed/disagreed more strongly with the statement. • Hold focus groups with each grade that completed the survey to identify the factors that may have made them disagree with the statement. We also want to talk with these grade levels as well about what feeling cared about looks like for them. • For sustainability, we want to hold ongoing focus groups with students from all grade levels to gather their input and ideas on improving school climate and ensuring a welcoming environment for all students. Met 2024-06-11 2024 19734370137240 Ingenium Clarion Charter Middle 6 In the most recent school climate survey administered in the 2023-2024 school year, we received 101 responses from students in grades 6-8. Student responses have provided us with information on how students feel at school and their perception of school. Additionally, parent responses provided further insights into perceptions of school climate. From the parent survey, 66% of parent respondents responded favorably to how much respect teachers have for their children. Additionally, 51% of parent respondents favorably to how much our school values the diversity of children's backgrounds. Furthermore, 56% of parent respondents favorably to how the teaching styles match their children's learning style. Overall, 50% of families responded favorably to a positive school climate. The current survey of students, which is done through Panorama (same as parents) showed improvement in perception of school climate, which increased two points from last year. The analysis reveals several key data points that will support our school improvement efforts. The feeling of safety is strong, however there are also some differences across grade levels. Respect from teachers is perceived positively from students and parents/guardians. As the school Principal analyzes their site data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others. Student perception on sense of belonging decrease from last year. Although 71% of students believe teachers are respectful to them, only 35% of students feel a sense of belonging at school. We need to improve and dig into the data to better understand. Not Met 2024 19734370137893 KIPP Compton Community 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 94% of students reporting I am happy to be at this school: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 19734370137984 Animo Compton Charter 6 The school has implemented a Universal Social Emotional Learning Screener that is taken by all students. The survey provides students the opportunity to provide feedback so that we can ensure we create conditions where all students feel accepted, connected, encouraged, interested, respected, safe, successful, supported, and valued. The survey asks questions around 6 areas of focus: affirming identities, classroom community, feeback for growth, meaningful work, student voice and teacher caring. Here are some sample questions/statements from the survey: -This teacher accepts me for who I am as a person. -I feel comfortable sharing my thoughts and opinions in class. -In this class, it is okay to make mistakes because we can learn from them. -What we learn in class is connected to real-life. -This teacher responds to student suggestions to make our class better. -I feel like this teacher is glad that I am in their class. The responses from this screener help us to understand: - the health of our conditions for learning on campus - if our universal supports are working for students - which students may need additional and/or intensified supports and in what context While we collect baseline data, we are looking for more than 80% of students who agree/strongly agree with a statement to affirm universal supports are working and where we may need to focus on additional or intensified support. The Universal SEL screener will be given three times per year to measure school climate throughout the year. After each survey administration, data will be analyzed in professional development or grade level meetings to assess student feedback and identify additional areas of support. Data will be collected year over year and can be disaggregated across the district and by subgroups to provide additional support. Supports may include revisions to the school Advisory program, school policies and increased student mental health and /or counseling services. In the 2022-23 school year, the school celebrated a low suspension rate of 1%. The school continues to monitor suspension rates and survey results from both parents and students as a measure of success for this priority. The school's Advisory program focuses on establishing clear student expectations in Fall Bridge which are revisited throughout the year to ensure students are constantly revisiting school wide policies and incentive programs to celebrate student success. Met 2024-06-28 2024 19734450000000 Hacienda la Puente Unified 6 The results of the 2023-24 California Healthy Kids Surveys indicate the following results for Elementary, Middle and High School students. Elementary In 2023-24, 82% of 5th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 66% felt that they had experienced caring adult relationships with school staff and teachers, and 71% felt connected to their school community (increase of 2% from the previous school year). 82% expressed that they felt academically motivated. In addition, 77% of students stated they felt safe all or most of the time in school (increase of 2% from the previous year) Middle School In 2023-24, 60% of 7th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 47% felt that they had experienced caring adult relationships with school staff and teachers, and 52% felt connected to their school community (increase of 3% from the previous year). 60% expressed that they felt academically motivated. In addition, 53% of students stated they felt safe or very safe at school (increase of 4% from the previous year). High School In 2023-24, 61% of 9th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 47% felt that they had experienced caring adult relationships with school staff and teachers, and 48% felt connected to their school community (decrease of 4% from the previous year). 59% expressed that they felt academically motivated. In addition, 51% of students stated they felt safe or very safe at school (increase of 1% from the previous year). In 2023-24, 67% of 11th grade students who responded to the California Healthy Kids Survey indicated that they believed adults on campus held high expectations for them. Of those same students, 56% felt that they had experienced caring adult relationships with school staff and teachers, and 49% felt connected to their school community (decrease of 1% from the previous year). 61% expressed that they felt academically motivated. In addition, 54% of students stated they felt safe or very safe at school (increase of 5% from the previous year). Areas of strength include the connectedness elementary students feel toward their school community. Overall, over three-quarters of elementary students feel safe and connected to their school and express positive experiences. A districtwide challenge is to help students continue the sense of safety and connectedness once they reach middle school and high school. A number of students have expressed what is reported on the news and/or social media can affect their perception of safety at school. School staff work diligently to create opportunities for students to provide their input. The district encourages students to be part of the decision-making process at their school sites to ensure buy-in and to capture students’ perceptions and recommendations. The district has created a Student Advisory Committee comprised of middle and high school students from all secondary school sites to identity any challenges and barriers they may face and address them accordingly. In light of this year’s data, the District will continue to strengthen MTSS implementation for consistency within and between all schools districtwide through Professional Development and supports based on our sites specific areas of need. Positive Behavior Intervention and Supports (PBIS) and the development of a districtwide monitoring system to be provided through professional development for staff. Strengthening and executing a clear articulation of our existing comprehensive school safety plans for our district under the guidance and direction of our School Police Chief and ensuring that our students and families are provided with information, policies, procedures, and yearly drills for emergencies so that students know and understand how schools are working to keep them safe on campus. Continue to build upon Counselors’ work to coordinate services for at-risk students and implement a districtwide system of tiered support services to effectively address unduplicated targeted students’ social emotional/behavioral and academic needs. Increasing Mental Health supports and services on school sites to increase access to counseling services for students as well as utilizing the results of the K-12 Universal Screening tool in the Fall and Spring to assess social-emotional and behavioral concerns. Utilizing data to assess the needs of students and providing early interventions is critical for all of K-12 sites. This year Capturing Kids Hearts Training will be provided to all five of our 6-8th grade middle school sites and to address the specific needs of our middle school students to help our students feel more connected to school and increase their engagement. The District will also continue to work on enhancing and implementing our Teen Workshop offerings for students in grades 6-12 this year based on student interest and needs. Lastly, strengthening and expanding the New Pedagogies for Deep Learning (NPDL) through regular and ongoing Professional Development to enhance learning experiences that are more meaningful to students. NPDL is the academic pillar of our MTSS model and is implemented across content at all grade levels in HLPUSD schools. Met 2024-06-27 2024 19734520000000 Rowland Unified 6 Not Met 2024 19734520120600 iQ Academy California-Los Angeles 6 Healthy Kids Survey: Number of Respondents- 540 Students feel safe- 92% Teachers care about student success at school- 91% School promotes academic success- 89% School fosters an appreciation of differences and diversity- 92% School gives all students equal opportunities to participate in classroom discussion or activies- 89% Adults at this school believe that every student can be a success- 93% LCAP Feedback Survey Number of respondents- All: 171, Students with IEP's: 15, EL's: 8, MKV: 8, FRL: 13 Satisfaction: All: 90%, Students with IEP's: 73%, EL's: 100%, MKV: 50%, FRL: 92% Live Instructional Sessions are Valuable: All: 92%, Students with IEP's: 80%, EL's: 100%, MKV: 87%, FRL: 92% Online Curriculum is Valuable: All: 94%, Students with IEP's: 87%, EL's: 100%, MKV: 87%, FRL: 92% Students Receive Needed Support: All: 88%, Students with IEP's: 80%, EL's: 88%, MKV: 75%, FRL: 92% The data collected from the Healthy Kids Survey and the LCAP Feedback Survey seems to indicate a couple of things. First, we did not collect sub group data in the Healthy Kids Survey. That was only collected by grade band for the previous school year. We did collect data by sub group for the LCAP Feedback Survey. We can see that families belonging to the sub groups are not participating in surveys to the degree that families outside of these sub groups are participating. So, meaning of the data as it relates to the sub groups is difficult to determine. However, those that did respond from the sub groups listed in the table have noticeably lower scores than the general population. That said, the overall participation as well as the overall scores have increased year over year in all areas. This indicates the overall school climate is positive and continuing to improve in terms of participation in feedback opportunities and the in terms of the feedback itself. We will address the lack of formal feedback collected from sub groups so that we can analyze more accurate data as it pertains to these populations. We do receive feedback informally from each of these groups. However, in the 24/25 school year, we will include identifying information in the Health Kids Survey that allows us to break that data down by sub group. We will also formalize the informal feedback we receive from these groups throughout the year so that it can be analyzed. In responding to the low general satisfaction scores from our students with special needs and MKV populations, we will address that through increased support within those families in 24/25. We have implemented an expanded program to support MKV families since this survey was given that allows additional 1:1 support to MKV families throughout the year. We are also adding staff members and an administrator to our Special Education to ensure we are able to provide additional support to our students with special needs. Additionally, we will be trained in Restorative Practices for the 24/25 so that we are able to provide trauma informed and specific support to families who struggle in the program. Not Met 2024 19734600000000 Walnut Valley Unified 6 WVUSD administered a local LCAP survey to 5th-12th grade students in Spring 2024. The survey indicates that 92.1% of the student respondents agree or strongly agree that the school highly encourages student feedback and participation. 93.5% of the student respondents agreed or strongly agreed that the school provides many opportunities for students to actively participate in learning. 95.9% of the student respondents agree or strongly agree that the school provides many opportunities for students to participate in activities and school events. 86.7% of students indicated feeling connected or very connected to their peers at school. 83.9% of students felt connected enough to an adult to go to a trusted adult for help if needed. In the same survey, 94.3% of students agree or strongly agree that schools are safe. 94.6% of students agree or strongly agree that schools promote safe, respectful, equitable, and inclusive learning for all students. 89.1% of students agree or strongly agree that students can report unsafe concerns. 84.6% of students agree or strongly agree that schools support students' social and emotional well-being. 87.3% of students agree or strongly agree that students receive support and help from counselors. 80.1% of students find a balance between academics and their social and emotional wellness. Overall, the significant majority of students at WVUSD feel connected to their peers, a trusted adult, and their schools. In fact, 86.3% of the students reported feeling like they belonged or completely belonged while at their school, which is an area of strength. Another area of strength is that 83.9% of students felt connected enough to an adult that they could go to a trusted adult for help if needed. This is an improvement from the Spring 2023 local LCAP survey, which indicated that 67% of students felt connected to adults at their school. The focus on strengthening adult-student relationships has contributed to a more supportive and nurturing learning environment for all students. Another area of strength is that the overwhelming majority of students (94.3%) agree or strongly agree that their schools are safe. Although the local survey results generally indicated a positive school climate overall, there are areas of identified needs. One identified need is to address the 15.4% of students who do not agree that schools support the social and emotional well-being of students. WVUSD can focus on improving students' social and emotional support systems. This may include expanding counseling services, offering more mental health resources, and training staff to recognize and address students' emotional needs. To address the 19.9% of students who indicate they are not finding a balance between academics and their social and emotional wellness, WVUSD can implement programs or interventions that teach time management, stress reduction, and coping skills. To address the 12.7% of students who do not agree that they are receiving support or help from counselors, WVUSD can expand counseling services or training for counselors on supporting students' emotional well-being. To address the identified need for social and emotional well-being for students, WVUSD will be exploring additional partnerships for mental health support. This includes piloting universal screening of mental health needs and real-time support and telehealth services with Campus Clinics and Hazel Health to augment current partnerships. To further address this identified need and to increase adult-student relationships, WVUSD will train staff on instructional practices that are culturally relevant to meet the needs of each and every student. Consultant Dr. Natalie Taylor will train all elementary teaching staff on the FAIR Act implementation and classroom instructional practices to support an inclusive classroom environment and discourse when implementing the FAIR Act with the social studies curriculum. To address the identified need for support or help from counselors, all elementary counselors received training from the Los Angeles County Office of Education (LACOE) on MTSS Tier 2 support for students. In addition, the counselors at the middle and high schools were trained by the LA Department of Public Health on understanding anxiety and building resilience. In conjunction with Student Services, all counselors and assistant principals also received training on trauma-informed and restorative practices to support recognizing and addressing students' emotional needs. Local climate data, in addition to other sources, has helped WVUSD identify areas of strength and needs so that we can continue to allocate resources and develop targeted interventions for improvement. The survey results are overwhelmingly positive regarding safety and inclusivity, but it remains a priority at WVUSD to continuously assess and address any disparities among student groups. The District will continue to use local climate survey data and consultation with our educational partners to inform decision-making processes for continuous improvement purposes. Met 2024-06-26 2024 19752910000000 San Gabriel Unified 6 n Gabriel Unified School District administered California Healthy Kids Survey (CHKS) at the high school, middle school, and elementary levels. Results measure progress in State Priority #6: School Climate. At the high school level 203 ninth grade students took the survey. Some key findings were: 61% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 49% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 56% percent of respondents reporting 'Very Much True' or 'Pretty Much True'’ to questions in the High Expectations Scale of the School Engagement and Supports domain. At the middle school level 427 seventh grade students responded to the survey. Some key findings were: 64% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 53% of respondents reported 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 68% percent of respondents reported 'Very Much True' or 'Pretty Much True'' to questions in the High Expectations Scale of the School Engagement and Supports domain. According to the School Climate Report Card for the middle school, 38% of respondents reported that they were “Harassed or bullied at school.” This was an increase from the previous year. At the elementary school level 279 students in fifth grade responded to the survey. Some key findings were: 81% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' on CHKS questions in the Academic Motivation category of the School Engagement and Supports domain. 71% of respondents reporting 'Yes, all of the time' or 'Yes, most of the time' to questions relating to the Caring Adult Relationships Scale of the School Engagement and Supports domain. 70% of student respondents reporting “Yes, most of the time,” or “Yes, all of the time” to “Are you happy to be at/with this school?” on the CHKS questions in the School Connectedness section. 71% of respondents indicated that there is an “Anti-Bullying Climate” on their school campus. The CHKS School Climate Report Card Survey and the Mental Health additional reports this year that address many post-pandemic and school climate needs. Reports show that teachers have high academic expectations for students, there is a need to focus on developing adult caring relationships. The results of the CHKS inform each school’s Comprehensive School Safety Plan as well as the development of the District’s Local Control and Accountability Plans and schools’ Single Plans for Student Achievement. The results are presented to the Governing Board annually. "The summary above demonstrates that most of the students in the San Gabriel Unified School District are engaged with their learning and feel supported on campus by their teachers. Most students feel safe physically and emotionally. One aspect of the California Healthy Kids Survey is the comparison with the rest of the state and how SGUSD compares with other schools. Because of some administration challenges with the CHKS survey in 2023-24, the Climate Report Card is only available for the middle school and the continuation school. However, the report card shows that the middle school students are not rating their school climate as high as other students in California. The areas that SGUSD is lower in are academic motivation, caring adult relationships, high expectations, as well as parental involvement; in all of these areas, SGUSD fares worse than the state average and just as importantly, each of these areas have shown a decline in SGUSD at the middle school over the past four years. Areas where the middle school students score higher than the state average are in the area of victimization, harassment, and rumors (meaning that the middle school students report less of these than the statewide average), however, the percent change for SGUSD middle school students who report being harassed has increase by 8 points, and the percent of students who report feeling “a part of the school” has declined by 11 percentage points. An analysis of the student groups shows that in most cases there is not much of a difference between how English Learner and their English Only counterparts answered the CHKS survey question. However, the English learners and how they report their level of focus on schoolwork is interesting, in the 7th grade, 50% of the English learners are more focused on school work, versus 33% English-only students. These data are transverse at the ninth grade where 27% of English learners report being focused on school work and 38% of English-only students report being focused. English learners are more likely to have rumors spread about them if they are an English learner in ninth grade and in 7th grade they are more likely to have been in a fight. Overall English learners in middle school are more likely to have tried alcohol, drugs, or vaping, although the overall percent is low at 4%. In the fifth grade, in many categories, Hispanic/Latinx students report being less engaged and supported, they also feel less safe, for example in the area of social and emotional learning supports, 85% of white students report feeling supported, while 66% of Hispanic students report feeling supported; and in the question about feeling safe, 53% of Hispanic students reporting feeling safe, while 87% of white and 83% of Asian students report feeling safe. Interestingly, in the more specific and concrete questions, this pattern does not continue, with more white students reporting being hit or pushed or being called bad names. This difference" Based on its analysis of the California Healthy Kids survey data and additional metrics that are reflected in the District’s LCAP, SGUSD continues to implement CA-MTSS in all areas, the relevant areas to this local indicator being social-emotional and behavioral. In the social-emotional area, SGUSD will deepen and make more consistent its implementation of a district-wide K-12 universal social-emotional learning program. Starting in the 2024-25 school year SGUSD is implementing an elementary daily instructional calendar that defines when in the day the SEL curriculum will be provided to students; both the schedule and the designated time for SEL is a change in procedures. At the middle school and the continuation school students will have an opportunity to engage with the social emotional lesson weekly. As can be expected, it is proving more difficult at the comprehensive high school however, progress has been made and all students will be led through the anti-bullying and response to bullying lessons that are part of the curriculum, as is required by ed code. An additional change in policies related to this area is a new Positive Behavior Expectations and Discipline Matrix that codifies how interventions will occur before putative measures are applied; this matrix embeds the use of other means of correction, as well as PBIS strategies designed to prevent exclusionary disciplinary practices. This is in alignment with finally, in the 2024-25 school year, having PBIS at each school site. The continuation and comprehensive high school are still new to PBIS, but the work has begun. Finally, the district has begun training staff in how to respond to students with trauma-informed mindset. The funding for this professional learning is limited to the Community Schools, and therefore the work will begin at the two elementary and continuation schools that are recipients of the Community Schools Grant funding. Met 2024-06-24 2024 19752911996016 Options for Youth San Gabriel 6 OFY-San Gabriel’s Comprehensive School Climate Inventory survey is now administered annually. Through the administration of survey in the Spring 2024 the following categories fell into the positive range across all educational partners median scores (highest score of 5): Rules and Norms :4.00 (Student) Sense of Social-Emotional Security: 4 (student) 4.45 (Parent) Sense of Physical Security: 4.79 (Parent) 5.00 (staff) Support for Academic Learning: 4.50 (Parent) 4.75 (staff) Teacher-Student Relationship: 4.60 (Parent) 4.45 (Staff) Areas our school scored low to note: Online Safety 3.50 (Student) 4.00 (Parent) 4.00 (Staff) Social Emotional Learning: 4.00 (Parent) Peer Relationships: 3.54 (Student) 4.00 (Parent) 4.13 (Staff) Social Inclusion: 4.33 (Parent) 3.92 (Student) We have maintained the provision of an internal LCAP survey to our educational partners. In response to feedback garnered from surveys, committees, and meetings with educational partners, our school remains steadfast in its commitment to continuous improvement. We are actively adjusting our programs to capitalize on areas of strength, identify opportunities for growth, and overcome barriers to academic advancement for our students. Areas of Strength: 92.68% of parents say school staff go out of their way to create a safe and comfortable learning environment for our students. 92.68% of parents think there is a good Amount of communication from the child's School. 95.63% of our students feel a sense of belonging to their school community. Areas of Growth: To enhance areas with low ratings such as Online Safety, Social Emotional Learning (SEL), Peer Relationships, and Social Inclusion, our school will implement a multifaceted approach aimed at promoting a safe, supportive, and inclusive learning environment. Firstly, we will expand our curriculum to include comprehensive modules on Online Safety, equipping students with the knowledge and skills necessary to navigate digital spaces responsibly. Additionally, we will integrate SEL activities into daily routines, fostering emotional intelligence, self-awareness, and interpersonal skills among students. To strengthen Peer Relationships and Social Inclusion, we will organize structured peer mentoring programs, group activities, and inclusive initiatives to encourage positive interactions and foster a sense of belonging for all students. Furthermore, we will provide training for staff members on strategies to support students' social and emotional development, ensuring a consistent and cohesive approach across the school community. To increase parent attendance at events held at their children's schools, we will implement targeted outreach campaigns, leverage multiple communication channels, and offer diverse and engaging event offerings tailored to the interests and needs of our parent community.Through these concerted efforts, we aim to address the identified areas of concern and promote the holistic well-being of our students. Met 2024-06-27 2024 19753090000000 Acton-Agua Dulce Unified 6 Based on the California Healthy Kid Survey, (CHKS), 72% of 5th grade students, 44% of 7th grade students, 50% of 9th grade students, and 51% of 11th grade students feel connected to their school. The data is not desegregated by student group. The data suggests that as students progress in their academic careers they become less connected to their schools. This indicates a need to implement best practices related to school connectedness. While we have strengthened our student support program for all students, the data suggests that a focus on research based practices that increase student connectedness would help our students feel more connected at school. Students feel more connected to school when teachers use explicit strategies to show that they care about them, know them as individuals, and are willing to respond to their distinct needs. Disciplinary policies directly affect student engagement – and students who see their teachers take action against bullying feel a strong connection to their schools. For many students, engagement in school develops through extracurriculars – and schools that offer students opportunities to mentor, tutor, or self-govern see stronger connectedness across the community. Embracing cultural diversity in schools through inclusive curricula and family involvement builds a school environment where all members feel valued, respected, and connected. The district will work with our site leadership to review the data and provide professional development to our staff to support the implementation of best practices that create more student connectedness at the school level. Met 2024-06-27 2024 19753090127100 Assurance Learning Academy 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 97% of students reported that they felt connected to an adult at the school " This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 99% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-05-30 2024 19753090131383 SIATech Academy South 6 Data: The 2022-2023 Panorama Survey data shows that 10th -12th graders indicated that 41% (Sense of Belonging) and 34% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 78% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range. Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them. Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school. In response to local data analysis and critical learning, SIATech is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Met 2024-06-18 2024 19753090131987 iLEAD Hybrid 6 "At iLEAD Hybrid, we believe that nurturing both academic and social-emotional skills is essential for the success of our students in school, their careers, and life. To support this holistic approach, we use Panorama Education to create and distribute an assessment tool that measures learners' perceptions of their academic and social-emotional growth, relationships with their Educational Facilitators (EFs), and their leadership and self-management skills. In Spring 2024, 997 of our students took the iLEAD Hybrid Learner Survey. The analysis of the survey data reveals that our learners have strong relationships with their EFs, feel welcome within our unique school community, and find our school to be a safe and supportive environment for academic and social-emotional growth. Areas identified for improvement will be addressed through actions developed within our Local Control Accountability Plan (LCAP) to enhance our services. In order to best review the data from this survey, the following presentations were put together to summarize the data: iLEAD Hybrid: Antelope Valley - https://tinyurl.com/ileadavsc2024 iLEAD Hybrid: Exploration - https://tinyurl.com/ileadexplorationsc2024 " "An analysis of the survey data reveals that it is evident that our learners have strong relationships with their Educational Facilitators, feel engaged and connected within our school community, and that our school is creating opportunities for students to grow in academic and social-emotional learning. Academic Engagement Exploration: 86% Favorable Responses Overall Exploration learners feel strongly (97%) that they have many opportunities to share their ideas and help make decisions about their learning experiences. Additionally, 99% believe the school helps them grow as self-directed learners, and 89% feel the school creates friendly and welcoming learning opportunities. AV: 83% Favorable Responses Overall (an increase of 13 points) AV learners report that 96% have many opportunities to share ideas and participate in decision-making about their learning. Moreover, 90% feel the school creates friendly and welcoming learning environments, and 98% believe the school helps them grow as self-directed learners. Educational Facilitator-Learner Relationships Exploration: 98% Favorable Responses Overall In Exploration, 99% of learners feel their EF is excited to help them meet their learning goals, and 97% feel connected to at least one adult at the school. AV: 88% Favorable Responses Overall Among AV learners, 85% feel their EF is excited to help them meet their learning goals, and 91% feel connected to their EF, a 5-point increase from the last survey. Self-Management Exploration: 96% Favorable Responses Overall In Exploration, 96% of learners feel they are developing skills through our social-emotional program that will help them become effective leaders. AV: 96% Favorable Responses Overall (an increase of 14 points) Similarly, 96% of AV learners feel they are developing leadership skills through our social-emotional program. " "Path Forward Our survey data tells a story of strength and potential growth. It is evident that our students feel supported and valued within our community, and they appreciate the opportunities for academic and social-emotional development provided by their EFs. However, to ensure continuous improvement, we will focus on the areas highlighted by our survey. Our Local Control Accountability Plan (LCAP) will guide our efforts to enhance academic engagement, strengthen EF-learner relationships, and support self-management skills across all grade levels. By leveraging our strengths and addressing areas for growth, we aim to create an environment where every student feels safe, connected, and excited about learning. By prioritizing these areas, we are committed to fostering an educational experience that not only meets but exceeds the expectations of our learners and their families, ensuring that each student can achieve their full potential academically, socially, and emotionally. " Met 2024-06-27 2024 19753090132654 California Pacific Charter- Los Angeles 6 "All students in grades TK-12 were invited to participate in an annual school climate survey. Student perceptions were collected in the areas of grade level instruction, teacher availability and support, goal setting, safety and welcomedness at school, and overall satisfaction with the school. 281 students particiated in the survey (102 students in grades TK-5, 69 students in grades 6-8, and 110 students in grades 9-12). To the question, ""I feel safe and welcome at school"", 97.1% of students said they feel safe and welcome. To the question, ""If I have a problem, I know I have someone at the school that I can talk to for support"" 96% of students agreed that they are connected to the school. The demographic breakdown for the question about safety at school was as follows: Hispanic 98%, African American 96%, White 95%, Asian 100% of students agred that they felt safe at school. The demographic breakdown for the question about school conenctedness was as follows: Hispanic 95%, African American 97%, White 98%, Asian 100% of students agreed that they are connected to school." Based on the analysis of the school climate survey data, several key learnings and areas of strength have been identified. An overwhelming majority of students (97.1%) feel safe and welcome at school, indicating a strong positive perception of the school environment across all grades. Additionally, 96% of students believe they have someone at the school they can talk to for support if they have a problem, suggesting effective support systems and resources are in place. The perception of safety is high across all demographic groups, with 98% of Hispanic students, 96% of African American students, 95% of White students, and 100% of Asian students feeling safe at school. Similarly, the sense of connectedness is strong, with 95% of Hispanic students, 97% of African American students, 98% of White students, and 100% of Asian students agreeing that they feel connected to the school. These findings highlight that the school has successfully created an inclusive and safe environment for students and established effective communication channels and support networks. The survey results demonstrate the school’s commitment to equity and inclusion, with positive perceptions of safety and connectedness consistent across different demographic groups. Despite these positive outcomes, continuous monitoring and improvement are essential. Regular surveys and feedback mechanisms will be maintained to ensure that any emerging issues are promptly addressed. Furthermore, given that the majority of survey participants come from grades 9-12, additional focus will be placed on the needs and perceptions of younger students, particularly in middle school (grades 6-8) to ensure they also feel equally supported and welcomed. By focusing on these areas, the school can build on its strengths and continue providing a positive and supportive climate for all students. Met 2024-06-18 2024 19753090134619 Empower Generations 6 "Empower Generations recognizes the significance of nurturing both academic and social-emotional aptitudes for achievement in school, career, and life. To gauge learners' perceptions of their academic and social-emotional development, their rapport with Educational Facilitators and Guides, and their proficiency in leadership and self-management, we leverage the Panorama Education survey platform to craft and disseminate an assessment tool. In Spring 2024, 48 learners took the Empower Generations Learner Survey which was a 6% participation increase. In order to best review the results from all student groups participating in this survey, a presentation was put together to summarize the data and can be found at this link: https://tinyurl.com/egsc2024 " "Academic Engagement questions focused on learner perceptions about their level of academic engagement at the school. For example, are they excited to learn new things? Are they self-directed learners? 58% of learners were excited to come to school daily, which is a 3% increase from the previous school year. Up 4% was the learners’ feeling that the school created friendly and welcoming learning opportunities. School Facilitator-Learner Relationships questions focus on student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 91% of learners feel that their Guide is excited to help them meet their learning goals, and 86% feel connected to at least one adult (academic coach, facilitator, counselor, tutor, etc.) at Empower Generations. " "An examination of the survey data indicates that our students maintain robust connections with their teachers, experience a sense of belonging within our school community, and perceive our institution as fostering secure and nurturing environments conducive to both academic and social-emotional development. Identified areas for improvement will be addressed through ongoing and newly implemented initiatives outlined in our Local Control Accountability Plan (LCAP), with a particular focus on enhancing School Climate, School Safety, and School Engagement. " Met 2024-06-27 2024 19753090135145 Compass Charter Schools of Los Angeles 6 "This year, the school used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. The school began adopting Abre as a data analysis application and has been setting up the infrastructure to begin collecting and analyzing data. Abre offers a school climate survey that will be more accessible to scholars, and the goal is to increase participation. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me: Gr. 5: 76%; Gr. 7: 58%; Gr. 10: 57% ""who notices when I’m not there"": Gr. 5: 68%; Gr. 7: 54%; Gr. 10: 36% ""who listens to me when I have something to say"": Gr. 5: 81%; Gr. 7: 83%; Gr.10: 79% I feel close to people at this school (Strongly Agree/Agree)... Gr.5: 81% Gr. 7 69%; Gr.10: 48% I feel like I am part of this school (Strongly Agree/Agree)... Gr.5: 97% Gr. 7 80%; Gr.10: 84% I feel safe in my school. Gr.5: 97% Gr. 7 96%; Gr.10: 100% The data on student perceptions of safety and connectedness across different grade levels reveal key insights into the school environment. The perception of having a caring adult is highest in Grade 5 (76%), drops in Grades 7 (58%), and then stays relatively consistent through Grades 10 (57%). This suggests a potential decline in perceived support during the middle school years that persists into high school. Similarly, the perception that adults notice when I am not there is highest in Grade 5 (68%), decreases in Grade 7 (54%), and further drops in Grade 102 (36%). This consistent decline across grades highlights a need for better attendance monitoring and responsiveness as students advance through school." When it comes to feeling heard, there is more consistency through the program, with about four of five students feel adults listen to me when I have something to say: Grade 5 (84%), Grade 7 (83%) and Grade 10(79%) This suggests that while most students generally feel heard, there is room for improvement In terms of belonging and connectedness, there is a marked decline in students feeling close to others as they advance in grades, with 81% in Grade 5, 69% in Grade 7, and 48% in Grade 10. This trend is concerning as it indicates a diminishing sense of community and peer connections, which are crucial for a supportive school environment. However, the feeling of being part of the school, while it drops from 97% in Grade 5 to 80% in Grade 7, shows a slight improvement in Grade 10 (84%). The initial drop might be attributed to the transitional phase of middle school, where students often struggle with identity and belonging, while the improvement in Grade 10 could be due to students settling into their roles and finding their place within the school. Perceptions of safety are consistently high across all grades, with Grade 10 students unanimously feeling safe (100%). This indicates that Compass has successfully created a secure environment for its students, which is fundamental for their well-being and academic success. The data reveals that while students generally feel supported by adults, there is room for improvement in ensuring that absences are noticed and addressed, particularly in higher grades. Additionally, there is a concerning trend of declining connectedness as students progress through the grades, necessitating efforts to foster peer relationships and a stronger sense of community, especially in middle school. The consistently high perception of safety across all grades is a significant strength of the school environment. To address these findings, it is recommended to enhance attendance monitoring systems to ensure students feel noticed and cared for, create programs and activities aimed at building peer relationships, particularly in middle school, and continue prioritizing and maintaining high standards of safety. By addressing these areas, the school can work towards creating a more inclusive, supportive, and connected environment for all students. An area of strength for Compass is the connectivity and sense of belonging scholars experience at Compass. Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. Starting next school year, Compass will administer mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards implementing the Abre school climate survey. With consistent and present data, Compass will better leverage its engagement opportunities and support services. Met 2024-06-22 2024 19753090136531 iLEAD Online 6 "At iLEAD Online, we believe that fostering both academic and social-emotional skills is essential for success in school, careers, and life. To support this holistic development, we utilize a custom Panorama Student Survey to gauge our learners' perceptions of school climate, safety, engagement, belonging, and relationships with facilitators. In Spring 2024, 135 students from grades 3-12 participated in the school climate survey. The results indicate that our learners have strong relationships with their teachers, feel welcomed within our school community, and recognize the safe and healthy environment we strive to create. Our analysis highlights areas of strength and identifies opportunities for growth, which will guide our Local Control Accountability Plan (LCAP) to enhance school climate, safety, and engagement. In order to best review the data from this survey, the following presentation was put together to summarize the data: and can be found at this link: https://tinyurl.com/ileadonlinesc2024 " "An analysis of the survey data reveals that it is evident that our learners have strong relationships with their academic coaches and facilitators, feel engaged and connected within our school community, and that our school is creating opportunities for students to grow in academic and social-emotional learning. Academic Engagement: Learner perceptions about their level of academic engagement at the school. For example, are they excited to learn new things? Are they self-directed learners? 78% Favorable Responses Overall (up 1% from the 22/23 school year) iLEAD Online learners felt very strongly (91%) that their course facilitators help them meet their learning goals, while 65% of the learners reported that they felt their lessons, assignments, and projects were interesting to them. Learners identified live instruction, curriculum options, school communication, as well as facilitator and academic coach support as the most important things the school does to create a positive school community. School Engagement: How attentive and invested learners are in school. 91% Favorable Responses Overall (up 4% from the 22/23 school year) 83% of learners report that their school helps create learning opportunities that speak to their interests, while 96% feel they have many opportunities to share their ideas and help make decisions about their learning experiences, such as projects, learning activities, internships, field studies, service projects, etc. 95% feel strongly that the school helps them grow as self-directed learners. School Educational Facilitator-Learner Relationships: Student perceptions of how strong the social connection is between iLEAD educators and learners within and beyond the school. 96% Favorable Responses Overall (up 7% from the 22/23 school year) 95% of learners feel that their academic coach is excited to help them meet their learning goals, and 96% feel connected to at least one adult (academic coach, facilitator, counselor, tutor) at iLEAD Online. Self-Management How well learners manage their emotions, thoughts, and behaviors in different situations. 94% Favorable Responses Overall (up 3% from the 22-23 school year) 94% of the learners feel that they are developing self-management skills through our social-emotional program (7 Habits, SLOs, etc.) that will help them become effective leaders. " "Our survey data paints a comprehensive picture of a supportive and engaged school community while highlighting key areas for growth. The insights gained from this data will serve as a guiding framework for our Local Control and Accountability Plan (LCAP), aimed at improving school climate, academic engagement, self-management, and facilitator-learner relationships. By addressing these areas and building on our strengths, we aim to create an environment where every student feels safe, connected, and motivated to learn. We are committed to fostering an educational experience that exceeds expectations, ensuring every learner at iLEAD Online can achieve their full potential academically, socially, and emotionally. By leveraging the insights from our survey data, we will strategically address the areas of need and continue to build on our strengths. Our comprehensive approach will involve the entire school community—students, teachers, parents, and administrators—in a collective effort to create an enriching, supportive, and dynamic learning environment. " Met 2024-06-25 2024 19753090136648 Options for Youth-Acton 6 The Comprehensive School Climate Inventory (CSCI) is administered by the National School Climate Center every year. The last administration was in Spring of 2024, taking place in January and February. Our next CSCI will take place in spring of 2025. The data below reflects the findings from the Spring 2024 administration. This year all grade levels participated in the survey. The results state that 34.56% of all students, 7.26% of all parents, and 73.58% of all staff participated in completing the Comprehensive School Climate Inventory. The median score for Sense of Physical Security was 4.5 points for parents and 4.14 for students. Parents and students had median scores 4.38 and 4.0 respectively for Support for Academic Learning. For Social Seclusion, Parents had a median score of 4.29 and students had a median score of 3.91. School personnel had median scores of 4.67 for Support for Academic Learning, 4.6 for School Connectedness, 4.4 for Social Inclusion, and 4.43 for Respect for Diversity. Feedback gathered from the CSCI survey shows overall positive perceptions with our educational partners and subgroups. Parents, students, and staff had median overall scores of 4.13, 3.94, and 4.22 respectively. According to survey responses, an area of strength for students was Sense of Physical Security, with a median score of 4.14. For parents, Physical Surroundings was identified as an area of strength for OFY-Acton, with a median score of 4. OFY-Acton also had Support for Academic Learning as an area of strength identified by staff, with a median score of 4.67. These results are indicative of the quality of social relationships among adults, students, and school leaders communicating a clear vision, being readily available, and involving educational partners in key decision-making. Educational partners have opportunities to provide feedback at events throughout the school year. These events include parent teacher conferences, held quarterly, family fun night, held each fall, and charter wide events like Parent University, which are held throughout the year. As outlined in our LCAP Goal 3 Action reads, Administer regular school climate surveys to gather data on safety, inclusivity, academic support, and resources and analyze survey results to inform decision-making and identify areas for improvement. Areas of Focus include, Online safety for students, with a median score of 3.5. For parents, an area of focus is Peer Relationships, with a median score of 3.6. Lastly, for staff, an area of focus is Physical Surroundings, with a median score of 3.86. OFY-Acton developed metrics in its 2024-2027 LCAP to help measure its success in cultivating a positive school climate and ensuring our educational partners feel that the school creates a safe, positive learning environment. These metrics will use educational partner surveys and the charter’s middle and high school drop-out rates to assess the quality of school culture and its impact on student retention. As outlined in our LCAP Goal 3 Action reads, Administer regular school climate surveys to gather data on safety, inclusivity, academic support, and resources and analyze survey results to inform decision-making and identify areas for improvement. Met 2024-06-26 2024 19753090137703 Method Schools, LA 6 Method Schools publishes a satisfaction survey twice a year to both student and parent groups. Its results are analyzed each semester and findings are shared with Method’s board and staff with key takeaways and ways to improve. The following summarizes some of the main data points pulled from the local survey data. General Satisfaction: Satisfaction with Method Schools is relatively high, with an average rating of 4.23 out of 5. Notably, 46.97% of students are extremely satisfied. Teacher Interaction and Support: Feedback from subject teachers (grades 6-12) is generally perceived as responsive and clear, with a mean satisfaction score of 4.24 out of 5. The sense of being supported by homeroom teachers is strong, with an average rating of 4.73 out of 5, and 80.85% of respondents feeling fully supported. Community: Students feel moderately integrated into the Method Schools community, with an average rating of 3.92 out of 5. Looking deeper into the data, Method finds the following as areas of strength and identified needs. Strengths 1. High Levels of Satisfaction: Both surveys indicate high satisfaction rates among their respective groups. The student survey showed that 46.97% of students were extremely satisfied, while the parent survey showed that 67.95% of parents were extremely satisfied. This suggests a generally positive perception of the school's performance from both students and their families. 2. Strong Support from Teachers: Both students and parents reported high levels of support from school staff. Students felt highly supported by their homeroom teachers, with 80.85% feeling definitely supported. Parents similarly felt well-supported in their role as learning coaches, with 67.95% reporting they definitely felt supported. This reflects a strong connection and satisfaction with the support provided by teachers at Method Schools. Identified Needs 1. Communication challenges and inconsistency: Noted in the qualitative data, parents and students mentioned have noted challenges in communication. 2. More extracurricular activities and enriching school programs: Other notable areas include expanding extracurricular activities and enriching school programs. Many students mentioned in the comments section a desire for more social interaction and extracurricular activities, particularly sports. From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified: Enhancing Responsiveness and Communication: Method will build systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families. Expansion of community events and activities that promote social interaction: Method will continue to expand the events and activities that are offered through the Teach Squad team, field trips, and student-centered activities expanding upon events like: prom, service events, field day, and bonfire. Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment. Met 2024-06-13 2024 19753090137786 Mission Academy 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, in middle school and high school, with the majority of students in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 97% of students reported that they felt connected to an adult at the school" This holds significant importance for the school, as both the faculty and leadership are dedicated to ensuring that every student feels comfortable and trusts the school culture. A positive school environment aligns closely with our values and mission. Recognizing the need for extra attention and outreach to connect students with the school, especially considering the challenges many have faced as a result of past educational experiences. Part of this endeavor is the implementation of trauma-informed practices. Speaking to the culture, 100% staff reported that they felt connected to the school. In our pursuit of continuous improvement, we will analyze additional data in the fall to enhance the quality of our programs, particularly focusing on socio-emotional and trauma informed components. The school climate survey remains aligned with our LCAP Goal #4 and will be administered to students, parents, and staff to gauge our progress in meeting school wide goals and implementing the LCAP. Met 2024-06-05 2024 19753090138297 iLead Agua Dulce 6 "At iLEAD Agua Dulce, we firmly believe that nurturing both academic and social-emotional skills is crucial for our students' success. To support this holistic approach, we utilize the Panorama Student Survey to measure and support our learners' perceptions of school climate, safety, engagement, belonging, and relationships with facilitators. In the Spring of 2024, 184 students from grades 3-11 participated in this nationally-normed survey. Our learners in grades 3-5 met or exceeded the national norm in four out of five categories, while those in grades 6-11 met the norm in one category. This data highlights our strengths and areas where we need to focus our efforts to ensure every student thrives. In order to best review the results from all student groups participating in this survey, a presentation was put together to summarize the data and can be found at the following link: https://tinyurl.com/ileadaguadulcesc2024 " From the data collected, we can derive valuable insights into our strengths and areas needing improvement. School Safety Sense of safety among our students is paramount. 62% of students in grades 3-5 and 71% in grades 6-11 feel physically and psychologically safe at school, the latter showing an impressive 11-point increase from last year. 78% of our younger learners feel it is unlikely they would experience online bullying, and 74% feel the same about physical fights. 71% of older students believe they can get help from an adult, and 80% do not worry about violence at school—a significant 15-point improvement. Notably, 96% of our older students report few physical fights, reinforcing our commitment to a safe learning environment. Teacher-Student Relationships Strong relationships between facilitators and students are at the heart of our school community. The survey shows 71% of students in grades 3-5 and 60% in grades 6-11 feel positively about their relationships with their facilitators. Among younger students, 84% believe facilitators treat them with high respect, and 65% feel their facilitators are concerned when they are upset. Moreover, 78% would be excited to have the same teachers again. In the older grades, 83% of students feel respected by their facilitators, and 60% would be excited to have their current facilitators again—a 16-point increase. School Belonging Feeling valued and connected is essential for student well-being and success. Our survey shows that 58% of students in grades 3-5 and 40% in grades 6-11 feel a sense of belonging, with the latter showing a 10-point increase from last year. Among the younger students, 71% feel supported by adults at school, and 52% believe they are understood as individuals. For the older students, 42% feel connected to adults, and 32% feel understood. Respect among peers has improved significantly, with a 14-point increase in students feeling respected by their peers. School Climate The overall social and learning climate of our school is perceived positively by 56% of students in grades 3-5 and 50% in grades 6-11. Among our younger learners, 57% feel that school rules are fair, and 81% see their facilitators as enthusiastic about teaching—a 12-point increase. In the older grades, 62% find the physical learning environment pleasant, and 59% feel the school's energy is positive. Fairness of rules and facilitator enthusiasm are felt by 55% of these students. School Engagement Engagement is a critical indicator of how invested and attentive students are in their learning. Here, we see an opportunity for growth, with 48% of grades 3-5 and 30% of grades 6-11 reporting high levels of engagement. Half of our younger students are excited to go to school each day, a 9-point increase, though focus in class has decreased to 58%. For older students, 28% are excited about their classes, and 32% are eager to participate in learning activities, indicating a need for strategies to boost engagement. "Path Forward Our survey data paints a comprehensive picture of a supportive and engaged school community while highlighting key areas for growth. The insights gained from this data will serve as a guiding framework for our Local Control and Accountability Plan (LCAP), aimed at improving school climate, safety, and engagement. By addressing these areas and building on our strengths, we aim to create an environment where every student feels safe, connected, and motivated to learn. We are committed to fostering an educational experience that exceeds expectations, ensuring every learner at iLEAD Agua Dulce can achieve their full potential academically, socially, and emotionally. By leveraging the insights from our survey data, we will strategically address the areas of need and continue to build on our strengths. Our comprehensive approach will involve the entire school community—students, teachers, parents, and administrators—in a collective effort to create an enriching, supportive, and dynamic learning environment. " Met 2024-06-25 2024 19753330000000 Manhattan Beach Unified 6 MBUSD utilized the California Healthy Kids Survey for the 2023-24 school year. Students completed the survey between January - March 2024, depending upon grade. Additionally, the staff utilized data from the LCAP Survey with parents and staff. 92% of elementary students reported that they felt safe at school all or most of the time. 76% of middle school students reported that they felt safe at school all or most of the time. 74% of middle school students with an IEP reported that they felt safe at school all or most of the time. 78.3% of high school students reported that they felt safe at school all or most of the time. 66.7% of high school students with an IEP reported that they felt safe at school all or most of the time. LCAP, 2024 90% of parents and 83% of staff strongly agree or agree that MBUSD provides students with access to safe schools. CHKS, 2024 87% of elementary students reported that they felt connected to school all or most of the time. On average, 72.5% of middle school students reported that they felt connected to school all or most of the time. On average, 67% of middle school students with an IEP reported that they felt connected to school all or most of the time. On average 72.3% of high school students reported that they felt connected to school all or most of the time. On average 67% of high school students with an IEP reported that they felt connected to school all or most of the time. LCAP, 2024 75% of parents strongly agree or agree that families feel welcomed, valued, and connected to one another at their school. 75% of staff and 80% of MBUSD parents strongly agree or agree that parents, teachers, students, school staff, and community members work together to create a safe, respectful, and inclusive campus. While the survey data results are fairly stable across grade levels, the District acknowledges that there is always room for growth and development. For example, staff determined a need to delve into the data more surrounding ways to support our students with disabilities and English Learner populations, especially in the area of school connectedness and feelings of safety. In reviewing the data, there are consistencies with a drop-off in percentage with our elementary students (single classroom, same students, oldest students on campus) to middle school (multiple classes, multiple groupings of students, five elementary schools combining into one site). In response to the CHKS and LCAP Survey, results, the District plans to continue to review and analyze local data to drive our actions and outcomes. The following actions will be prioritized in the 2024-25 school year: 2.1 Refine Positive Behavioral Interventions and Supports (PBIS) with an emphasis on Bullying Prevention 2.2 Provide Staff with Speaking Up: Interrupting Bias Training 2.3 Implement Strategies to Decrease Chronic Absenteeism District-wide 2.4 Enhance Student Connectedness within Schools 2.5 Address the Wellness and Social-Emotional Needs of all Students Met 2024-06-20 2024 19753410000000 Redondo Beach Unified 6 A priority for RBUSD is ensuring positive school climates at its schools, as a positive school climate impacts students’ social and emotional well-being as well as academics. Annually, RBUSD administers the California Healthy Kids Survey (CHKS) to all students in grades 5-7, 9, and 11 and a local social-emotional survey to students in grades 3-12 to gauge safety/connectedness, social emotional health, student engagement, and caring relationships. The CHKS was administered in February, 2024. This survey is a norm-referenced survey administered to students across the state that offers information about key indicators related to school climate and student well-being, and which provides a valid measure of students' perceptions of school safety and connectedness. In the 2023-2024 school year, RBUSD continued to utilize an additional SEL survey for students in grades 3-8. The survey was administered as a means to collect and understand student's opinions, perspectives, attitudes, and perceptions towards the district in order to measure the effectiveness of educational programs, measure school climate and prioritize learning goals. The survey was administered in the fall and again in the spring. Systems of support for school connectedness and school safety continues to be an area of growth for RBUSD. From survey responses, we can conclude the majority of elementary students feel safe and connected to school; however, an area of growth for RBUSD is feelings of connectedness and safety in upper grades. RBUSD’s data regarding school connectedness is as follows: 84% of 5th grade students feel connected to their school; 62% of 7th grade students feel connected to their school; 59% of 9th grade students feel connected to their school; and 62% of 11th grade students feel connected to their school. Additionally, 89% of 5th grade students feel safe “All” or “Most” of the time; 65% of 7th grade students feel “Very Safe” or “Safe”; 60% of 7th grade students feel “Very Safe” or “Safe”; and 63% of 11th grade students feel “Very Safe” or “Safe”. Lastly, data regarding feelings of sadness indicates 10% of 5th grade students report experiencing frequent sadness; 21% of 7th grade students report experiencing chronic sadness/hopelessness; 23% of 9th grade students report experiencing chronic sadness/hopelessness; and 27% of 11th grade students report experiencing chronic sadness/hopelessness. In post-pandemic years, RBUSD saw a decline in student connectedness as indicated above, and recognizes an area of growth is increasing student connectedness, specifically at the secondary level. Additionally, RBUSD data indicates students feeling safe at school is an area of growth in secondary. Increasing the percentage of students feeling safe and connected in elementary will be a focus as well. Lastly, there has been an increase in students experiencing feelings of sadness and RBUSD will prioritize this as a final area of focus. Disaggregated data across subgroups including English Learners and Students with IEPs indicates similar data on the above constructs with the exception of feelings of connectedness in Students with IEPs at grades 9th (48%) and 11th (51%). Areas of strength as indicated by the data are students' feelings of safety in elementary school (89%) as well as parents overall (92%). Additionally, both levels indicate strongly they have caring adults at school. Anecdotally, RBUSD continues to find the following successes further defining its school climate: a decrease in chronic absenteeism as seen in the CA School Dashboard; a decline of suspensions for targeted subgroups; improved attendance tracking protocols; increased ADA rate; the formation of a Social Emotional Learning Committee resulting in TK-12 SEL curriculum; Wellness Centers at several schools; and continued administration of the Cal-SCHLS surveys to receive actionable data to support student, parent, and staff services. As noted, secondary student connectedness will continue to be an area of focus for school teams in the 2024-2025 school year. Based on the data and educational partner feedback, counseling services at all levels have been increased. Additionally, the development of a comprehensive counseling plan will support RBUSD’s efforts to effectively prioritize student needs. Further, RBUSD will continue to utilize community resources to enhance social and emotional supports. In partnership with Beach Cities Health District, South Bay Families Connected, and South Bay Children’s Health Center, RBUSD has a wealth of services and resources available to support the social-emotional needs of its students, and a coordination of efforts will allow for a more comprehensive system of support. Lastly, student-led groups such as ASB, RBUSD Young Leaders, Where Everybody Belongs (WEB) and Link Crew will provide opportunities for students to connect with peers and engage in school-based activities in an effort to increase a sense of belonging and connectedness to school. Met 2024-06-25 2024 19756636120158 New West Charter 6 Our New West student survey results indicate that 77% of students feel safe at school and 65% of students feel included. To address our students’ social-emotional learning needs, we continue to refine our Social Emotional Learning curriculum this year—One Love. This has been implemented through middle and high school Advisory classes. Advisory class also features relational activities for students to connect with their peers, as well as team-building activities and mental health check-ins. We have held school events and activities such as themed days, new student events, senior events, games, and spirit days/weeks. NWC+’s Culture Club hosts events on Fridays where a small group of students meet to discuss ways to bring the NWC+ community together through fun activities. The Culture Club regularly hosts “Fun Fridays” at lunch on Fridays. Students can expect a new game each week to play and win prizes. Sometimes led by teachers or students, Fun Fridays are a way for us to have fun with one another and build better connections with one another. The Culture Club has also started its own student-produced Instagram accounts that features daily polls, Senior Spotlights, school, local, and national news, and other engaging content meant to increase student connectedness. We have added new counselors to provide mental health support for students with a mental health referral form system to coordinate referrals. We also have a lunchtime program, The Nest, where counselors host groups three times each week. These group sessions have been extremely popular. We are also utilizing resources from the National Alliance on Mental Illness (NAMI), which provides educational and support resources. The NAMI presentations for families and students have been very well-received. Diversity Equity and Inclusion: - Students now have a permanent safe place to bring any occurrences of or concerns about any forms of racism or biases; - Surveys will be conducted to gain a further qualitative and quantitative understanding of how race is experienced on our campus and how experiences have shaped the school's current social climate and impacted student experiences; - Hosts “Tap In” so that students have an opportunity to express their thoughts and ideas on race and other controversial topics in a safe environment. Not applicable Met 2024-06-18 2024 19757130000000 Alhambra Unified 6 The California Healthy Kids Survey was administered in February/March 2024. The data is used to develop the LCAP. Schools also review the data to develop site plans, PBIS matrices, and WASC preparations. CHKS data will be presented to the Board of Education in the fall. Student survey findings include (Grades: 5, 6, 7, 9, 11): strong sense of academic motivation (62-80%) school connectedness (54-69%) reports of cyberbullying (14-27%) students experiencing suicidal thoughts (10-13%) student who said they used a vaping device in the last month (0-3%) students who said they used alcohol or drugs in the past month (3-6%) 26% of 6th graders reported experiencing social-emotional distress, an increase from 22% in 2022 25% of 11th graders reported experiencing social emotional distress. This percentage for 7th, 9th, and 11th grades has declined each of the last three years. Staff survey findings include: concerns about bullying, fairness/rule clarity, student safety and depression, and vape use. 30% of staff were concerned about bullying and harassment. 43% were concerned about student depression. Feelings of safety for staff and students leveled from 44% in 2022 to 36% in 2024. 35% of staff believe that counseling support for students is adequate. Parent survey findings include: concerns about a perceived increase in substance abuse. High ratings for schools encouraging them to be active partners. 60% of parents feel as though they are involved in their child’s school, a marked bounce from during the pandemic when the percentage was only 31%. 82% of parents responded positively when asked about the teachers’ responsiveness to their child's social and emotional needs. Strengths: students are motivated to do well academically. Parents feel like schools encourage them to be actively involved. We have low numbers of vaping and other substance use, but this remains an area that parents and teachers are concerned about. Needs: An intentional focus on 6th grade student mental health and well-being The area of school connectedness needs attention at all grade levels. Teacher experiences and perceptions of school safety To address social emotional needs identified by staff, students, and parents, the district has increased its school based mental health staff and added designated time in our elementary school schedules for social-emotional learning for grades TK-8 using a multi-tiered SEL curriculum. A restorative justice approach to discipline and behavior continues to be a priority. Many parent/caregiver connection points have been established: Community Conversations at each school site, a series of tobacco/substance use and prevention webinars, a STEAM Night to encourage parental involvement in learning, and our inaugural Parent and Caregiver Empowerment Summit (PACES), themed “Fostering Connectedness and Belonging” and designed to give parents/caregivers knowledge and skills to help them feel empowered in their relationships with themselves and their child. Met Participation rates were: 4368 students (73% participation - held steady from last year) 1,046 staff (75% participation - up 7%) 2001 parents (15% participation - remained low) For survey administration in February 2025, the District’s LCAP goal is 80% 2024-06-25 2024 19768690000000 Wiseburn Unified 6 The annual student survey indicators provide data related to school climate. In 2023-24 the CHKS results indicate 81% of students in 5th grade marked feeling safe at school all or most of the time (maintaining 81% from 22-23). In addition, 2023-24 CHKS results indicate that 88% of students in 5th grade (1% increase) and 72% of students in 7th grade (2% decrease) reported that adults on campus had high expectations of them. Finally, 2023-24 CHKS results indicate that 75% of students in 5th grade (3% decrease) and 57% of students in 7th grade (5% decrease) marked high or moderate in the area of school connectedness. These indicators reflect a need to focus on enhancing school connectedness, fostering higher expectations from adults on campus, and addressing any declines in perceived safety among students, particularly in 7th grade. A review of suspension data taken from the California DataQuest Dashboard reflects a suspension rate of 1.6 for 2021-22 and a suspension rate of 1.4 for 2022-23 (.2 decrease). Based on data outcomes the WUSD will have a continued focus on positive behavior intervention support programs, parent involvement, and a comprehensive counseling support program at all sites to promote a safe and positive school climate for students and staff. The WUSD will launch a new social-emotional learning program in the fall of 2024. Through experiential training, expert coaching, a character-based curriculum for students, and personalized support, this program will support WUSD teachers, staff and administrators in growing our focus on social-emotional wellbeing, building a relationship-driven campus culture, and increasing student connectedness. Initiation of this program district-wide will align practice and ensure students and staff feel included in the WUSD community at every school site. Met 2024-06-28 2024 19768690119016 Da Vinci Science 6 The number of students reporting that they feel safe at school (3+ of 5) on the Fall 2023 student survey of all grade levels remains high at 95%. 90% of students shared positive ratings (3+ of 5) on how well Da Vinci Science created an environment of high integrity, respect, and trust. In evaluating connectedness, 93% of students report that they feel that DVS creates a compassionate and caring learning community. On questions on diversity & inclusion, 80% or more of DV Science students responded with a 4 or 5 out of 5 rating for all questions. These results tell us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school, and that they feel that our campus creates a safe environment and promotes connectedness. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward. Met 2024-06-18 2024 19768690119636 Da Vinci Design 6 On Fall 2023 student surveys, 81% of Da Vinci Design students shared that the school creates a compassionate and caring learning community (3+ on a 5 point rating scale), a marked increase from only 66% in Spring 2023. Positive ratings also improved to 77% from 55% on how well Da Vinci Design created an environment of high integrity, respect, and trust. Da Vinci Design has focused on increasing diversity and inclusion practices across the school and curriculum over the past two years. The Fall 2023 student survey asked a series of questions on diversity & inclusion where a rating of 3 represents Sometimes, 4 represents Frequently, and 5 represents Almost Always. DV Design students responded to these questions with a weighted average between 3.75 to 4 (out of 5) for all questions. Da Vinci Design did see a decline in Fall 2023 of students consistently reporting feeling safe on campus, with only 80% of students reporting feeling safe at school in Fall 2023, a rate 15% lower than the previous year. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. School Culture & Safety questions in general had more favorable responses from Male than Female or Nonbinary students, and also much more favorable responses from African American students as opposed to their Latinx or White peers. Diversity and Inclusion questions received higher ratings from Nonbinary students than either Male or Female students, and were very consistent across the ethnic groups. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward. They also signal work to be done around feelings of safety and a continued focus in that area moving forward. Met 2024-06-18 2024 19768690128728 Da Vinci Connect 6 Da Vinci Connect students consistently report that the school creates a compassionate and caring learning community (ratings of 3+ on a 5 point scale) with a 96% rating in Fall 2023. DV Connect students also believed that the school created an environment of high integrity, respect, and trust with a 97% rating in Fall 2023. The Fall 2023 student survey also asked a series of questions on diversity & inclusion. DV Connect students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are almost always treated fairly and integrated into the social fabric of the school. Da Vinci Connect students also consistently report feeling safe on campus, with 95% of students reporting feeling safe at school in Fall 2023. "These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. School Culture & Safety questions in general had more favorable responses from Female than Nonbinary or Male students, and also more favorable responses from Latinx, White, and African American students than their Asian & Pacific Islander and Native American peers. Similarly, Diversity and Inclusion questions also received higher ratings from Female students than Male or Nonbinary students, and were slightly higher for Latinx and White students than African American and Asian students, who were in turn higher than Pacific Islander and Native American students in their ratings. Student connectedness as measured by the annual student surveys does show some variance for unduplicated student groups. On the annual student survey question 'This school creates a compassionate and caring learning community,"" 70% of SED students responded positively (Agree or Strongly Agree), while 74% of non-SED students responded positively. Similarly, for the question, 'This school creates an environment of high integrity, respect, and trust,' 64% of SED students responded positively as compared to 74% of non-SED students." These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward. Met 2024-06-18 2024 19768690131128 Da Vinci Communications 6 School culture survey indicators at Da Vinci Communications remain strong with positive survey responses in all areas in Fall 2023. 91% of Da Vinci Communications students report that the school creates a compassionate and caring learning community (ratings of 3+ on a 5 point scale). Da Vinci Communications also created an environment of high integrity, respect, and trust as 86% of students responded positively to this question as well. The Fall 2023 student survey asked a series of questions on diversity & inclusion, and DV Communications students responded to these questions with a weighted average above 4 for all questions, where 4 represents frequently and 5 represents almost always, which tells us that our students feel that students from different races, ethnicities, and cultures are treated fairly and integrated into the social fabric of the school. Many Da Vinci Communications students consistently report feeling safe on campus, with 86% of students reporting feeling safe at school in Fall 2023, though that rate is lower than previous years. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward, though continued focus to ensure that students continue to feel safe will be a priority. School Culture & Safety questions in general had more favorable responses from Female or Nonbinary students than Male students, and also much more favorable responses from Latinx or White students than their African American peers. Similarly, Diversity and Inclusion questions received higher ratings from Nonbinary and Female students than Male students, and were slightly higher for Latinx and White students than African American students. These responses all indicate that our work in school culture, connectedness, and inclusion are working to generate the outcomes that we want to see and should continue to be implemented and improved to maintain a positive climate moving forward. They also signal work to be done around feelings of safety and a continued focus in that area moving forward. Met 2024-06-18 2024 19769680109926 Academia Avance Charter 6 Overall Scores: Overall Student Score: 75 out of 100, indicating a generally positive perception of the school environment. Staff and Parent Scores: Scores of 78 and 72, respectively, reflecting similar positive trends. Disaggregated Data by Student Groups: Ethnicity: Latino Students: Score 74, indicating strong belonging and safety. African American Students: Score 70, showing slightly lower perceptions of safety and support. Asian Students: Score 76, reflecting a higher perception of school climate than the overall average. Grade Level: Middle School Students (6-8): Score 73, with positive peer relationships but concerns about academic pressure. High School Students (9-12): Score 77, indicating higher satisfaction with college and career readiness programs but a need for more mental health support. Socioeconomic Status: Low-Income Students: Score 72, showing strong engagement in school activities but a need for more resources and support services. Special Education Students: Score: 68, indicating lower satisfaction, particularly in individualized support and inclusion. Specific Survey Items: Safety and Bullying: Positive Response Rate: 85% of students feel safe at school, but only 70% of African American students share this sentiment. Bullying Incidence: Higher among middle school students (30%) compared to high school students (20%). Mental Health and Well-being: Access to Support: 65% of students feel they have adequate access to mental health resources, with high school students expressing greater need for additional support. Stress Levels: 50% of students report moderate to high stress, with higher rates among low-income students (60%). Engagement and Relationships: Teacher-Student Relationships: 80% of students feel teachers are supportive and caring, with slightly lower rates among special education students (70%). Parent Engagement: 75% of parents feel involved in their child's education, but only 60% of parents of low-income students report the same level of engagement. Additional Data Collection Tools: Focus Groups: Revealed the need for more culturally relevant support and programs. Feedback Forms: Regularly collected from students and parents to monitor and improve school climate. Conclusion: The survey data provides a comprehensive view of the perceptions and experiences of different student groups at Academia Avance Charter School. While overall scores indicate a positive climate, disaggregated data highlights specific areas where targeted improvements are needed to ensure an inclusive and supportive environment for all students. Key Learnings and Areas of Strength: Positive School Climate: Overall Satisfaction: With an overall student score of 75, staff score of 78, and parent score of 72, the general sentiment towards the school environment is positive. Supportive Relationships: 80% of students feel supported by their teachers, highlighting strong teacher-student relationships. Safety: 85% of students report feeling safe at school, indicating effective safety measures and a secure environment for most students. Engagement in School Activities: Active Participation: High levels of engagement in school activities are noted, especially among low-income students, despite their need for more resources. Cultural Inclusivity: Positive Perceptions Among Ethnic Groups: Latino and Asian students score 74 and 76, respectively, reflecting a culturally inclusive environment for these groups. Identified Needs and Areas for Improvement: Mental Health Support: Access to Resources: Only 65% of students feel they have adequate access to mental health resources, with high school students expressing a greater need for support. Stress Management: 50% of students report moderate to high stress levels, with low-income students experiencing higher stress (60%). Bullying Prevention: Middle School Focus: Bullying incidence is higher among middle school students (30%) compared to high school students (20%), indicating a need for targeted interventions at the middle school level. Support for African American and Special Education Students: Perceptions of Safety and Inclusion: African American students report a lower sense of safety (70%), and special education students have lower overall satisfaction (score of 68), particularly in individualized support and inclusion. Parent Engagement: Involvement of Low-Income Families: Only 60% of parents of low-income students feel engaged in their child's education, highlighting the need for more inclusive and accessible parent engagement strategies. Conclusion: The data analysis underscores the school's strengths in maintaining a positive and supportive climate, fostering strong relationships, and ensuring cultural inclusivity. However, it also identifies critical areas for improvement, including enhancing mental health support, addressing bullying, improving the sense of safety and inclusion for African American and special education students, and increasing parent engagement, particularly for low-income families. Addressing these needs will help create a more inclusive, supportive, and effective learning environment for all students at Academia Avance Charter School. Changes to Plans, Policies, and Procedures: Enhanced Mental Health Support: Increased Access: Collaboration with local mental health organizations to provide resources on campus, including hiring additional counselors and offering workshops on stress management and mental health awareness. Professional Development: Training for teachers and staff to identify and support students with mental health issues for early intervention. Targeted Bullying Prevention Programs: Middle School Focus: Specific anti-bullying programs for middle school students, including peer mediation and awareness campaigns. Policy Revision: Updating the bullying prevention policy to include clearer reporting and resolution procedures. Support for African American and Special Education Students: Inclusion Initiatives: Developing initiatives for increasing the sense of safety and inclusion, such as diversity training, student affinity groups, and individualized support plans. Monitoring and Evaluation: Regularly monitoring the experiences of these student groups and adjusting strategies based on feedback. Increased Parent Engagement: Outreach Programs: Implementing targeted outreach to engage low-income families through flexible meeting times, translation services, and accessible communication channels. Parent Workshops: Offering workshops to help parents support their children's education, focusing on academic assistance and college readiness. Safety and Security Enhancements: Campus Safety: Increasing campus security measures, including additional security personnel and cameras. Safety Drills and Protocols: Regular safety drills and review of emergency protocols with students and staff. Continuous Improvement Actions: Data-Driven Decision Making: Establishing a feedback loop to regularly collect and analyze data on the changes to measure effectiveness and make necessary adjustments. Stakeholder Involvement: Engaging educational partners, including students, parents, and staff, in decision-making to ensure changes meet community needs. Ongoing Professional Development: Providing ongoing training and development opportunities for staff to support the changes effectively. These targeted actions and continuous monitoring aim to create a more supportive, inclusive, and engaging educational environment for all students and their families at Academia Avance Charter School. Met 2024-06-27 2024 19772890109942 Los Angeles College Prep Academy 6 Not Met 2024 20102070000000 Madera County Superintendent of Schools 6 Each school year, staff conduct LCAP Student Surveys which are provided in English and a version for English Learners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 239 (45 being English Learners) and the overall student feeling of campus safety was 98% of students felt safe on campus (Both surveys), 96% felt part of their school, 97% of general population and 98% of ELs felt their teachers cared about them, and 100% (both surveys) of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 98% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 41% and 27% of students identified that their parents do participate in school events. Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for staff during the coming school year. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program. Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, Endeavor/Voyager staff will continue to focus efforts on parent involvement, participation and advocacy of the child's education. Met 2024-06-18 2024 20102070117184 Madera County Independent Academy 6 Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Leaners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 239 (45 being English Learners) and the overall student feeling of campus safety was 98% of students felt safe on campus (Both surveys), 96% felt part of their school, 97% of general population and 98% of ELs felt their teachers cared about them, and 100% (both surveys) of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 98% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 41% and 27% (ELs) of students identified that their parents participate in school events. Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year, just as it was this school year with the infusion of the PIQE program for parent education. LEA Staff will continue the use of PIQE for school year 2024.2025 as a means of increasing parent participation and education. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program. Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education. Met 2024-06-18 2024 20102072030229 Pioneer Technical Center 6 Each school year, the LEA conducts LCAP Student Surveys which are provided in English and a version for English Leaners. Embedded in each survey includes school climate questions specifically articulated for student safety. This year, the total number of student surveys completed were 239 (45 being English Learners) and the overall student feeling of campus safety was 98% of students felt safe on campus (both surveys), 96% felt part of their school, 97% of general population and 98% of ELs felt their teachers cared about them, and 100% (both surveys) of students stated they felt encouraged by their teachers to be successful. Using these metrics, it is readily apparent to LEA staff that students feel highly connected to their school and school staff for their own safety and individual growth. Additionally, 98% (both groups) felt school buildings are neat, clean, and well taken care of. A point of interest noted from the LCAP surveys indicated that 41% and 27% (EL surveys) of students identified that their parents do participate in school events. Parent Involvement, as indicated in LCAP student surveys, will continue to be a focal point for LEA staff during the coming school year. Several points of strength would include students feeling connected to their school, their teachers, and safe each day they are on campus. The high percentage of completed survey responses indicate that students feel their opinions and ideas matter in the governance of the school program. Based on student and parent survey results that strongly indicate there is still a gap in overall parent participation in the school program, the LEA will continue to focus efforts on parent involvement, participation and advocacy of the child's education. Met 2024-06-18 2024 20651770000000 Alview-Dairyland Union Elementary 6 The district administered a school climate survey for students in April of 2024. The survey information was used to glean data on students’ perceptions of how the school is meeting their academic needs, connectedness, safety, cleanliness, caring staff, and motivation to learn. The survey solicited responses from students in grades four through eight. Reading, Language Arts, and Spelling had an 92% favorable rating. Math had an 89% favorable rating. Science, STEM, and Social Studies had an 89% favorable rating. 82% of students responded favorably to caring staff relationships and 82% indicated their teachers motivate them to learn. 88% of students indicated they are well-informed of academic progress, school rules and policies. 89% of students feel welcome and 83% feel safe at school. 66% of students provided a positive response to questions about school cleanliness and maintenance. The results indicate that students feel strongly that their academic needs are being met in all subject areas. The Reading, Language Arts, and Spelling needs being met remained the same but in the area of math, approval went from 88% to 89% and Science, STEM, and Social Studies increased from 87% to 89% from the previous year. Caring staff relationships increased from 73% to 82%. Teachers motivating students to learn increased from 78% to 82%. 88% of students felt they are well informed of academic progress, school rules and policies; this increased 1%. Feeling welcome at school increased 8% and feeling safe at school increased 3%. These positive results indicate the district's current practices are effective and will continue. Last year, due to a decline in the percentage of students who agreed the school was clean and well maintained, student input was gathered and it was determined change was needed. As a result, paper towel dispensers were installed in place of hand dryers. This action was effective in reducing the amount of water on the floors in the restrooms. However, it did not solve the problem of restroom cleanliness and students did not respond favorably on the survey in April of 2024 with a 66% approval (1% decline). Therefore, more student input was gathered. Consequently, a new schedule for restroom cleaning was developed that included additional times for cleaning throughout the day, more restroom supervision, and restroom “checks” throughout the day. The district anticipates this will improve the cleanliness of the restrooms and students' approval of the cleanliness and maintenance of the school. Met 2024-06-25 2024 20651850000000 Bass Lake Joint Union Elementary 6 The Healthy Kids survey was given to fifth through eighth grade students districtwide. The participation rate for fifth grade students was 15 of the 91 fifth grade students participated in the survey. Due to the low percentage(16%. of respondents the District chose not to publish the results. The LEA will implement some different strategies next year to try to improve participation rates for this grade level. The participation rate for students in sixth through eighth grades was 41 of the 74 sixth graders participated this was a 55% participation rate. 95 of the 112 seventh graders participated with an 85% participation rate, and 70 of the 97 eighth graders participated with a 72% participation rate Strengths: Clarity of Rules - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. This school clearly informs students what would happen if they break school rules. 2. Rules in this school are made clear to students. 3. This school makes it clear how students are expected to act. School Physical Environment - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. My school is usually clean and tidy. 2. The schoolyard and buildings are clean and in good condition. 3. The school grounds are kept clean. Belief in Self - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. I can work out my problems. 2. I can do most things if I try. 3. There are many things that I do well. Empathy - The percentage of students answering strongly agree or agree for the following questions were higher than other areas of the survey. The questions asked in this area were 1. I feel bad when someone gets their feelings hurt. 2. I try to understand what other people go through. 3. I try to understand how other people feel and think. Growth Areas: Learning Engagement Climate - The percentage of students answering strongly agree or agree for the following questions were lower than other areas of the survey. The questions asked in this area were 1. Students at this school are motivated to learn. 2. Students pay attention in class. 3. students try their best in school. The percentages of students choosing strongly agree or agree were very low. This is an area that the LEA will need to pay attention to and address. 2023 Local Performance Indicator Self-Reflection for Bass Lake Joint Union Elementary School District Page 12 of 15 Student Peer Relationships had low percentages of students answering strongly agree or agree for the following questions were lower than other areas of the survey. The questions asked in this area were 1. Students enjoy doing things with each other during school activities. 2. Students care about each other. 3. Students treat each other with respect. 4. Students get along well with each other. Met 2024-06-26 2024 20651850129015 Yosemite-Wawona Elementary Charter 6 Students and parents are surveyed annually about the conditions for learning at the school. The results are overwhelmingly positive. Students feel safe, loved and supported at the school. The family-like atmosphere at the school that has been established and nurtured assists in a positive climate for learning. No changes are anticipated Met 2024-06-25 2024 20651930000000 Chowchilla Elementary 6 53% of parents agree that their child’s school promotes parental involvement 58% of parents felt like they were involved in their child’s schooling, 59% of parents agree that their child’s school encourages parents to be active partners, 44% of parents agree that their child’s school actively seeks parent input, 58% of parents agree that they feel welcome to participate at their child’s school 48% of parents agree that their child’s school is generally a good learning environment, 55% of parents feel that their child’s school is safe, 55% of parents feel that their child’s school motivates students to learn, 55% of parents feel that their child’s school has adults who really care about students, 43% of parents feel that their child’s school has opportunities for meaningful student participation, 63% of parents feel that their child’s school does a good job of communicating with them about school, 91% of parents feel that their child’s teacher(s) are responsive to their child’s social and emotional needs, 83% of parents reported that their child’s school provides them with advice and resources to support their child’s social and emotional needs, 41% of parents feel that their child’s school enforces school rules equally, 48% of parents feel that their child’s school treats all students with respect, 42% of parents feel that their child’s school promotes respect of cultural beliefs/practices, 6% of parents feel that harassment or bullying is at least somewhat of a problem in their child’s school 8% of parents feel that alcohol and drug use is at least a small problem at their child’s school 8% of parents feel that student vaping or e-cigarette use is at least a small problem at their child’s school 49% of parents feel that their child’s school has clean and well-maintained facilities These survey results indicate that parents have generally positive feelings about school climate, and rate CESD schools especially high in school safety, caring about every student and treating every student with respect, and motivating students to learn. The results also reveal that CESD needs to improve in parent outreach and involvement, specifically seeking parent input, providing parents advice and resources to support students’ social and emotional needs, and actively involving parents in their students’ education. These survey results also indicate that most students feel that the adults in their school care about them and have high expectations for them, that their schools have clear rules, and that they are treated fairly by adults in the school. They also indicate that CESD has considerable work to do to continue improving school climate, especially related to student behavior and discipline. Across both surveys, it seems that student behavior and school discipline practices are a concern, with issues such as bullying and harassment, drug and alcohol usage, and vaping and e-cigarettes being identified as problematic student behaviors. Student surveys also highlighted concerns about fairness and equal application of school rules. CESD has implemented multiple programs, including peer mediation and social skills groups to help equip students with the skills to solve problems, communicate effectively with one another, and treat each other with kindness. CESD has also implemented character building programs and has begun providing students incentives, including field trips and activity days, to encourage good behavior. CESD has employed additional staff to support counseling efforts aimed at self-care and building positive relationships. In the 2022-2023 school year, each site in CESD had its own counselor/psychologist on-site which was one person who completed both jobs of counseling and psychologist services. CESD has already taken steps to expand counseling capacity across the district by hiring 5 additional counselors to provide direct services to students. Each site in CESD had a dedicated counselor and a dedicated psychologist in the 2023-2024 school year which is beginning to impact student supports and survey data. Positive Behavior Interventions and Supports (PBIS) were in the initial building phase in the 2023-2024 school year. The impact of PBIS is just beginning and we are eager to see the survey results next year after one full year of implementation in the 2024-2025 school year. When reviewing the data CESD was higher than the state average in the majority of categories. However, CESD is working to improve in all areas for the 2024-2025 school year. CESD has developed a strategic plan during the 2023-2024 school year as a guide to growth in the areas within the survey. We are additionally beginning our first full year of implementation of PBIS from the first day of school. These are the only 2 changes to plans, policies or procedures. Met 2024-06-25 2024 20652010000000 Chowchilla Union High 6 The District utilizes an internally-created survey to gather LCAP feedback from students and also record climate data. The survey is able to be disagreggated and LCAP analysis shows that students who are considered unduplicated did not respond any differently to their peers. The survey responses show that many students (30-55% depending on the question being asked) feel neutral about issues on campus. About 28% indicated they feel safe or very safe at school. Almost 30% of students reported they Somewhat Agree or Strongly Agree with: I am happy to be at my school. About 56% of students indicated: There is a teacher/staff member who tells me when I do a good job. Related to the questions that ask about teacher-student relationships, it is evident that students feel cared for by teachers. State test score reports have shown a small decline in student achievement district-wide. This is likely due to teacher turnover. However, the District remains commited to its PLC process. Auditing processes have lead to reflection and positive changes in programs directly related to student instruction or how the administration handles issues of discipline or chronic absenteeism (EL, SPED, Discipline, Attendance). The District is aware that the master schedule needs to serve as leverage to increase instructional potential and has some plans to make changes for 24-25. Also, supports and programs need to be implemented and sustained with targeted approaches. The administration has plans for targetted CICO processes as well as tutorial interventions that are strategic to support students' academic needs. The District has many positions tied to its LCAP. These positions will serve as supports for students in Tier 2 and Tier 3 of the Districtwide MTSS processes. As previously explained, the District also has plans to establish a Wellness Center through other grants in an effort to address student needs outside of current disciplinary processes. Met 2024-06-24 2024 20652430000000 Madera Unified 6 Madera Unified School District partnered with Panorama Education since 2016 to gather student and family feedback on school climate. The survey was not administered in 2019-20 due to COVID-19 school closures. Comparing the 2018/19 and 2023/24 school years, positive student responses on school climate improved by 11% in grades 3-5 and 4% in grades 6-12. The survey reached 14,881 students in grades 3-12 and 3,081 family members in Spring 2024. A separate survey in 2023/24 focused on district employees, with 2,080 out of about 2,656 staff completing the survey. 76% reported positive perceptions of Staff-Leadership Relationships, and over 83% reported their leaders being “quite or extremely respectful”. To promote employee well-being, Madera Unified implemented self-care courses in the LCAP, offering courses on Self-Care Planning, Nutrition, and Mindfulness Practices. Staff who completed the courses received incentives upon successful completion. Madera Unified received the US Department of Education School Climate Transformation Grant (SCTG-2019), expanding support for Positive Behavior Interventions and Supports (PBIS). With intentional focus and technical assistance, PBIS implementation rose to 88%, with 96% of schools achieving 70% tier 1 implementation or higher. Shifting to virtual settings in 2020/21 contributed to positive school climate perceptions. Met 2024-06-25 2024 20652430100016 Sherman Thomas Charter 6 The data from student climate surveys indicated that 91% of students believe STCS treats students respectfully. A majority of students reported that they feel safe at school (60%). This data help us understand that the instructional and relational methods we have adopted are meeting the needs of most of our students. We will continue to hold students accountable for their actions and provide them with rules and expectations. We intend to maintain and continue to grow our positive school culture at STCS. To further strengthen our school climate and culture in the 2025 school year, we will continue School Spirit Week, which builds school culture and helps develop the community at Sherman Thomas. We also added a social-emotional curriculum, HeartSmart, that is being implemented for all grade levels. Met 2024-06-25 2024 20652430107938 Liberty Charter 6 Students are surveyed each Spring to determine the effectiveness of our current actions to ensure students feel safe and have a sense of connectedness to the school community. 92% of students gave positive responses regarding school safety. 96% of students indicated they have a sense of connectedness to the school community. Based on the data, we see positive signs of the impact of our efforts to foster a positive culture and climate in support of students both holistically and academically. Key components of these additional efforts include providing Social Emotional Learning opportunities and mental health support to support the well-being of our students and remove additional barriers to learning and engagement. We have added extensive training in Positive Behavior Intervention Supports (PBIS). We also provide student activities such as sports and enrichment opportunities that foster belonging, develop the whole child, and promote attendance and investment. We provide specific supports for our Foster Youth and Homeless students through our Liaison and our SST process. The school will continue to look for opportunities to build on our existing program and provide additional fun sports, music, dance, and other enrichment opportunities to our students. Met 2024-06-13 2024 20652430118950 Sherman Thomas Charter High 6 During the 2023-2024 school year, the LEA conducted an anonymous survey of all students in grades 9-12, achieving a remarkable 100% participation rate. The results provided a comprehensive look at the students' perspectives on various aspects of their school experience. The survey revealed that a significant majority of students, 87%, feel safe while at school. This sense of security is foundational to a positive learning environment. Furthermore, 79% of students believe that communication between staff and students is open and effective, fostering a culture of transparency and mutual respect. The survey also highlighted that 83.5% of students perceive their school as a supportive and inviting place for learning. This positive atmosphere is crucial for student engagement and academic success. Moreover, 85% of students feel there is at least one staff member who genuinely cares about them and challenges them to succeed, indicating strong student-teacher relationships. In terms of academic preparation, 86.6% of students believe that the school has equipped them with the necessary skills and knowledge to succeed after high school, reflecting confidence in the school's curriculum and teaching effectiveness. When asked about the quality and challenge of lessons in various subject areas, the responses were as follows: 87% of students strongly agreed or agreed that English lessons were of high quality and challenging, while 83% felt the same about math. Spanish and social science each had 70% of students affirming the quality and challenge of the lessons. Science received a strong 88%, service learning and art both garnered an impressive 91%, and Apex had 75%. Overall, the survey results paint a picture of a school environment where students feel safe, supported, and well-prepared for the future, with a high level of satisfaction regarding the quality and rigor of their academic experiences. Our analysis indicates that we need to invest more time and effort into helping students resolve conflicts with one another. Additionally, it's evident that students do not particularly enjoy participating in school activities. To foster a stronger sense of community, we must create engaging activities that students are enthusiastic about joining. On a positive note, students reported feeling treated fairly and with respect by teachers and staff, and they expressed feeling safe at school. These insights are crucial as we work towards improving areas that need attention while building on our strengths to enhance the overall student experience. To enhance teacher effectiveness, we will provide professional development opportunities tailored to their specific subjects, enabling them to learn the latest best practices in their fields. To improve the school climate and culture, we plan to encourage student involvement in decision-making processes through student council and open forums. Actively seeking student input on school policies, events, and initiatives will ensure their voices are heard and valued. Additionally, we will leverage the expertise of our school counselor to address conflict resolution, fostering a more harmonious school environment. By focusing on these areas, we aim to create a supportive and dynamic community for both students and teachers. Met 2024-06-25 2024 20652430134510 Sherman Thomas STEM Academy 6 We conducted an anonymous student survey in March 2024, which was completed by 93% (71/76) of our students. In that we found that 83% were satisfied or very satisfied with the school, 86% felt physically safe at school, 61% felt emotionally safe (29% were neutral), 85% felt like their teacher cared about them, 88% felt like their principal cared about them, and 97% felt that their teacher treated them fairly. When asked what Fridays were their favorite (our hands on challenges/activities) we noticed that all Fridays had at least some votes, and the leading vote receivers all involved building/hands on tasks and the bottom were all computer based (ie. coding, robotics, etc.). "We believe that these results, particularly when you consider that we are a middle school, demonstrate that we have created a positive school culture where students feel safe and supported. We did notice that only 61% felt emotionally safe and 10% did not feel safe (the other 29% were neutral). The raw data indicated that 7 students did not feel safe. Of those 7, 0 were 8th grade, 2 were in 6th grade, and 5 were in 7th grade - which tells us that 5/25 students (or 20%) do not feel safe emotionally in that class. They are very close and make a lot of ""jokes"" with each other (which we have been addressing) and what this data tells us is that while students may be laughing, the jokes are making them uncomfortable, which is something we discuss as a school and we will be addressing even more next year, as that class are now our 8th graders and leaders on campus, who will be very influential in continuing to establish our positive school culture. In terms of student enjoyment with Friday activities, we will continue to focus on hands on tasks/challenges for our Friday activities, while still incorporating some computer based days as well. A big goal of these Fridays is to focus on collaboration, communication, critical thinking and problem solving, demonstrating and application, and teamwork and leadership. These hands on activities all lend themselves to working toward these goals." Something new we will be doing next year, as a result of survey feedback, is hiring a school counselor to come in for 10% of the week (Fridays). They will be there to help with social skills, coping mechanisms for anxiety and depression, and to help with other elements of school culture. We will also be hosting a mental health conference - something we did in 2019 and 2021. Students attend workshops based on their responses to some questions and are equipped with tools to help with various mental health topics that affect middle school students in particular. Met 2024-06-25 2024 20652760000000 Raymond-Knowles Union Elementary 6 Students' survey responses confirmed that the math support has been positive and helpful, as was the support of the Learning Director. Students were divided on school safety, with some citing it as a strength, and others calling for stronger discipline. The teachers or adults at my school care about me -- 65%; I plan on attending college or some other school (trade school, technical school) after high school.-- 65%; My teachers are very knowledgeable in the subject areas they teach -- 95%; Teachers at my school want students to do well in their classes -- 100%. "Only half of the students responding agreed that they feel safe at school. In response to this, the District has added ""Conduct empathy interviews with students to identify and address feelings of not being safe at school"" to Action 1.2." The most impactful change would be hiring a principal for Raymond Knowles USD. This will bring consistency and will provide alignment of academic growth and social emotional well-being. After school homework sessions will be utilized for low income junior high students to increase achievement in ELA and Math. This is intended to identify and address individual student's needs in order to increase their skills and knowledge in ELA and Math. Met 2024-06-27 2024 20755800000000 Golden Valley Unified 6 Golden Valley Unified School District surveys all students in grades 4 through 12 every year in our annual GVUSD Student Survey. The survey is a local survey created several years ago to provide feedback when the funding for the CA Healthy Kids Survey was no longer available. Areas for focused growth are to student responses to the following areas: 70% of students agreed or strongly agreed they feel safe at school, 46% of students agreed or strongly agreed with I like to come to school and another statistic that continues to be of concern - only 38% of students feel that students treat each other with respect. Areas of strength within the student survey include 81% of students agreed or strongly agreed they can do well in school, 74% of students agreed or strongly agreed that there are other programs at their school that are interesting, and student 89% agreed or strongly agreed that teacher are here to help me learn. GVUSD has adopted a Professional Learning Community model for all grade levels which will directly contribute to growth in these areas of concern. Also, the adoption Positive Behavioral Interventions and Supports (PBIS) at all sites in GVUSD is aimed at addressing students feeling safe at school and wanting to attend school. The climate data is included in goal 3 of our LCAP. Met 2024-06-25 2024 20756060000000 Chawanakee Unified 6 Local climate survey data suggests that students perceptions of school safety have increased from the previous year, whereas connectedness has declined (specifically the middle school grade span). Middle school students in particular comment on the lack of electives offered. No disaggregated data is available as the annual surveys are kept intentionally anonymous to increase participation and remove biased responses. "It is evident that students (and parents alike), as learned from annual surveys, are yearning for a more typical ""middle school model"" experience. Chawanakee is a small, rural, district comprised of TK-8 schools and high schools but no separate middle schools. There are very minimal electives offered to middle school students." A new action was added to the 2024-25 LCAP to offer 8th grade students the option of being transported to the high school to participate in advanced math classes and electives (e.g. Ag, floral design, languages). This will lead to greater connectedness with school during not only the middle school years but create that bridge to high school. Met 2024-06-13 2024 20756060125021 Minarets Charter High 6 Not Met For Two or More Years 2024 20756060132936 Chawanakee Academy Charter 6 Local climate survey data suggests that students perceptions of school safety are very high, as well as students' connectedness (feelings of belonging) to school. No disaggregated data is available as the annual surveys are kept intentionally anonymous to increase participation and remove biased responses. While local climate survey data reports high levels of connectedness for students to their school, there is also a desire for additional enrichment offerings. The LEA has multiple actions in their 2024-25 LCAP to provide additional electives and enrichment offerings both oncampus and off-campus. Met 2024-06-13 2024 20764140000000 Yosemite Unified 6 California Education Code Section 32282 requires all LEA’s to conduct an annual School Climate Survey. School climate surveys assess various aspects of the learning environment and culture of a school from the perspective of key stakeholders, especially students. The surveys gather feedback to evaluate factors like feelings of safety, relationships between students and teachers, disciplinary policies, bullying, emotional wellbeing, and sense of community. Surveys are conducted to understand both strengths to celebrate and areas of concern or improvement in how the school community feels and experiences day-to-day school life. The results can reveal discrepancies in how different groups perceive the climate. The goal is to promote positive student development and ensure all voices are valued. By regularly assessing various climate aspects, school leaders can track progress over time. This supports reflecting on the impacts of initiatives or events so strategies can be adjusted to best support the needs of all stakeholders. The results for the YUSD 2023-2024 School Climate Survey are summarized below. "Summary Results 2023-2024: Student Connections • Over 65% of students feel safe, feel there are expectations for behavior, and feel that teachers care about them at school. • Over 50% feel they fit in and that teachers think they will be successful. • The majority of students (over 55%) feel teachers listen to ideas, the principal cares, and teachers believe they can learn. About half feel schoolwork makes them think. • Over 50% of students feel students treat them with respect. Over 70% feel they have friends at school. Student Voice Overall, most students feel teachers listen, there are opportunities to engage more student voice in class activities and ensure follow-up actions respond to student needs voiced in the survey • 50% of students agreed with the statement ""I feel that my teachers listen to my ideas."" Though a majority, this suggests there is room for improvement in students feeling their voice is heard. • Over 60% of students agreed ""When I am at school, the work I do in class makes me think."" Less than half of students feel sufficiently challenged or engaged intellectually. Safety In summary, the majority of students express feeling safe at school in the survey results. And rates of actually experiencing safety threats like bullying or violence seem relatively low. So from a data perspective, the survey suggests strong perceptions and experiences related to safety for most students. • The majority of students (over 70%) report not being worried about being beat up • Over 80% of students report not being in any form of an altercation. • Over 80% of students report not being exposed to alcohol or drugs. " Continued ongoing analysis of local and state data to better support students and inform parents. Met 2024-06-25 2024 20764142030237 Glacier High School Charter 6 Since 2002, Glacier High School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2023-24 school year. The feedback from this survey contributed to our 2024-25 LCAP goals and actions. 27 parents responded to our local school survey on a variety of topics. The results were as follows: I receive encouragement from teachers and other school staff. 100%% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 98% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 98% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 95% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 100%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 94% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 1000% rated Excellent, Above Average, or Satisfactory. How likely are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 87% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offerings? 97% YES How well did the school support your education-related technology needs? 90% rated Excellent, Above Average, or Satisfactory. Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported. Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results. Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data. Met 2024-06-18 2024 20764146110076 Mountain Home Charter (Alternative) 6 Since 1994, Mountain Home School Charter has used a Personal Learning Plan (“PLP”) formed in a collaboration between the student, his/her parent/guardian, his/her Advising Teacher, as well as a special education specialist or Section 504 Coordinator when applicable. The PLP offers our school the unique opportunity to engage and collaborate with diverse stakeholders to ensure that ALL families, parents, staff, and students are represented and have input in decision-making. We make every effort to seek parent involvement and input in school decision-making. Data is collected in a number of ways. 1) Through regular/monthly scheduled PLP meetings; 2) by our parents who make up the majority of our Western Sierra Charter Schools Board; 3) through our LCAP planning Focus Group meetings; 4) by Parent Workshops held throughout the year; 5) by communicating with families on a regular basis through monthly newsletters and Parent Square messages; and 5) through our local Parent Survey. The following information contains the results of our Student Survey taken in March of this 2023-24 school year. The feedback from this survey contributed to our 2023-24 LCAP goals and actions. 57 parents responded to our local school survey on a variety of topics. The results were as follows: I recieve encouragement from teachers and other school staff. 97%% rated Excellent, Above Average, or Satisfactory. The school works with my parent/guardian to help me do my best in school. 97% rated Excellent, Above Average, or Satisfactory. My school is clean and in good condition. 100% rated Excellent, Above Average, or Satisfactory. I feel safe when I am on campus 100% rated Excellent, Above Average, or Satisfactory. How emotionally safe do you feel with staff and students at our school? 100% rated Excellent, Above Average, or Satisfactory. My school provides textbooks and learning materials to meet my educational needs. 97%Excellent, Above Average, or Satisfactory. I feel my Advising Teacher (and other classroom teachers) take the time to discuss my grades, academic progress and success, or areas for improvement with me and my parents. 94% rated Excellent, Above Average, or Satisfactory. I feel welcomed, valued, and connected to others in my school community. 1000% rated Excellent, Above Average, or Satisfactory. How likeyly are you to ask for help from a teacher or other school staff when you run into a school/learning -related difficulty? 87% rated Excellent, Above Average, or Satisfactory. Did you participate in any of our teacher led class offereings? 97% YES How well did the school support your education-related technology needs? 90% rated Excellent, Above Average, or Satisfactory. Although we do have data on our student subgroups, subgroups are too small to report results. Our students feel safe and well supported. Our students feel safe and well supported. In all areas, our students rate us high. Although we do have data on our student subgroups, subgroups are too small to report results. Changes will not be made to existing plans, policies, or procedures as there are no identifiable needs according to our survey climate data. Met 2024-06-18 2024 21102150000000 Marin County Office of Education 6 Due to the relative size of our student population, it is not possible to disaggregate by student groups without compromising student confidentiality. In 2022, we hired Learning Coaches as part of our MCOE team to work more directly on Social and Emotional well-being with our students and staff. We have also focused on increasing safety procedures through drills and training. Our teachers include a social and emotional learning goal as part of their lessons each day and provide feedback to students. As a program, we have invested a considerable amount of time and resources to cultivating a culture of trust, inclusion, and belonging with our staff so that we can work together towards our mission. We implement KELVIN surveys twice throughout the year with students, families, and staff to measure progress as it relates to school culture and climate. In April of 2024, 40% had overall scores that demonstrated positive social and emotional growth, although for various reasons, we only had approximately 30% survey participation. Approximately 60% of our students felt a sense of belonging as indicated by questions focused on that dimension. While our results are hard to compare because we have a high student turnover rate with the students we serve throughout the year. Nevertheless, we work towards creating an environment where all students have a sense of belonging. Staff work together to create and sustain social and emotional learning opportunities based on the CASEL Framework. We clearly understand that our students will not be successful without social and emotional skills. There has been increased tension on campus because of increased tension in the community. Our focus has been on emotional regulation, self-management, and conflict resolution. For the 24-25 school year, we have hired a bi-lingual, bi-cultural mental health provider who has experience and training in restorative practices and conflict mediation. Met 2024-06-25 2024 21102150135350 Ross Valley Charter 6 2023-24 student survey results show: 92% of students agree that they engage in a curriculum that is meaningful to them. 93% of students agree that they have strong, safe, and healthy relationships with their peers. 95% of students agree that they have strong, safe, and healthy relationships with their teachers. Ross Valley Charter will continue to advance socioemotional learning in our classrooms and through regular communication with families in order to create the safe, inclusive, supportive environment our students, families, and staff enjoy. We have complemented the mindfulness and self-regulation lessons from years past with anti-bullying lessons as well as lessons focused on respecting others’ personal space and setting boundaries. This work has helped our students express themselves clearly and our team’s ongoing efforts to engage in productive conflict-resolution have also helped. In staff meetings, our teachers share their best practices with SEL lessons and support each other to plan and facilitate stronger lessons. Families expressed interest in learning more about the SEL work we were doing on campus, so this year we began to share updates in our bi-weekly newsletters to families and we expect to continue that practice next year. Our Upstander program has been popular and the newsletter allows us to communicate our progress with the program as well as our shared language with regard to physical and emotional safety with our families. Met 2024-06-13 2024 21102152130102 Phoenix Academy 6 Due to the relative size of our student population, it is not possible to disaggregate by student groups without compromising student confidentiality. In 2022, we hired Learning Coaches as part of our MCOE team to work more directly on Social and Emotional well-being with our students and staff. We have also focused on increasing safety procedures through drills and training. Our teachers include a social and emotional learning goal as part of their lessons each day and provide feedback to students. As a program, we have invested a considerable amount of time and resources to cultivating a culture of trust, inclusion, and belonging with our staff so that we can work together towards our mission. We implement KELVIN surveys twice throughout the year with students, families, and staff to measure progress as it relates to school culture and climate. In April of 2024, 40% had overall scores that demonstrated positive social and emotional growth, although for various reasons, we only had approximately 30% survey participation. Approximately 60% of our students felt a sense of belonging as indicated by questions focused on that dimension. While our results are hard to compare because we have a high student turnover rate with the students we serve throughout the year. Nevertheless, we work towards creating an environment where all students have a sense of belonging. Staff work together to create and sustain social and emotional learning opportunities based on the CASEL Framework. We clearly understand that our students will not be successful without social and emotional skills. There has been increased tension on campus because of increased tension in the community. Our focus has been on emotional regulation, self-management, and conflict resolution. For the 24-25 school year, we have hired a bi-lingual, bi-cultural mental health provider who has experience and training in restorative practices and conflict mediation. Met 2024-06-24 2024 21653000000000 Bolinas-Stinson Union 6 "Bolinas-Stinson USD administered the CalHope Student Survey to students in grades 4-8. The survey asks students to rate their experiences in 5 dimensions: Experiences with Culturally/Linguistically Responsive Environments, Safety and Connection, Resources for Coping, Emotional Experiences, and Opportunities for Student Voice and Leadership. In December 2023, 47 of 55 (85%) students completed the full survey. In April of 2024, or 39 of 55 (71%) of students completed the full survey. The overall ""favorable"" rating in December was 80%. The overall ""favorable rating"" in April was 77%. With a small number of students taking the survey, and 8 students (15%) not completing the April survey, it is difficult to identify trends with any confidence. The December survey, with 85% of students participating, showed highest ""favorable"" ratings from Males and English Learners, ranging from 72-100% ""favorable"" over the 5 survey dimensions. The April survey, with 71% of students participating, showed highest ""favorable"" ratings from Hispanic students, English Learners, and Females, ranging from 73-100% ""favorable"" over the 5 survey dimensions. White students were consistently in the mid-range of giving ""favorable"" ratings, ranging from 73-94% ""favorable"" over the 5 survey dimensions. The dimension with the highest ""favorable"" ratings by subgroups over the two surveys is Experiences with Culturally/Linguistic Responsive Environments, ranging from 92%-100%. Lowest scores by subgroups (50-60% favorable) were few in number and were not consistent across the two surveys. Remaining favorable scores by subgroups over the two surveys were between 65% and 80%. Overall, favorable scores over the two surveys were between 70% and 93% favorable, with Experiences with Culturally/Linguistically Responsive Environments the outlier at over 90% and the other four dimensions ranging between 70% and 80%. The consistent lowest favorable score was Opportunities for Student Voice and Leadership, at 70%. " "Overall, the CalHope student survey results reflect the investment school staff have made to ensure students feel safe, heard, and supported in school, including building a culturally and linguistically responsive environment. Staff will discuss the relatively low favorable score in the dimension ""Opportunities for Student Voice and Leadership,"" asking what we might do to improve student experiences in this area. Of the 4 questions asked, the lowest favorability rating was 57%, for the question: ""I think that my answers on this survey will help make changes at my school."" In subsequent years, the district should make efforts to ensure that 100% of students complete the survey at each sitting, in order to help staff identify trends and make adjustments that will have a positive effect on school climate." The CalHope data is new to the district, and will be studied by staff in the Fall with a mind to identifying and preserving practices that work, and identifying additional practices that will help us improve the school climate for students. Overall, the survey results are a positive reflection of staff intention for school culture. The 2024-27 LCAP (Local Control and Accountability Plan/Strategic Plan) is intended to guide district staff in their continuous improvement efforts. Met 2024-06-18 2024 21653180000000 Miller Creek Elementary 6 The LEA engaged a new partnership with the YouthTruth organization to administer a comprehensive survey to students in grades 3-8, families and staff. Participation in the survey was very high hearing from 2,419 respondents. Of those respondents, the percentage of people of color matched proportionally to students of color enrolled in the district. Overall, the LEA’s highest rated themes included culture, relationships, belonging, and school safety. The lowest rated themes were engagement, communication, academic challenge, and professional development and support. Data points were used across the district as opportunities to engage in discourse and set actions that were included in site and district plans. Annually students in grades 6-8 take a wellness and safety survey. The school Wellness Team designs programs and services in response to the student survey. The state uses suspensions as a measure of school climate. The LEA encourages the use of restorative practices whenever possible. At the middle school, students are trained to be part of a suspension diversion program called Justice League. Justice Leagues helps students repair harm done to the community by designing an individualized program. The use of restorative or talking circles and No Bully solution teams are additional strategies used to repair relationships as part of a restorative practices program. Trusted Adult: Elementary: When you are upset, is there an adult from school you can talk to? Middle: When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. Site Feb 2022 Feb 2023 Feb 2024 LVE 2.27 / 24th %ile 2.44 / 71st % ile 2.3 / 33rd % ile VAL 2.18 / 11th % ile 2.28 / 27th % ile 2.22 / 15th % ile MES 2.16 / 8th %ile 2.28 / 26th %ile 2.35 / 44th% ile MCMS 3.27- 61st % ile 3.25 / 58th % ile 3.31 / 63rd %ile You Belong: Elementary: Do you feel like an important part of your school? Middle: I really feel like a part of my school’s community Site Feb 2022 Feb 2023 Feb 2024 LVE NA 2.18 / 72nd%ile 2.13 / 61st%ile VAL NA 2.12 / 55th %ile 2.18 / 74th%ile MES NA 1.97 / 15th%ile 2.07 / 43%ile MCMS 3.48 / 73%ile 3.27 / 44th%ile 3.36/ 58th%ile Safety: Elementary: Do you feel safe at school? Middle: I feel safe during school. Site Feb 2022 Feb 2023 Feb 2024 LVE 2.69 / 84%ile 2.72 / 89%ile 2.56 / 50th%ile VAL 2.69 / 83%ile 2.56 / 52%ile 2.59 / 60th%ile MES 2.62/ 70th %ile 2.52/ 40%ile 2.57/ 53%ile MCMS 3.77 / 66th % ile 3.37 / 28th % ile 3.56 / 50th%ile The LEA will created targeted campaigns to support the following focus questions: When you are upset, is there an adult from school you can talk to? Do you feel like an important part of your school? Do you feel safe at school? Campaigns include classroom lessons and lunchtime engagement activities. The LEA will continue to support full time counselors at all schools and will implement Positive Behavioral Interventions and Supports, with a focus on Tier 1 strategies. Met 2024-06-06 2024 21653340000000 Kentfield Elementary 6 KSD implemented the Youth Truth Survey in February 2024. Our participation rate was: Student Participation 99% | Family Participation 56% | Staff Participation 78% Below is overall information outlining the strengths and weaknesses identified in our results. BACICH Staff Results: Strength - Professional Development | Relationship and Engagement - Area of Improvement - School Safety | Diversity, Equity & Inclusion Student Results: Strength - Belonging | Relationship - Area of Improvement - Instructional Methods | Emotional - Mental Health Parent/Guardian Results: Strength - Communication & Feedback | Engagement | Relationships - Area of Improvement - School Safety | Resources KENT Staff Results: Strength - Professional Development | Engagement - Area of Improvement - Culture | Diversity, Equity & Inclusion Student Results: Strength - Emotional - Mental Health | Belonging - Area of Improvement - Academic Challenge Parent/Guardian Results: Strength - Resources | Relationships - Area of Improvement - Communication and Feedback Student Results demonstrated strengths in the areas of Belonging and Relationships at Bacich Elementary School and Emotional - Mental Health and Belonging at Kent MS. When looking at student groups we found that our children feel they have strong relationships with their teachers although at times our underrepresented students struggle with connecting with adults on campus. To better understand where our children are coming from we intend to do more qualitative surveying of students so we can see how we can continue to strengthen this area for our students. As we consider our results, we are working closely with our staff to determine ways in which we can continue to improve our school climates, so our schools are places where children feel seen, cared for and where they have agency over their educational experience. By increasing visibility and connection with our students we are confident we will continue to cultivate a climate where children feel safe and where they will thrive. Met 2024-06-12 2024 21653420000000 Laguna Joint Elementary 6 See below See below See below Met Due to the relative size we are able to maintain a close connection to our students and their social and emotional well-being. We would not be able to derive data from a survey that would not compromise confidentiality. As such we rely upon direct engagem 2024-06-04 2024 21653590000000 Lagunitas Elementary 6 Not Met 2024 21653670000000 Larkspur-Corte Madera 6 LCMSD annually administers an LCAP Survey to staff, parents, and students in grades 3-8. The 2024 administration of that survey reveals the following data: 94% of elementary and 76-82% of middle school students (by department) report their teachers know them well Students report positive relationships with peers: Cove: 89%, NC: 84%, Hall: 86% 72% of elementary and 76% of middle school students report that teachers/grown-ups tell them when they do a good job 90% of elementary and 92% of middle school students report that teachers/adults at their school believe they can do a good job LCMSD also administers the California Healthy Kids Survey to 5th and 7th graders every other year. The results of this survey are shared with the Board. 2023-2024 CHKS Elementary: 88% report feeling connected to their school 83% report support for social emotional learning 96% report positive behaviors for self 92% feeling safe at school 2023-2024 Middle School: 72% report feeling connected to their school 77% feeling safe at school 0% report lifetime illicit alcohol or other drug use to get high 0% report having used vape products District LCAP Survey data indicate that 63% of middle school parents are satisfied with their child's academic growth this year. Effectively communicating student progress in a standards-based grading system is a key focus area for Hall Middle School. The District has engaged the support of an outside research organization to conduct focus groups and research analysis to provide the District with feedback on the middle school standards-based grading system. Met 2024-06-20 2024 21653910000000 Mill Valley Elementary 6 Mill Valley School District administered the CA Healthy Kids survey in the 2023-2024 school year. Our district is also participating in differentiated assistance due to chronic absenteeism of certain student populations. In order to obtain comparative national data to inform our planning and analysis, the district will be using the Youth Truth School Climate survey in the 2024-2025 school year. Chronic absenteeism for English learners is an area of focus for our differentiated assistance work; however, with small populations of English learners, there will be a district-wide focus on attendance so there is a clear, shared expectation for attendance by all students all year. Our LCAP Goal 3 provides plans and actions related to this goal. We are in the process of aligning our district office director positions to support implementation of the goals and actions related to this indicator. Met 2024-06-12 2024 21654090000000 Nicasio 6 "Each spring a student survey is administered in grades 5-8 to provide a measure of perceptions of school safety and connectedness. Results from the annual school survey (February 2024) indicate that students in grades 5-8 have a positive perception of both classroom and school climate. The school climate is rated positively by students. When asked ""I feel happy to be at this school"", 100% of students responded ""most/all of the time"". The school was rated as safe by students. When asked ""I feel safe in my school"", 92% of students responded ""most/all of the time"". When asked, ""At my school, there is a teacher or some other adult who really cares about me"", 83% of students responded ""very true""." "One identified area of strength determined through analysis of above data is an increase in positive response to school climate and safety. When asked ""I feel happy to be at this school"", 100% of students responded ""most/all of the time."" When asked ""I feel safe in my school"", 92% of students responded ""most/all of the time"". One key learning determined through analysis of above data is the decrease in positive response to the prompt, ""At my school, there is a teacher or some other adult who really cares about me. (83%)"" In addition, when asked, ""At my school, there is a teacher or some other adult who notices when I'm not there"", 83% of students responded ""very true""." These results are comparable to students' perception of school climate and school safety as compared to 2023 student survey results. Nicasio School will continue to implement specific actions in response to these results for continuous improvement purposes, including providing students with activities that encourage connectedness among each other and school staff, seek student input when designing school activities, and providing social-emotional curriculum that builds agency and resiliency among students. Met 2024-06-20 2024 21654170000000 Novato Unified 6 The Novato Unified School District annually administers the research-based Youth Truth Survey to students, staff, and parents/guardians, in order to help improve the climate and culture of the District and school sites. The survey is analyzed and discussed with students, staff, the Board of Trustees, and with families through school-connected organizations including the Parent Teacher Association, the District and Site English Learner Advisory Committee, and Site Council. The data gathered from the Youth Truth Survey can be disaggregated in a variety of capacities, and the District and sites review this data and look at subgroup reports to determine variance in responses and areas of growth. The District focused on 3 key areas in the survey: safety, belonging, and engagement. NUSD received 7,089 responses with an overall response rate of 63%. At the elementary level, 1353 students with a 98% response rate took the survey. The highest rated themes included Belonging and Culture. The lowest rated themes included Engagement and Academic Challenge. At the middle school level, 1407 students with a 100% response rate took the survey. The highest rated themes included Belonging and Peer Collaboration and Culture. The lowest rated themes included Academic Challenge and Engagement. At the high school level, 1930 students with a 73% response rate took the survey. The highest rated themes included Belonging and Peer Collaboration and College and Career Readiness. The lowest rated themes included Relationships and Academic Challenge. The following is the data related to school safety: School Safety: I feel safe at school Elementary Results: 66% (+4% from 22-23 results) White: 61% Hispanic: 54% Asian: 59% Two or More Races: 52% Black: 54% Middle Eastern: 29% Pacific Islander: 56% American Indian/Alaskan Native: 45% Other: 47% Students with Special Needs: 59% Middle School Student Results: 55% (+8% from 22-23 results) White: 61% Hispanic: 54% Asian: 59% Two or More Races: 52% Black: 54% Middle Eastern: 29% Pacific Islander: 56% American Indian/Alaskan Native: 45% Other: 47% Students with Special Needs: 59% High School Student Results: 62% (+6% from 22-23 results) White: 69% Hispanic: 59% Asian: 66% Two or More Races: 63% Black: 53% Middle Eastern: 43% Pacific Islander: 45% American Indian/Alaskan Native: 70% Students with Special Needs: 63% The 2023-24 Youth Truth Survey results indicate that the perception of students feeling safe on campus improved. The positive results may be attributed to district initiatives that included increased counseling supports for students, the establishment of Wellness Hubs at the high schools and at Sinaloa Middle School, community liaisons who help communicate with non-English speaking students and their families, restorative practices that reduce punitive measures and build trust among peers, and collaboration with community organizations that improve students well-being and educational experiences. Despite the increase in student perception related to school safety, the District will continue to focus on school safety for all students. The increase in percentage of students feeling safe at school will continue to be a district objective. Analyzing the subgroup data, there is variance among the subgroups in perceptions of feeling safe on campus. This is an area that requires further exploration. Additional key learnings from the data indicate that at the elementary and middle school levels, engagement and academic challenge need to be addressed. At the high school level, academic challenge and relationships need to be areas of focus. In the coming school year, the District will work to improve student engagement and academic rigor. At the secondary level, engagement refers to the degree in which students perceive themselves as engaged with their school and their education. At the elementary level, engagement refers to the degree to which students perceive high expectations and feel engaged with their school and their education. NUSD will work with students to determine if and where the disconnect is occurring. Staff will discuss ways to empower students to take ownership of their learning. Students need to be included in the understanding of their learning progressions and how to respond to feedback from staff to improve learning outcomes. Staff will be provided support to develop proficiency in providing meaningful student feedback that allows students to understand where they need to improve in order to reach mastery. Staff will also discuss the cultural relevancy and rigor of their curriculum to ensure students are engaging in meaningful ways with the materials. The use of culturally responsive pedagogy is an area of need for the District. Although perceptions related to student safety improved, this is still an area of growth. During the 2024-25 school year, NUSD will continue to engage with students to help promote school safety. The need to amplify student voice to improve in these areas is evident, and students will be key participants in making necessary changes. The District acknowledges that school attendance is a significant indicator of school safety. NUSD recognizes that consistent attendance is an important factor in reducing school dropout rates, increasing academic achievement, and promoting a healthy school climate. Throughout the 2023-24 school year, NUSD implemented actions to reduce chronic absenteeism through the creation of the Decreasing Chronic Absenteeism Network (d.CAN). The d.CAN teams established protocols and procedures to incentivize school attendance and target families who were struggling with attendance. In the 2024-25 school year, staff will continue the d.CAN work to examine root causes of absenteeism and implement strategies that support students and their families with school attendance. Through this work, site attendance teams will continue to review student data and increase student attendance through home visits and wellness checks, attendance incentive awards, and by promoting positive relationships among students, staff, and families. Site personnel will work with the Director of Student Services, and Student Support Wellness Coordinator to provide opportunities for students to feel safe and connected at school. Counseling will continue to be offered by staff and contracted providers, and a crisis team composed of district personnel will continue to support sites during school emergencies. Each school site will have a team that has been prepared to implement the Positive Behavioral Interventions and Support (PBIS) framework to create school wide systems to establish a positive student culture and individualized behavior supports to create a safe and effective learning environment for all students. In addition to school safety and connectedness, the District will engage with staff to increase academic challenge and engagement. Staff will continue to develop their Proficiency Based Education classrooms to support students in their academic growth while being mindful of culturally responsive practices to increase learning and understanding. Staff will create learning environments where every student's culture, language, and life experience is acknowledged, validated, and celebrated. Met 2024-06-25 2024 21654176113229 Novato Charter 6 Novato Charter School administers the California Healthy Kids Survey annually to grades 5-8. In 2023, 76% of our elementary school students (grades 5-6) responded positively to questions related to school connectedness. 89% of our elementary school students responded positively to questions related to perceived school safety. 82% of our elementary school students responded positively to questions related to academic motivation. 69% of our middle school students (grades 7-8) responded positively to questions related to school connectedness. 80% of our middle school students responded positively to questions related to perceived school safety. 60% of our middle school students responded positively to questions related to academic motivation. We cannot report on results from student groups as none of our groups are large enough to be statistically significant due to the small size of our school. Our elementary school survey results are at or above the state average in all areas except for “meaningful participation,” where we are slightly below the state average. Our middle school survey results are also at or above the state average in all areas except for “academic motivation.” Novato Charter School aims to continue the implementation and analysis of anti-bias education, continue to engage services of a school counselor, continue social and emotional learning (SEL) work internally as well as with community partners, and continue to implement Positive Behavior Interventions and Supports (PBIS) and social and emotional learning (SEL) supports schoolwide. We are looking at ways to improve meaningful participation in our upper grades and academic motivation in our middle school. Met 2024-06-18 2024 21654250000000 Reed Union Elementary 6 Reed Union School District annually administers the Youth Truth survey to gather qualitative feedback from students, staff, and community members. Overall, when compared to other state public schools, RUSD's feedback is noticeably more favorable. When data is disaggregated by race, RUSD's hispanic/latino students and families report lower levels of engagement, academic challenge, sense of belonging, and relationships compared to other student groups. Reed Union School District maintains positive relationships among students, between students and staff, and between families and staff. RUSD has focused on engagement in relationships and establishing a positive school culture and climate for students, staff, and families. RUSD continues to provide meaningful professional development opportunities embedded into the work day focused on best practices for students with disabilities, engagement, and differentiated learning. RUSD has empowered teacher leaders with current theory and practice related to racial equity to support this work at the site level. This current year, RUSD has created a new counseling position whose primary job responsibility was to case manage our underrepresented students and families. RUSD also hired an inclusion specialist to support staff in implementing inclusive practices within the general education setting. Reed Union School District is focused on strengthening communication avenues with families to provide regular feedback on student progress towards standards and outcomes. Each school site has a designated school site member to be an assigned mentor to our priority students and their families to support access to and engagement with the school community. RUSD will be expanding our inclusion work and providing ongoing and embedded professional development for staff, with a focus on accessibility and belonging within the classroom and curriculum. Met 2024-06-11 2024 21654330000000 Ross Elementary 6 "Ross School uses Youth Truth to conduct student surveys in October of each year. Last year's results indicated that students did not find what they were learning in school relevant to their everyday lives. Students also indicated that they did not feel connected to each other at school. They indicated that they felt like their teachers cared for them but their peers did not. The two areas that emerged as needs was discipline and engagement. Ross School will also address racial acts and bullying at school. To address the education around racial issues and bullying Ross School is partnering with Critical Friends to teach lessons once a month. The lessons are based on the California social justice framework and will be taught in grades K-8. Ross School is also planning to address the distraction part of the feedback by removing all cell phones from students while they are in school. Finally, Ross School is looking at it's policies, systems and structures to ensure access and the most recent research through the theme of ""Think Again"". This theme challenges us to look at what we are doing an ask is it still working? How can we improve? Who do our systems work for?" "Students indicated through Youth Truth data that belonging and culture were the two highest rated areas on the survey. Our CAASPP data also shows that we are among the top performing schools in the state. Our Math scores for met or exceeded were 81% and our ELA scores for met or exceeded were 85%. How we treat each other, distractions (phones) and ""thinking again"" about our systems and policies is what our students, faculty and staff as well as community are the key areas identified as areas of need." "Ross School is focused on the theme ""Think Again"" for the next school year along with implementation of the California social justice framework and the removal of cell phones from the classroom." Met 2024-06-12 2024 21654580000000 San Rafael City Elementary 6 Please note: The California Healthy Kids Survey was not administered in the 2023-24 school year due to its every other year administration timeline. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven. Based upon the results from the SRCS Youth Truth Survey “Student Survey” administered February 2023, SRCS uses the survey theme percentages to capture student ownership and sense of belonging at their school sites. In Elementary 1419 students responded to the survey questions (a response rate of 99%). The results are the following for all elementary students: Engagement = 83%; Relationships = 77%; Culture = 23%. Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. Elementary students are only asked to self-report ethnicity, so Hispanic/Latino is the only student group reported here. Hispanic/Latino students: Engagement: 84%, Relationships: 79%, Culture: 26%. In middle school 1338 students responded to the survey questions (a response rate of 100%). The results are the following for all middle school students: Engagement = 39%; Relationships = 30%; Culture = 25%. Middle school students self-report their ethnicity/race, language fluency, and disability status. Their results are listed here. Hispanic/Latino students: Engagement: 41%, Relationships: 30%, Culture: 28%. English learners: Engagement: 47%, Relationships: 33%, Culture: 36%. Students with disabilities: Engagement: 46%, Relationships: 42%, Culture: 39%. "In identifying areas of strength, it is important to compare the YouthTruth results to the nationally normed data percentiles. Strengths: In elementary grades, our Hispanic/Latino students are showing a higher percent positive response to all metrics; engagement, relationships and culture, all in the top half of the nationally normed percentiles. In middle school, our Hispanic/Latino students, English Learners, and Students with Disabilities are showing a higher percent positive response to all metrics; engagement, relationships, and culture. Areas of need: Looking at nationally normed percentiles, the areas that stand out as focal areas for improvement are engagement for elementary students and relationships for middle school students. The desired outcome is for students to work with principals to implement a variety of “change ideas"" at school sites to increase ownership and belonging which are reflected in Prompt 3. " We are working to address engagement for our elementary students. MTSS Instructional Coaches support teachers with Tier II Intervention and Tier I instructional practices. San Rafael City Elementary has increased PLC time by increasing prep time for all teachers to focus on students who need additional supports to meet grade level standards and begin to close learning gaps. We continue to refine our SEAL units to make them increasingly culturally relevant and responsive, including through text choice. Wellness Coordinators and consultants will work together to ensure systems for Tier I academic and behavioral support are in place. Coordination of Services Teams at all school sites track student referrals in the data management system ION to create a more aligned delivery of student services, including social-emotional and academic supports. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. SRCS has formally adopted an SEL curriculum (Tier I Second Step) across all our TK-8 schools. The TK-8 school has two full time school counselors, and Davidson Middle School has three full time school counselors. The counselors have also shifted their focus from primarily intensive, Tier 3 support, to preventative, Tier 1 (universal) support through utilization of the 5 CASEL domains and SEL implementation. SRCS also has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens. San Rafael City Elementary will maintain CareSolace as an online care navigation system to provide mental health care access. SLAM has been implemented in the middle schools to increase student voice. San Rafael City Elementary will continue to consult with Youth Transforming Justice to expand the use of restorative practices, including support for Peer Court in middle school. Students will continue to have ample opportunities for student leadership through student council and student groups. SRCS will initiate a Digital Literacy Working Committee to collaborate on vision and goals related to digital literacy education and needs. This includes ways to empower students with key skills to help their educational growth, digital wellness education for students and parents and education on best practices when engaging with technology in the classroom for TK-12 teachers. Met 2024-06-17 2024 21654660000000 San Rafael City High 6 Please note: The California Healthy Kids Survey was not administered in the 2023-24 school year due to its every other year administration timeline. The California Healthy Kids Survey (CHKS) is an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency. It is administered to students at grades five, seven, nine, and eleven. The results from the SRCS Youth Truth Survey “Student Survey” administered December 2023 demonstrated the perceptions of 1794 high school students (a response rate of 73%), which is an increased response rate from the 2023-24 school year. SRCS uses the survey theme percentages to capture student ownership and sense of belonging to build leadership and advocacy skills, and identify priorities for action. The results for all students are the following in high school: Engagement: 50% (52nd percentile); Relationships: 30% (22nd percentile); Culture: 31% (53rd percentile). Our focal student groups, which we have determined through a demographic and needs analysis at the district level (Hispanic/Latino, English Learners, and students with disabilities) are self-reported by students as they complete the survey. Their results are listed here. Hispanic/Latino students: Engagement: 49% (52nd percentile), Relationships: 28% (17th percentile), Culture: 32% (55th percentile). English learners: Engagement: 63% (82nd percentile), Relationships: 38% (33rd percentile), Culture: 46% (72nd percentile). Students with disabilities: Engagement: 51% (62nd percentile), Relationships: 35% (46th percentile), Culture: 37% (60th percentile). The desired outcome is that high school students will have a venue to impact systemic change at their schools and throughout the district by engaging in site- based and/or district-wide empowerment groups. All high school principals met with student voice groups or student councils to gather input and feedback from the Youth Truth Survey and to develop action plans to address key concerns. In addition, SRCS will convene the Superintendent’s Student Advisory Council led by the Student Board Members to meet monthly to identify three top priorities for action and improve collaboration between the high schools. In identifying areas of strength, it is important to compare the YouthTruth results to the nationally normed data percentiles. Strengths: Focal student groups are generally showing higher ratings than the “all student” group in the areas of engagement (the degree to which students perceive themselves as engaged with their school and education) and culture (the degree to which students believe that their school fosters a culture of respect and fairness), all in the top half of the nationally normed percentiles. Areas of need: When comparing both our responses for all students as well as for focal student groups, relationships are an area of need for our high schoolers. This summary measure describes the degree to which students feel they receive support and personal attention from their teachers. San Rafael City High will continue to develop and empower high school students to learn effective skills and strategies to effectively advocate on their behalf through retreats, workshops and training, promoting student voice groups and partners such as, Youth Leadership Institute and other community based organizations. Coordination of Services Teams at all school sites track student referrals in the data management system ION to create a more aligned delivery of student services, including social-emotional and academic supports. Teams will consist of site administrators, school counselors, wellness staff, community liaisons, and other support staff. In addition, SRCS will maintain CareSolace as an online care navigation system to provide mental health care access. SRCS has fully staffed Wellness Centers at both Terra Linda and San Rafael High Schools. San Rafael City High has Restorative Practices aimed at enhancing school climate, suspension reduction/aversion, disproportionately in suspensions, community building, and trauma informed practices with the support of High School Deans. We are engaging students in this work through student wellness and peer mentor student groups. SRCS will provide Deans Crisis Prevention Institute Training to prepare site staff to prevent and de-escalate high-risk student behavior, and SRCS has a trauma consultant working with the counseling team to provide guidance on supporting schools through a trauma informed and restorative lens and will engage in professional development for counselors through Hatching Results. High school counselors will use data to inform tiered interventions for students. SRCS will initiate a Digital Literacy Working Committee to collaborate on vision and goals related to digital literacy education and needs. This includes ways to empower students with key skills to help their educational growth, digital wellness education for students and parents and education on best practices when engaging with technology in the classroom for TK-12 teachers. In addition, professional development and release time will be provided to teachers in the history departments to allow time to integrate ethnic studies content. Met 2024-06-17 2024 21654740000000 Sausalito Marin City 6 "The LEA has adopted the California Healthy Kids Survey as its primary means of garnering feedback from students and families. While the survey assesses several factors that contribute to student and family satisfaction the district has prioritized student engagement and belonging as its top priorities. 62% of our middle school students report ""pretty much true"" and ""very true"" that there is at least one caring adult on campus and 72 record ""pretty much true"" and ""very true"" that teachers hold high expectations and standards for them. 81% of elementary students report ""yes all of the time"" to having caring adult on their campus. 44% of middle school students reported ""Strongly agree"" or ""Agree"" when reporting connectedness to school. 74% of elementary students feel strongly connected to their school. 25% of middle school students attend extended day programming. " After assessing the data, the areas of strongest engagement lie in K-5 programming both in activity and overall connectedness with campus satisfaction and staff. Teacher connection and student expectation is specifically noteworthy, standing at 81% percent. The LEA concludes that in order to have a much more engaged and inclusive middle school program there must be an increase in programming middle school program that they deem relevant and engaging. Low percentages of after school enrollment in middle school are indicators of that fact that the LEA is currently addressing. It is noteworthy to observe the diminishing trend as students age. 41% of 6th graders respond not attendance, while 7th graders report 86% non attendance and 100% of 8th grade students do not attend extended day programming. The LEA has reviewed its program offerings and , in line with the newly developed LCAP and Strategic Plan, have identified programs that cater to the areas of need that have been identified in our engagement and belonging sections of our California Healthy Kids Survey. Met 2024-06-20 2024 21654820000000 Tamalpais Union High 6 Student Suspension Rate: Asian or Asian American-1% Black or African American-9.8% Hispanic or Latino/Latina-2.5% White-1.1% Multiracial-1% ELL students-1.8% Socioeconomically disadvantaged-3.2% Students with disabilities-3.2% Percent of students who report feeling safe at school on the California Healthy Kids Survey Asian or Asian American-81% Black or African American-57% Hispanic or Latino/Latina-67% White-81% Multiracial-77% Percent of students who report knowing at least one caring adult on campus according to the Youth Truth Survey disaggregated by race/ethnicity Asian or Asian American-50% Black or African American-47% Hispanic or Latino/Latina-45% White-52% Multiracial-45% Percent who agreed or strongly agreed that most students are friendly on the Youth Truth Survey Asian or Asian American-81% Black or African American-61% Hispanic or Latino/Latina-63% White-76% Multiracial-72% 60% of all students surveyed agreed or strongly agreed to feeling welcomed at their schools with collaborative peer relationships as reported on the Youth Truth Survey Percentage of students who report a sense of connectedness to their school as measured by the CHKS disaggregated by race/ethnicity Asian or Asian American-68% Black or African American-35% Hispanic or Latino/Latina-63% White-72% Multiracial-66% Something else-57% The greatest need we have identified from the data is improving our Black students sense of safety and belonging on our campuses. While we have seen some improvement in the data on safety over the past few years, this year in particular our Black students expressed feeling unsafe, unwelcome and they asked that the district take specific action to address these conditions. The district has since implemented specific antiracist lessons to address race, racism and the impact on Black, Latino and other students of color. The District conducted three lessons this year and we plan on implementing four next year. The intended outcome is for the broader student body to have greater racial consciousness and eliminate the racist interactions our students of color experience on our campuses every day. The dIstrict has created a more specific focus on the outcomes for Black, Latino and other students of color through our implementation of the Tam4Ward Plan. Specifically, we have directed our professional development to building learning partnerships with focal students from underserved populations. We are also creating parent engagement events to align with the anti-racist learning modules that we have developed for students. Met 2024-06-25 2024 21733610000000 Shoreline Unified 6 SUSD administers the California Health Kids Survey each spring to students in grades 5, 7, 9, and 11. Additionally the district has identified the School Climate Report Card and the Mental Health Report Card, as well as the disaggregated data within those reports, as key data points to evaluate longitudinally to better understand and track the social emotional health and well being of our students. While our results are generally higher than the state average, there are clear areas of strength or growth between 2023-2024, as well as areas that will require further evaluation and attention during the 2024-25 school year. The data shows that students reported an increase in optimism and life satisfaction, as well as a feeling that there are caring adults at school to support them. Chronic absenteeism remains an issue, however, and students also reported a decline in school connectedness. These will be areas of focus for the district as we continue to develop our social emotional curriculum, as well as our Student Wellness Ambassador Program, designed to train students to offer peer to peer support. In addition, Goal 2 Actions 3 & 4 in our LCAP are designed to give students more agency and voice in in school decision-making, as well. In particular, we are seeing improvement in key areas for our middle schoolers related to Social Emotional Distress, Life Satisfaction, Optimism, positive social interactions at school. For high schoolers, however, the data is more inconsistent, and we have seen more concerning changes between in the 2023-2024 date from the previous year. Specifically, and increase in Mental Health needs, based on the indicators, and a decrease in School Connectedness. As mentioned above, in addition to the Goals and Actions adopted in our 2024-2025 LCAP that more generally support student Academic and Social Emotional success, we have identified two actions in Goal 2 that are specifically designed to gather more student input into their school experience, and offer them more opportunity to share in the decisions that govern their daily lives at school. Met 2024-06-20 2024 21750020000000 Ross Valley Elementary 6 The Ross Valley School District, in addition to administering the Healthy Kids Survey on a bi-yearly basis, administers a yearly student survey through Panorama Education. ELEMENTARY RESULTS The elementary survey is administered to 3rd -5th grade students. Percentages indicate favorable responses. Overall Results School Climate - 77% (+1) Teacher-Student Relationships - 76% (+7) Sense of Belonging - 73% (+2) School Safety - 70% (-2) Valuing of School - 53% (+2) Results by Student Group are as follows. A +5 indicates that the student group favorable response was 5 points above the overall favorable response; a -3 would indicate that the favorable response was 3 points below the overall favorable response. Hispanic or Latino Students (n=50) School Climate (+1); School Safety (-4); Sense of Belonging (+4); Teacher-Student Relationships (+2)); Valuing of School (+3) Multiple Races (n=64) School Climate (0); School Safety (+1); Sense of Belonging (+1); Teacher-Student Relationships (-2); Valuing of School (+1) Confidentiality Protected (Race) Students (n=14) School Climate (+3); School Safety (+6); Sense of Belonging (+8); Teacher-Student Relationships (+5); Valuing of School (+7) IFEP Students (n=9) School Climate (-5); School Safety (0); Sense of Belonging (-14); Teacher-Student Relationships (+5); Valuing of School (-8) Moderately Developed MLL Students (n=7) School Climate (0); School Safety (+2); Sense of Belonging (+2); Teacher-Student Relationships (+13); Valuing of School (+3) RFEP Students (n=9) School Climate (+5); School Safety (+11); Sense of Belonging (+13); Teacher-Student Relationships (+9); Valuing of School (+18) MIDDLE SCHOOL RESULTS Overall School Safety - 55% (-2) School Teacher-Student Relationships - 45% (-7) School Climate - 41% (-6) School Belonging - 35% (-8) School Engagement - 21% (-7) Results by Student Group are as follows. A +5 indicates that the student group favorable response was 5 points above the overall favorable response; a -3 would indicate that the favorable response was 3 points below the overall favorable response. Other/Multiple Languages (n=42) School Belonging (-7); School Climate (-7); School Engagement (-4); School Safety (-3); Teacher-Student Relationships (-1) Asian Students (n=9) School Belonging (+1); School Climate (+9); School Engagement (-2); School Safety (0); Teacher-Student Relationships (+10) Hispanic or Latino Students (n=40) School Belonging (-6); School Climate (-2); School Engagement (+6); School Safety (+1); Teacher-Student Relationships (-5) 2+ Races Students (n=9) School Belonging (-8); School Climate (-8); School Engagement (-5); School Safety (-6); Teacher-Student Relationships (-9) Nonbinary Students (n=17) School Belonging (-7); School Climate (-6); School Engagement (-1); School Safety (-4); Teacher-Student Relationships (-8) The analysis of the Ross Valley School District's survey results provides valuable insights into the strengths and areas needing improvement in both elementary and middle schools. Elementary School Results: Overall, the elementary school results are encouraging, with strong scores in school climate (77%), teacher-student relationships (76%), and sense of belonging (73%). However, there are areas for improvement, particularly in school safety (70%, down by 2 points) and valuing of school (53%). Among student groups, RFEP (Reclassified Fluent English Proficient) students exhibit exceptional positive responses, notably in valuing of school (+18) and sense of belonging (+13). On the other hand, IFEP (Initially Fluent English Proficient) students report significantly lower favorable responses in sense of belonging (-14) and valuing of school (-8), indicating a need for targeted support for this group. Hispanic or Latino students display mixed results, with strengths in sense of belonging (+4) but lower scores in school safety (-4). Middle School Results: The middle school results reveal significant declines across all categories: school safety (55%, -2), teacher-student relationships (45%, -7), school climate (41%, -6), school belonging (35%, -8), and school engagement (21%, -7). These drops indicate a pressing need for comprehensive strategies to address the declining school environment and student engagement. Disaggregated data highlights disparities among student groups. Asian students report higher favorable responses in school climate (+9) and teacher-student relationships (+10), pointing to strengths in these areas. In contrast, students identifying as Other/Multiple Languages, 2+ Races, and Nonbinary show significantly lower favorable responses, particularly in school belonging and teacher-student relationships, underscoring the need for focused support and inclusion efforts. Hispanic or Latino students have mixed outcomes, with strengths in school engagement (+6) but challenges in school belonging (-6) and teacher-student relationships (-5). Key Learnings and Identified Needs: Elementary School Strengths: Strong teacher-student relationships and sense of belonging overall, with RFEP students showing exceptionally high favorable responses. Elementary School Needs: Improvement needed in school safety and valuing of school, with particular focus on the IFEP student group. Middle School Challenges: Significant declines across all categories call for systemic interventions to enhance school climate, safety, engagement, and relationships. Disparities Among Student Groups: Targeted support is crucial for groups such as IFEP, Nonbinary, and students identifying as Other/Multiple Languages and 2+ Races. Tailored strategies to enhance belonging and teacher-student relationships are necessary to foster a more inclusive and supportive school environment. Based on the analysis of local data and key learnings, the Ross Valley School District will implement several changes and enhancements to existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. Actions refer to the 2024 LCAP. Elementary School Adjustments: Improve School Safety and Valuing of School: Action 2.2 Chronic Absenteeism MTSS: Implement additional safety protocols and awareness programs to address safety concerns, particularly among Hispanic or Latino students who reported lower safety perceptions. Action 1.1 Priority Standards & Action 1.2 Learning Teams: Integrate more engaging and culturally responsive instructional materials to increase students’ sense of valuing school, particularly focusing on the IFEP student group. Support for Diverse Student Groups: Action 1.4 ELD Instruction: Provide targeted language support to IFEP students, enhancing their sense of belonging and engagement in school activities. Action 3.3 Engagement of Families of Multi-lingual Learners & Action 3.4 Communication with Families of Multi-lingual Learners: Increase outreach and communication efforts with the families of IFEP and MLL (Moderately Developed Multi-Lingual) students to ensure they are informed and involved in their children's education. Middle School Adjustments: Enhance School Climate and Belonging: Action 2.1 TK-8 SEL Program: Expand social-emotional learning programs to address the significant decline in school climate and belonging, with particular attention to Nonbinary and 2+ Races students. Action 2.3 Sense of Belonging Data Analysis: Utilize data to identify specific areas where students feel less connected and develop targeted initiatives to foster a more inclusive environment. Improve Teacher-Student Relationships: Action 1.2 Learning Teams: Provide professional development for teachers focusing on building strong, positive relationships with students, especially targeting groups with lower relationship scores like Nonbinary and 2+ Races students. Action 3.2 Equity Work: Continue and expand equity training for staff to better support diverse student populations and reduce disparities in student experiences and outcomes. Increase Student Engagement: Action 1.1 Priority Standards & Action 1.3 ELA Curriculum Adoption: Implement more engaging, relevant, and student-centered curriculum and instructional practices to increase student engagement, particularly addressing the low engagement scores overall and among Hispanic or Latino students. Ongoing Monitoring and Feedback: Action 3.1 Attendance Feedback: Regularly collect and analyze attendance and engagement feedback from students, parents, and staff to identify and address emerging issues promptly. Action 3.4 Communication with Families of Multi-lingual Learners: Strengthen communication strategies to ensure all families, especially those of multi-lingual learners, are well-informed and actively participating in their children's educ Met 2024-06-26 2024 22102230000000 Mariposa County Office of Education 6 MCUSD administered the California Healthy Kids Survey (CHKS) in the Spring of the 2023-24 school year. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Two overall areas are key metrics in monitoring student engagement in alignment with our LCAP Goal 2: School Connectedness and School Safety. Below are results from each of these key areas. Percentage of students reporting school connectedness * Grade 5: 69% Participation Rate 86% * Grade 7: 58% Participation Rate: 97% * Grade 9: 58% Participation Rate: 84% * Grade 11: 55% Participation Rate: 73% Percentage of students reporting perceived school safety * Grade 5: 79% Participation Rate: 86% * Grade 7: 69% Participation Rate: 97% * Grade 9: 58% Participation Rate: 84% * Grade 11: 72% Participation Rate: 73% Strengths: Increased school connectedness from baseline data for students in Grade 5 (from 66% to 69%). Challenges: Declined in school connectedness from basedata for students in Grade 7 (from 66% to 58%). Declined in perceived school safety from baseline data for students in Grade 5 (from 84% to 79%), Grade 7 (from 70.5% to 69%), and Grade 9 (from 70.25% to 58%). Barriers: It is difficult to compare baseline data with confidence because the baseline data occurred in a covid year with grade spans inconsistent with current reporting as well as with unclear participation rates and/or missing data from some grades. We believe that students feeling connected to their school and that there are meaningful opportunities for participation for them and their families is critical in creating the academic and social emotional environment that we hope for our schools to be. During the 2023-24 school year, the district has conducted on-going comprehensive safety meetings in collaboration with local law enforcement and community agencies. School safety will remain a separate LCAP action and will be included in Goal 3. We are striving to improve real and perceived school safety through revision and communication of Comprehensive School Safety Plans, District Safety Committee, and upgrades to facilities to improve schools safety (i.e. alarms, intercoms, and keyless entry systems). The most significant decline in perceived school safety occurred with students in Grade 9 and we will focus efforts for the 2024-25 school year on directly engaging Grade 9 students. This may include giving additional local surveys to better understand where Grade 9 students perceive the greatest areas of need. Met 2024-06-27 2024 22655320000000 Mariposa County Unified 6 MCUSD administered the California Healthy Kids Survey (CHKS) in the Spring of the 2023-24 school year. Results measure the district’s progress towards an overall positive school climate and culture keeping the needs of individual children in mind. Two overall areas are key metrics in monitoring student engagement in alignment with our LCAP Goal 2: School Connectedness and School Safety. Below are results from each of these key areas. Percentage of students reporting school connectedness * Grade 5: 69% Participation Rate 86% * Grade 7: 58% Participation Rate: 97% * Grade 9: 58% Participation Rate: 84% * Grade 11: 55% Participation Rate: 73% Percentage of students reporting perceived school safety * Grade 5: 79% Participation Rate: 86% * Grade 7: 69% Participation Rate: 97% * Grade 9: 58% Participation Rate: 84% * Grade 11: 72% Participation Rate: 73% Strengths: Increased school connectedness from baseline data for students in Grade 5 (from 66% to 69%). Challenges: Declined in school connectedness from basedata for students in Grade 7 (from 66% to 58%). Declined in perceived school safety from baseline data for students in Grade 5 (from 84% to 79%), Grade 7 (from 70.5% to 69%), and Grade 9 (from 70.25% to 58%). Barriers: It is difficult to compare baseline data with confidence because the baseline data occurred in a covid year with grade spans inconsistent with current reporting as well as with unclear participation rates and/or missing data from some grades. We believe that students feeling connected to their school and that there are meaningful opportunities for participation for them and their families is critical in creating the academic and social emotional environment that we hope for our schools to be. During the 2023-24 school year, the district has conducted on-going comprehensive safety meetings in collaboration with local law enforcement and community agencies. School safety will remain a separate LCAP action and will be included in Goal 3. We are striving to improve real and perceived school safety through revision and communication of Comprehensive School Safety Plans, District Safety Committee, and upgrades to facilities to improve schools safety (i.e. alarms, intercoms, and keyless entry systems). The most significant decline in perceived school safety occurred with students in Grade 9 and we will focus efforts for the 2024-25 school year on directly engaging Grade 9 students. This may include giving additional local surveys to better understand where Grade 9 students perceive the greatest areas of need. Met 2024-06-27 2024 22655320125823 Sierra Foothill Charter 6 A student survey in conducted annually of all grade 3-8 students. The following represent key responses on spring 2024 survey. Student Survey Results (percentage of agree/strongly agree): School is supportive and inviting - 60% Teachers/aides support success - 70% Teacher makes learning fun - 57% Students treat each other with kindness - 47% People respect each other - 38% Improve by working hard - 74% Work together with others - 70% Can succeed at challenging work - 66% Can solve problems in different ways - 81% In the 2023-2024 school year, there were 3 suspensions and no expulsions. One day per week, a counselor served students at school based on staff and/or parent/guardian recommendation. Chronic absenteeism rates increased again in 2022-2023 to 40%, so this is a significant concern. Rates of student connectedness, success, and enjoyment of learning slightly declined. In addition, rates of absenteeism and disciplinary incidents increased. Updated social-emotional learning curriculum was recently purchased, and support with regular use of the curriculum in all classrooms is planned. In addition, all staff will be provided with greater understanding and use of positive behavior support and intervention strategies through development of a structured plan and professional development. Use of counseling services for students on campus will continue to support social-emotional development and behavior modification. Vigilant supervision of attendance to improve attendance rates and to reduce truancy and chronic absenteeism is planned. Families in need will be provided with support services and strategies to address attendance concerns to ensure regular school participation. Met 2024-06-18 2024 23102310000000 Mendocino County Office of Education 6 Information is shared with our families, as well as feedback/input from them, as requested through their communication mode of choice (text, meeting, telephone call, email) which is shared during the orientation meeting. Continue to implement outreach to families offering academic and mental health support Provide opportunities to encourage parental involvement in academic success Utilize digital platform Parent Square to communicate with families Met 2024-06-24 2024 23655400000000 Anderson Valley Unified 6 """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. As a note, with a small sample size there can be large swings in our data. The California Health Kids Survey was administered to students in grades 5th-12th ES (5th): 13 respondents MS: 68 respondents HS: 106 respondents School Connectedness: ES (5th): 58% (decreased compared to 2023 data, however, previous data was local data with more than double the number of participants) MS: 40% (Maintained 40%, compared to 2023 data) HS: 50% (Decreased by 3%, compared to 2023 data) School Safety ES (5th): 100% (Increased by 18%, compared to 2023 data) MS: 52% (increased by 16%, compared to 2023 data) HS 63% (Maintained 63%, compared to 2023 data)" Identified Needs -School Connectedness in high school, elementary school) -School Safety in high school and middle school (at 52%, however, these grade levels increased) Areas of Strength -School Connectedness in middle school -School Safety in elementary and the increase in middle school We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships. This area is addressed under LCAP Goal 1: School Culture, and within Goal 3: System of Support. Goal 1: School Culture Supportive environmental conditions that foster strong relationships and community 1.1 Community School 1.2 Family Engagement 1.3 Student Safety 1.4 Physical Environment 1.5 Motivation/Student Agency 1.6 Student Engagement Goal 3: System of Support System of supports that enable healthy development, respond to student needs, and address learning barrier 3.1 Multi-Tier Systems of Support (MTSS) 3.2 Academic Support 3.3 Social/Emotional and Mental Health 3.4 Student Health 3.5 English Learner Support 3.6 Students with Disabilities 3.7 Attendance / Chronic Absenteeism 3.8 Technology 3.9 Expanded Learning Time and Opportunities 3.10 Universal Transitional Kindergarten/ Preschool (Implementation Plan) Met 2024-06-13 2024 23655570000000 Arena Union Elementary 6 School Climate Report Card Data: 92% of 5th grade participated in CHKS. 96% of 6th - 8th graders participated in CHKS. 5th grade - 39% of students always feel school connectedness 61% of students always have academic motivation 30% of students feel they always have caring relationships at school 77% of students feel that staff always have high expectations for them 45% of students always feel safe 24% of students always experience fairness 70% of students always understand the rules 58% of students feel they always have social emotional learning supports 59% of students always feel there is an anti-bullying climate 69% of students always feel that there is positive behavior 61% of students always feel that parents are involved in school Grades 6th-8th- 38% of students always feel school connectedness 55% of students always have academic motivation 39% of students feel they always have caring relationships at school 54% of students feel that staff always have high expectations for them 50% of students always feel safe 61% of students always experience low violence victimization 57% of students never experience harassment 52% of students never experience mean rumors 73% of students never feel like they are going to get beat up 95% of students report no substance abuse at school 38% of students always feel that parents are involved in school The key learnings are that many students are feeling disconnected from school and that academic motivation and caring adult relationships are lacking. Many students feel that they are not participating in a meaningful way and that they don't have a voice in school site decisions. Arena Elementary must do the following- 1. Create schools where students, families, community members, and employees feel welcomed, valued, and supported. 2. Embrace and value the identities of our students, families, community members, and employees in all aspects, including (but not limited to) their race, ethnicity, sexual orientation, gender, cultural heritage, and religion. 3. Partner with and appreciate all the families of our students regardless of their structure, socioeconomic status, citizenship status, English language mastery, or other individual circumstance. 4. Provide each and every student with the resources and support needed for their individual educational journeys with consideration paid to their unique strengths and challenges. 5. Offer equitable access to co-curricular and extra-curricular activities, social-emotional support, tutoring and enrichment opportunities. 6. Build positive relationships between staff, students, and families. 7. Combat racism, sexism, homophobia, and all other forms of bias, as part of our responsibility to provide equal educational opportunity to every student. Met 2024-06-26 2024 23655576116669 Pacific Community Charter 6 "School climate surveys were conducted twice during the 2nd semester using Kelvin surveys through a collaboration with the Mendocino County Office of Education and CalHope.Students in grades 4th-12th completed online surveys. Questions were broken into categories and results were presented by categories. Following are overall rankings with the % indicated a positive/favorable rating: Academic Goals: 78% School Climate/Culture: 77% Character Development: 73% Responsible Decision-Making: 70% Self-Management/Relationship Skills/Self-Awareness: 41% Students in grades TK-K completed verbal surveys with the teacher and 1st-3rd students completed hand-written surveys. Overall results were favorable with 44% indicating they felt ""happy"" about school; 44% ""okay""; 16% ""sad"" or ""mad"". 48% said ""yes, always"" for feeling safe and cared for at school; 48% ""sometimes""; 4% ""no, not really.""" Surveys demonstrated that the majority of students feel safe and encouraged at school. There is a need for providing students with tools to self-regulate and cultivate personal responsibility. Additional student survey questions asked for ideas about how to make school a more enjoyable place. Staff is reviewing those ideas and integrating feedback where possible. For example, adding different meal options and facility improvements. Fully integrating the RULER SEL lessons will help address the need for providing students with tools to help self regulate. It will also help improve the overall school climate and culture so that eveyone feels safe, respected and included at PCCS. This is fundamental for effective learning. Met 2024-06-27 2024 23655650000000 Fort Bragg Unified 6 Our Surveys had 146 Parent responses, 118 Staff responses, and 535 Student responses. Parents generally agree that their students are Prepared for the next grade level (63%), Have access to instructional technology (74.5%), Cared for by staff (79.3%), and Safe at school (63.4%). Parents also report that they feel like a partner in their child's education (71.7%), Have their concerns addressed by staff (79%), Feel welcome at school (69%), and School rules are clearly communicated (71.9%). Students generally agree that they: Like school (64%), Feel safe at school (79.4%), Feel encouraged by the adults (91.9%), Understand school rules (81.6%), Can get help at school (92.3%), Are engaged at school (66.8%), Can access counseling (80.5%), and Have access to needed materials (86.8%). The area of greatest concern on the student survey is only 47.7% of students feel that students treat each other well. Staff generally agree that: Students have access to learning materials (78%), Students look forward to attending school (64.4%), Students benefit from the counseling program (83.8%), Staff can engage in professional development (72%), Staff are part of decision making (65.3%), Staff look forward to coming to work (88%), School is safe for students and staff (83.8%), Staff have high expectations of students (74.6%), and District administration fosters open communication (72.9%). Overall, these results indicate that our school climate is healthy in the district. We also have some opportunities for growth, particularly among students and how they treat each other. FBUSD will continue to provide expansive social and emotional instruction for students. We will also work to engage families through our initiatives. All of this work is in support of our staff providing amazing support and instruction for our students. Met 2024-06-20 2024 23655650123737 Three Rivers Charter 6 "TRCS administered surveys to students and families in the spring of 2024. Scores are given on a scale of 1-4 with 4 being the highest. We consider a score of 3 or 4 as positive. We learned that 97% of our families are satisfied or very satisfied overall with TRCS. We gathered data from families about their perspectives on relationships with teachers and staff, effectiveness of curriculum, effectiveness of learning environments and more. We received positive and constructive feedback and gained ideas for improvement. Some other key takeaways are: • 97% of parent/guardians said their child has a good relationship with the teacher. • 97% say the class environment is good for learning • 94% say their concerns are addressed and they feel heard • 97% say they have a good relationship with teacher as parent/caregiver • 94% report their child feels safe at school • 97% feel welcome at school Students were surveyed regarding feelings of safety, cleanliness of the school, relationships with teachers and staff, etc. We considered a score a 3 or 4 as positive. Some key takeaway are: • 87% of students feel safe at school. • 57% feel that the school is clean which is a decrease from last year • 71% of students report that they “like school” • 84% say their teacher is easy to talk to • 80% say they have a good relationship with their teacher • 81% say there are adults at school to help when they need it" Through these surveys we have data to inform our LCAP goals and actions to meet the needs of all educational partners. Data from our surveys show that parent/guardians generally have a more positive view and opinion of the school than the students. An area that we can improve is to offer more engaging activities at school that help build students’ connectedness to the school community. Upgrading and maintaining our facilities is a priority of both families and staff and more resources should be put into cleanliness of the school. We will focus on our student programs such as an extensive after school program, sports offering, school breakfast and lunch program, reading support, tutoring and will bring back Homework Club. We will continue to work on improving our facilities and have included more money in our budget in the coming year for janitorial services. We will apply continued focus on the REACH Program and increase offerings of non-academic student activities. We have also included the development of decompression spaces, both indoors and outdoors as an action in our LCAP. Met 2024-06-25 2024 23655730000000 Manchester Union Elementary 6 A robust comprehensive survey was implemented this school year known as the Youth Truth survey which was administered to students, families, and staff. The survey partnership benchmarks against a robust national data set, including comparisons to our district, state, and other types of schools. In part, the goal is to use diverse metrics to help identify equity gaps in student experiences, such as grade level, gender identity, and race/ethnicity. Providing a comprehensive survey through the Youth Truth Survey provided an in-depth analysis of the following measures for students grades 3rd through 8th. The survey measured the following constructs: Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, Obstacles to Learning, Civic Readiness, Emotional & Mental Health, and Student Voice & Leadership. Specific to school conditions and climate, the Culture and Belonging & Peer Collaboration, and Relationships were analyzed. The summary of the measures can be found below: Culture Summary Measure: This summary measure describes the degree to which students believe that their school fosters a culture of respect and fairness which rated in the 64th percentile. When the data was disaggregated based on grade level, race/ethnicity, language spoken, and free or reduced-price lunch, a generally found trend was that the 7th-grade, students identifying as White and identifying as non-English Learners rated in the lower percentile than the scores as a whole. Belonging & Peer Collaboration Summary Measure: This summary measure describes the degree to which students feel welcome at their school and have collaborative relationships with their classmates which was rated in the 66th percentile. When the data was disaggregated based on grade level, race/ethnicity, and language spoken, a generally found trend was that students identifying as a person of color and identifying as an English Learner rated in the lower percentile than the scores as a whole. Relationships Summary Measure: This summary measure describes the degree to which students feel they receive support and personal attention from their teachers which rated in the 58th percentile. When the data was disaggregated based on grade level, race/ethnicity, and language spoken in the home, a generally found trend was that 7th grade, identifying as white and identifying as non-English Learners rated in the lower percentile than the scores as a whole. The measure on bullying provided data suggesting that 47% of students have experienced bullying in the past year either verbal, social, physical, or electronically which is above the typical CA school participation scores. The same percentage of student responses reported “not feeling safe at school” as a barrier to learning. Overall trend data for social-emotional health suggested that students needed more support provided outside of the school day which has in part led to the school goals and actions to be focused on enhancing/increasing additional partnerships and becoming a community school where these resources can be accessed by students, family, and community. The need to continue to provide ELOP programming is evident and when disaggregating data, there are specific populations of students that are showing to have varied experiences which needs to be better understood so that strategies can be implemented for all students to feel a sense of belonging and connectedness. Another key learning and identified area of need is that the student perceptions of safety and bullying is an area of needed attention. In response to these results as part of a continuous improvement process, MUESD piloted a restorative culture framework this past school year and will move into deeper implementation for the 2024-2025 school year with the goal of addressing all bullying behaviors in a way that lends to reparing harm and restoring relationships. A tiered system of support as part of building community and repairing harm will be developed and systematized. There will be a focus on implementing a restorative culture framework, PBIS systems of support, partnering with local organizations to provide additional mental health services across tiers, and integrating social-emotional learning and activities throughout the school day to build emotional intelligence, empathy, and community. Met 2024-06-25 2024 23655810000000 Mendocino Unified 6 In our most recent climate survey, 50% of students said the staff at MUSD cared about them while 42% were neutral. In addition, 59% said they felt safe at school while 38% were neutral. Finally, 29% enjoyed going to school and 44% were neutral. Although only 78 students responded to the survey, these numbers are lower than in the past and cause for concern. There is an indicated need for increased relevance, staff connections with students, and creating a safer learning environment. We will use these results to determine changes at our school sites for implementation in 24-25. Met 2024-06-11 2024 23655990000000 Point Arena Joint Union High 6 "Supports and Engagement as measured by the variables ""School Connectedness, Academic Motivation, Two or Fewer Absences/Month, High Expectations, Meaningful Participation, and Perceived School Safety"" rate consistently in the two-thirds range. Meaning, approximately 67% of students feel positively engaged and supported. Perceived School Safety had marked results: a 25% positive increase in one year. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counseling system, the Student Articulation PLC, and administration. Low Violence as measured by the variables ""Low Violence Victimization, No Harassment, No Mean Rumors, No Fear of Getting Beaten Up"" rate consistently in the 82% range. Meaning, approximately 82% of students feel positive they are in a low violence environment. No Fear of Getting Beaten Up had marked results: 97% of students have no fear of getting beat up. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counselor, the Student Articulation PLC, and administration. Other School Climate Indicators as measured by the variables “Promotion of Parental Involvement, No Substance Use at School, and Facilities Upkeep” rate consistently in the two-thirds range. Meaning, approximately 67% of students feel positive about Parental Involvement, No Substances Used at School, and Facilities Upkeep. No Substances Used at School had marked results: 81% of students feel positively that no substances are being used at school. This is due to the high-fidelity implementation and high-leverage coordination of the MTSS mechanism, the PBIS mechanism, and the progressive discipline mechanism between the mental-health counselor, the Student Articulation PLC, and administration." There were more MTSS counseling and administrator interventions than home suspensions for English Learners, for students qualifying as Mckinney-Vento, for students qualifying as socioeconomically disadvantaged, for foster youth, and for students with disabilities during the 23.24 school year. Also, there were Moderate to High ratings on the California Healthy Kids Survey for English Learners, for students qualifying as Mckinney-Vento, for students qualifying as socioeconomically disadvantaged, for foster youth, and for students with disabilities. For the 24.25 school year, we will continue to enrich and refine our existing nexus between the PBIS system, the MTSS system, and the progressive-discipline system. Met 2024-06-26 2024 23656070000000 Round Valley Unified 6 The district did not do a Healthy Kids survey but did a Fall and Spring survey. In the Fall only 13% gave a 10 if they felt how safe the schools were and in the Spring it went up to 30%. Majority of responses feel good about the safety of the schools. A high percentage of people responded they like the communication with the schools. In Fall only 28% said communication was good and by Spring it went up to 45% We feel the district is trending in the right direction. Safe school environment is crucial to positive student outcomes. Effective communication is crucial to school/parent relationship which in turn turns to more student success. The district needs to get back to doing the Healthy Kids Survey. This will give the district and community more thorough data to use when making decisions. We will continue to do Fall and Spring surveys at school sites as it gives each site immediate feedback. Met 2024-06-10 2024 23656072330272 Eel River Charter 6 ERCS offers a 15 question student survey in English or Spanish to all the students in the combination 4th-6th grade class each Spring. The questions are loosely patterned on the questions of the California Healthy Kids Survey. ERCS is a small, multi-grade classroom school that frequently has fewer than 10 students per grade, therefore ERCS created a survey that was administered to 21 4-6th grade students. The class was made up of 9 4th graders, 6 5th graders, and 6 6th grade students. 38% are male and 62% are female. 29% are English Learner students. 14% are SPED students. 48% are NA students, 19% are white students, and 33% are Hispanic students. 100% of the students answered yes to feeling safe at the Eel River Charter School (ERCS). 100% of students reported teachers treated them with respect, 90% said the teachers would do something if a student told them about being bullied, and 95% said the school staff told students when they were doing a good job, and 90% reported when the schoolwork was hard the school staff would help them. 95% were happy to be at ERCS. 86% said ERCS teachers encouraged them to think about the community outside of school. This is probably understated as the 4-6th grade class did a community fundraiser for Bones Pet Rescue that brought in over 1200 lbs of pet food during the holidays and they also did a canned food drive for the community. 86% of the students reported knowing and following the school rules most or all of the time and 14% said some of the time. 90% of the students reported that they tried hard to learn at school most or all of the time and 10% said some of the time. 95% reported the school helped students resolve conflicts with each other most or all of the time and 5% said some of the time. 81% said a parent at home told them to do their best at school most or all of the time and 19% said some of the time. 76% of students reported that other students treated them nicely at school most or all of the time. ERCS was troubled to learn that 24% of students felt they were treated nicely some of the time. The flip side of this is that 90% of the students said they treated others nicely most or all of the time and 10% said some of the time. 81% of the students reported doing interesting activities at school most or all of the time and 19% of the students reported interesting activities only some of the time. This is an improvement from last year and possibly due to reinstating monthly parent attendance events at the school, bringing in artists for art, music, and cultural teachings/projects, a couple bus trips up to the District to share in some cultural and ‘rap music’ presentations, and an upcoming, out of town whole school field trip that we are excited about. ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. ERCS values the importance of parent involvement and implements some teaching moments when the parents are at the school. Topics such as attendance and reading daily with students at home are repeated throughout the school year and at the 2 in-person parent conferences. ERCS staff does its best to meet with all parents during the parent/teacher conferences at 1st and 3rd quarters and teaching staff meet with parents by request or as needed throughout the year. The older students are taught about community, but according to the survey results, the teacher and aide may need to do a better job of introducing the concept so that all the students realize what being community-minded and doing for others is in daily practice. Due to the small sample size, the data is not disaggregated by student group, but 100% of students surveyed qualify as unduplicated count students due to FRPM eligibility. ERCS re-instated monthly family events and plans to offer some field trips in 23-24. The family events and field trips have been missed by students, staff and families during the pandemic closures and limitations. ERCS would like to have the students feeling safe, respected by adults at the school, happy, and doing interesting things 100% of the time, or at least most of the time. However, there is always a student or two that will have a negative answer for everything, or have had a bad day, or a pre-teen incident, and the negative answers will appear on the survey. These types of surveys direct thoughtful, meaningful discussion and brainstorming at the staff and Board level, and that is what ERCS is committed to doing on an annual basis. ERCS is hoping that school closures are behind us and the school and staff can continue doing our best to educate the students and help them regain learning that was lost or slowed significantly during the pandemic while enjoying normal grade school experiences. Met 2024-06-20 2024 23656150000000 Ukiah Unified 6 "Healthy Kids Survey Results and District Student Survey Ukiah USD administers the California Healthy Kids Survey every other year and administers its own internal student survey to students in grades 6-12. UUSD was not able to administer the Healthy Kids Survey in 2019/20 or 2020/21 and did not complete the UUSD student survey in 2019-2020. The District student survey was administered in 2020-2021 and 2021-2022 but the number of students who took the survey was significantly lower than in previous years. The Healthy Kids Survey was administered in the 2022-2023 to capture multi-year data trends across school years. Below are results from the 2017-2019 and 2020-20224 Ukiah USD student survey in grades 6-12 with three questions below that are most aligned to the Healthy Kids Survey. The results from the District survey show that there is a 6% increase in the percent of students who have at least one teacher, counselor or staff member who knows them as a person, which is an increase of 5% from the prior year, and above 2018-2019 pre-pandemic levels. The results also show that the percentage of students who feel safe at school has declined from pre-pandemic levels. Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS and increased safety funds. In addition, Ukiah USD has increased the number of campuses that are fenced. Ukiah USD Student Survey Results I have at least one teacher, counselor or staff member who knows me as a person? 6-12 2023-2024 63% 2022-2023 58% 2021-2022 65%* 2020-2021 65%* 2018-2019 57% 2017-2018 54% I feel physically safe at school? 6-12 2023-2024 53% 2022-2023 55% 2021-2022 60%* 2020-2021 80%* 2018-2019 62% 2017-2018 54% *small number of student responses I feel emotionally safe at school? 6-12 2023-2024 48% 2022-2023 51% 2021-2022 55% 2020-2021* 77% 2018-2019 59% 2017-2018 54% *Small number of student responses Ukiah USD Healthy Kids Survey Results School Connectedness (high) 5th 7th 11th 2022-2023 74% 51% 49% 2021-2022 78% 47% 48% 2018-2019 62% 58% 42% 2016-2017 67% 58% 41% 2014-2015 64% 53% 36% Feels Safe at School 5th 7th 11th 2022-2023 77% 42% 55% 2021-2022 86% 45% 59% 2018-2019 66% 59% 56% 2016-2017 87% 64% 66% 2014-2015 84% 66% 61% " During our three year strategic planning process, student surveys were reviewed, and it was noticed that students feeling safe at school had declined in all grade levels, and that a low percentage of secondary students felt connected to their schools. From this analysis, and student interviews, a new priority for the plan was created, “Foster Positive Staff-Student Connections to Ensure a Sense of Belonging at School”. From the above analysis, and student interviews, a new priority has been created for the Strategic Plan/LCAP, “Foster Positive Staff-Student Connections to Ensure a Sense of Belonging at School”. Ukiah USD will be meeting with students to develop actions and strategies to support this priority. In addition, actions were added to the Strategic Plan/LCAP to create more classroom culture building activities, using classroom surveys to get input from students, and to implement programs to ensure that all students have an adult they are connected to on campus. Lastly, Ukiah USD continues to invest heavily in and implement PBIS, Alternatives to Suspension Classrooms, Social-Emotional Counselors, MTSS and increased safety funds, including increasing the number of campuses that are fenced. Met 2024-06-13 2024 23656150115055 River Oak Charter 6 ROCS administered both an LCAP survey and California Healthy Kids Survey to all of its stakeholders. The biggest identified need at River Oak is a need for a Family/Student Handbook. This will help all stakeholders have more clarity in the policies and procedures of the school. "This was our first use of the California Healthy Kids Survey for all stakeholders. One of the challenges was the survey was very explicit and needed parent permission. Because our families tend to follow the ""less is more"" rule for technology, we didn't receive a large number of parent permissions for students. We plan on communicating with families the value of the results of the survey, and that we use the results to make changes to the school. Our goal is to increase the number of students able to take the survey." Met 2024-06-24 2024 23656150140814 Shanél Valley Academy 6 Our results indicate that students feel connected to SVA, as evidenced by: 100% of students responded that “all the time,” “most of the time,” or “some of the time” they feel like they are part of the school. This is a significant indicator of the school's success in creating an inclusive and welcoming atmosphere. 91% of students responded that “all the time,” “most of the time,” or “some of the time” they feel close to people at SVA. This indicates positive relationships between students and school staff, showing that most students feel supported and valued. 95% of students responded that “all the time,” “most of the time,” or “some of the time” teachers and other adults at SVA believe they can do a good job. This highlights the encouraging and supportive attitude of the school staff, fostering a sense of confidence and capability among students. 95% of students responded that “all the time,” “most of the time,” or “some of the time” they feel like they are treated fairly by teachers. 90% of students responded “all the time,” “most of the time,” or “some of the time” they feel safe at school. The climate survey conducted by SVA in the spring through CalSCHLS provided valuable insights into students' perceptions of school safety and connectedness. The results highlight the general sentiment regarding relationships with teachers and other adults at the school. School connectedness, defined as students feeling a sense of belonging and attachment to their school, includes feelings of acceptance, respect, and support from peers and staff. High levels of connectedness lead to positive engagement, increased participation in school activities, better academic performance, and overall well-being, while reducing negative behaviors like absenteeism and disciplinary issues. Promoting school connectedness is essential for fostering a supportive and inclusive school climate. Overall, the data from the climate survey reveals a predominantly positive perception among students regarding their safety and connectedness at SVA. The school's efforts to foster a caring, supportive, and inclusive environment are evident, contributing to a positive school climate where students feel valued and part of the community. The Parent Advisory Council and the ELAC have partnered to create numerous fun events for students, including over ten activities this year such as Spirit Weeks and a Fall Festival. Bear Bucks, a positive reinforcement tool, allow students to earn and redeem prizes, while youth leadership programs have been effective during unstructured time and buddy class sessions, with older students modeling BEAR Behaviors for younger students. The school communicates weekly with families through ParentSquare and hosts monthly events for the school community, including trimester Exhibitions of Learning for PBL. During Indigenous Peoples Month, the school celebrates with an assembly, and the Principal and two staff members are collaborating with a tribal leader to form a Culture Committee. This committee aims to integrate Pomo curriculum and language into the school day. Efforts are being made to bring all flyers to the tribe's education center and offer meetings there to improve support and communication. Both the tribe and the school intend to share events at each site and continue to build partnerships through joint events to foster trust and connectedness. Met 2024-06-27 2024 23656152330413 Redwood Collegiate Academy 6 According to the 2023-24 student survey, 89% of students feel they were successful this year, 88% feel that the school staff supports and values them, 80% feel that kindness and honesty are encouraged at this school, 72% feel that they can talk to staff about their needs, and 88% feel safe while at school. Students are generally very positive about their experience at Redwood Academy. Based on student and parent feedback, the school intends to increase activities to build school community, increase field trips, and continue to develop a multi-tiered system of support to provide appropriate interventions as necessary. Met 2024-06-11 2024 23656152330454 Sequoia Career Academy 6 According to the 2023-2024 student survey, 88% of students feel they were successful this year, 87% feel that help is available to them, 83% said they are happy at this school, 82% feel that they can talk to staff about their needs, and 91% feel safe at school. When asked what they tell their friends about the school, they responded with “a great school and much better because you get to stick together as a class,” “a community,” “amazing,” “different but better,” “has many cool people and the staff has much more personality than most schools,” “a good school and it's better than their school,” “a great place to be,” and “a small school that gives everyone room to get close and build bonds.” Student and parent feedback indicated the school has been successfully building relationships with families and utilizing community organizations to provide additional support for students and their families. The student and parent surveys also indicate that students and families feel there is a need for additional academic support and continued emotional support. Based on student and parent feedback, the school intends to increase communication with student families regarding upcoming events and activities. In addition, the school will continue to: offer counseling services, pull-out interventions for reading and math, utilize SEL curriculum, offer community-building activities, organize field trips, and continue to develop a multi-tiered system of support to provide the interventions necessary with fidelity. Met 2024-06-11 2024 23656156117386 Tree of Life Charter 6 This data is the school's overall scores from Tk-7 students. The school will need to plan for next year to get disaggregated data by student groups. Although, many of our student groups are less than 11, so data could not be published for those groups for privacy reasons. All scores were on a scale of 1-5. School Climate Data: A student survey was filled out by all students in May 2024. The youngest students had help filling out paper surveys while older students used a google form. 1. 85.4% of all students scored 4-5 when asked if staff treated them respectfully. 2. 53.7% scored 4-5 when asked if other students treated them respectfully. 3. 82.9% scored 4-5 that they were learning to be responsible at Tree of Life. 4. 93.9% said they thought field trips were fun and educational on a 4-5 level. 5. 71.9% felt emotionally safe at level 4-5 while 75.6% felt physically safe at a 4-5 level. 6. 76.9% said the staff help them to solve problems. 7. 80.5% said the staff enforces the rules equally. 8. 78.1% said they feel like they belong. Their top three favorite activities were clay, crafts, and acting while they want more cooking, coding, and woodworking. According to the student data, there is room for growth in all areas. The areas for most growth are students treating each other respectfully, students feeling emotionally and physically safe, and a sense of belonging. The data hasn't been disaggregated for privacy reasons as the student groups are small. Directly relating to the student survey data, staff discussed the need for more restorative justice training for staff and parents. Many parents felt they were not familiar with the restorative justice process. This will be a priority for the 2024-25 school. Several action items are built into the LCAP. There will training for both parents and staff. There will also be more staff at recess time to help facilitate students' social conflicts. There will be a total of 6 instructional aides and staff from Mendocino Youth Project on most days which is an increase compared to 2023-24. Staff have plans to have a written procedure for the restorative justice process and will do extra training on the school's discipline procedure. Met 2024-06-26 2024 23656230000000 Willits Unified 6 Analysis and Action Plan Parent Feedback Strengths: High levels of feeling cared for by staff and feeling like a partner in their child’s education. Clear communication of school rules. Areas for Improvement: Safety at school is lower than desired (63.4%). Addressing concerns by staff needs improvement. Actions: Safety: Implement additional safety measures and communicate these changes to parents. Addressing Concerns: Train staff on effective communication and resolution strategies to better address parental concerns. Student Feedback Strengths: High levels of understanding school rules and feeling encouraged by adults. High access to needed materials. Areas for Improvement: Very low percentage of students feeling that students treat each other well (12%). Only 44% of students like school and 56% feel engaged at school. Actions: Peer Relationships: Introduce programs that promote peer support and positive interactions, such as peer mentoring and anti-bullying initiatives. Engagement: Increase student engagement through more interactive and student-centered teaching methods. Staff Feedback Strengths: High percentage of staff looking forward to work and feeling safe. High expectations for students and perceived benefits from counseling programs. Areas for Improvement: Participation in decision-making is moderate (56.7%). Professional development engagement could be higher. Actions: Decision Making: Encourage greater staff participation in decision-making processes through committees and regular feedback sessions. Professional Development: Provide more targeted and diverse professional development opportunities to meet the varied needs of staff. Overall Action Plan Safety and Well-being: Enhance school safety measures and ensure they are well communicated to students, parents, and staff. Focus on social-emotional learning (SEL) to improve student relationships and the overall school climate. Engagement and Support: Increase engagement by incorporating more hands-on and student-driven activities. Ensure counseling and support services are accessible and well-utilized by students. Communication and Involvement: Improve communication strategies with parents to ensure their concerns are promptly and effectively addressed. Foster a stronger sense of community and involvement through regular, transparent communication and inclusive decision-making processes. Professional Development: Continue to offer and expand professional development opportunities, ensuring they are relevant and impactful. Encourage staff to share feedback on professional development needs and incorporate this feedback into planning. Survey is an on-going an yearly assessment in addition to the bi-annual Healthy Kids Survey. Student Responses 25 resp. Area of Greatest Concern: small sample size Parent Responses 101 resp. Staff Responses 63 resp. By addressing these areas, WUSD can create a more supportive, engaging, and safe environment for all students, parents, and staff. The survey results provide a valuable insight into the school climate at WUSD from the perspectives of parents, staff, and students. Despite the overall positive feedback from parents and staff, the low student response rate and their concerns about peer interactions highlight areas needing attention. Key Survey Insights Parents: Generally positive about their child's preparation, access to technology, care from staff, safety, and involvement in education. Areas for improvement include addressing concerns more effectively and enhancing feelings of safety at school. Students: Mixed feelings about school, with significant concerns about how peers treat each other. Positive feedback on safety, encouragement from adults, understanding school rules, and access to help and materials. Notably low engagement and interest in providing feedback. Staff: Generally positive about students' access to materials, the counseling program, professional development, and feeling safe at work. Identified areas for improvement include decision-making involvement and student attendance and engagement. Priorities for Improvement Enhancing Student Engagement and Peer Relationships: Peer Support Programs: Implement peer mentoring and buddy systems to foster positive interactions. Introduce anti-bullying initiatives and school-wide campaigns promoting kindness and respect. Social and Emotional Learning (SEL): Expand SEL programs to provide more frequent and diverse activities. Train staff in delivering effective SEL instruction and supporting students' social-emotional needs. Increasing Student Participation: Student Voice: Establish student councils, focus groups, and regular feedback sessions. Make surveys and feedback tools more visible and accessible. Engaging Curriculum: Use interactive and student-centered teaching methods. Offer extracurricular activities and clubs aligned with student interests. Strengthening Parent and Community Involvement: Communication Tools: Use various tools (e.g., Thrill share, Dojo, website, social media) for clear and consistent communication. Ensure accessibility for all parents, including those who are Spanish-speaking. Parent Involvement: Enhance participation in School Site Council, ELAC, DELAC, community meetings, and LCAP meetings. Provide resources and support for parents to be confidently involved in school activities and decision-making. Supporting Staff through Professional Development: Ongoing Training: Offer continuous professional development in literacy, SEL, and classroom management. Tailor training to staff needs and feedback, ensuring opportunities for growth. Collaboration and Support: Foster a collaborative culture among staff for sharing best practices and mutual support. Provide resources and support for implementing new strategies and improving teaching practices. The survey results reflect a healthy school climate with significant opportunities for improvement, particularly in student engagement, Prioritizing social and emotional instruction, engaging families, and supporting staff are all key components in creating an environment where students can truly thrive. By focusing on skills like empathy, self-awareness, and emotional regulation, WUSD is helping students develop crucial life skills that will serve them well beyond the classroom. Additionally, recognizing the importance of the home-school connection and actively engaging families demonstrates a deep understanding of the collaborative effort required to support student success. Providing resources and training to educators ensures that they are equipped to meet the diverse needs of students and deliver high-quality instruction. With, hopefully, our holistic approach, every student at WUSD will have the opportunity to grow academically and personally in a supportive and inclusive environment. Keep up the great work in creating a positive school climate where all students can reach their full potential! If you ever need support or assistance along the way, don't hesitate to reach out. Met Engage our students and parents to provide on-going feedback In a forum and vehicle that allows for consistent and on-going articulation amongst staff, administration, District office, soi that all parties have a voice and are hard in the process of their 2024-07-13 2024 23656230112300 La Vida Charter 6 There are questions about feeling safe on the campus. 100% of the parents and 100% of the High Schools students said they and their children felt safe everywhere on campus. Only 65% of the elementary students said they felt safe this year. The younger elementary students had a number of complaints, regarding the sandbox, the closet, the big rock and the big kids. The school feels satisfied that the overall climate is one of safety and comfort. The complaint areas will receive deeper investigation. "The facility team actively works toward eliminating any ""creepy"" areas or items. Students are presenting with more phobias and anxieties which are being worked with and supported in the classroom. Students with complaints will receive a full hearing and hopefully with action steps, they will feel reassured." Met La Vida has a reputation of being a beautiful small country school and is often describe as a sweet place. Maintaining that reputation is very important and a priority. 2024-06-26 2024 23656230125658 Willits Elementary Charter 6 WECS uses a shortened version of the California Healthy Kids Survey, which was edited by students for clarity, length, and redundancy. We give this survey to grades 3-4-5 and we give a simplified version to K-1-2. We also have a parent survey that we do annually. In grades 3-4-5, 95% feel safe at school; 94% are happy to be at school some/most of the time; 97% feel students are motivated to learn; 87% feel they are treated fairly; 45% feel they are not asked about their ideas for what they want to learn 91% feel they can solve school problems most of the time; 94% feel grown ups listen to them; 97% feel they are treated with respect As we can see from this data, students generally feel good at school and feel supported and listened to. Students still remain recipients of their education instead of being in charge of their education, as evidenced by nearly half saying that they do not have a say in their education. We will be looking for opportunities for students to lead and demonstrate leadership at school. We will feature students in news, in weekly gatherings, and in other areas of school where they can take leadership. We have had a few attempts at leadership with a student-led anti-bullying campaign but we did not get off the ground with it. We need more times for students to shine and take their voices higher. Met We have welcoming songs, leaving songs, and wishing you well if you are absent songs. We sing happy birthday to each student (if you include half birthdays, you can do this!). We will endeavor to make the learning more transparent to students so that they 2024-06-25 2024 23656232330363 Willits Charter 6 School climate data is gathered through student surveys, parent surveys, and student focus groups. Students report that they have good friends at WCS, teachers and staff care about students, teachers and staff treat students fairly, and that there are people on staff that students can turn to when they need to talk to someone. Parents report that WCS staff are attentive to student needs and supportive of student success, that the school provides a safe and healthy learning environment, and that their child feels comfortable at WCS. Key learnings from student and family survey data are that WCS students overwhelmingly like going to WCS. Furthermore, students feel safe and connected. Student survey data also indicates that students are looking for ways to be more involved in their community. WCS resumed the community service requirement in 2023-2024 after a long hiatus due to the pandemic. Based on student input, we intend to organize formal opportunities to engage in community service, both on and off-campus. We also plan to evaluate and update some of our current systems to increase opportunities for social and emotional learning. Through a staff-wide focus on T-SEL, we hope to foster an even greater sense of connectedness and school community. Met 2024-06-25 2024 23738660000000 Potter Valley Community Unified 6 "As an administrative committee we met to review and analyze some of the specific data collected in the 2024 California Healthy Kids Survey administered in the Elementary and Junior and Senior High School. Our committee focused on the student self reporting related to specific questions in the social emotional (SEL) and school safety areas. We looked at the data from this last years survey and will compare this information to the future administrations of the survey, especially in 2025. These questions generally focused on student optimism, life satisfaction and perceptions of safety at school. The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: * develop restorative practice professional development for staff * listening circles with students * tolerance education / sensitivity education * increase of presentations / counseling services through Mendocino Youth Project and Project Sanctuary The focus questions are below with the percentage of positive response from students: Optimism - Average reporting “Pretty much true” or “Very much true” (HS Question # 7.3) 2022-2023 43% 8th Grade 46% 9th Grade 2023-24 71% 4th Grade 48% 9th Grade 23% 10th Grade 41% 11th Grade Life satisfaction - Average reporting “Satisfied” or “Very satisfied” (HS Question # 7.4) 2022-2023 56% 8th Grade 68% 9th Grade 2023-2024 74% 4th Grade 67% 9th Grade 65% 10th Grade 74% 11th Grade Social emotional distress - Average reporting “Pretty much true” or “Very much true” (HS Question # 7.5) 2022-2023 29% 8th Grade 23% 9th Grade 2023-2024 28% 4th Grade 21% 9th Grade 18% 10th Grade 16% 11th Grade Perceived safety at school - Average reporting ""feel 'unsafe' at school"" (HS Question # 8.1) 2022-2023 6% 8th Grade 4% 9th Grade 2023-2024 7% 4th Grade 13% 9th Grade 0% 10th Grade 0% 11th Grade School violence victimization - Average reporting ""1 or more times - physical or emotional"" (HS Question # 8.3) 2022-2023 48% 8th Grade 30% 9th Grade 2023-2024 62% 4th Grade 43% 9th Grade 26% 10th Grade 21% 11th Grade" The committee reviewing the data determined that our areas of strength are: * low in physical harm * little worry about violence and weapons * high life satisfaction in all grades with friendships / family life / where they live * decrease from previous survey in social emotional distress, especially in the 9th and 10th grades The committee reviewing the data determined that our areas of growth, challenges, and barriers are: * challenges related to lies, rumors, insults among students * making fun of other students * concern about vaping, tobacco and alcohol use The committee determined that the revisions, decisions, or actions has, or will, the LEA implement are: * develop restorative practice professional development for staff * listening circles with students * tolerance education / sensitivity education * increase of presentations / counseling services through Mendocino Youth Project and Project Sanctuary Met 2024-06-27 2024 23739160000000 Laytonville Unified 6 Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. California Healthy Kids Survey (CHKS) School Safety CHKS Perceived School Safety Indicator: 40% Connectedness -CHKS School Connectedness: 34% """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Areas of Strength - Small school culture Identified Needs -Chronic Absenteeism and Truancy (based on CA Dashboard data) -Increase sense of safety and connectedness" We will continue our Goal 2: Student Engagement. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.2 Safety and Connectedness Increase students sense of safety and school connectedness by providing a wide variety of mental health supports Social-emotional learning (SEL): -PBIS, Restorative practice, staff development activities for SEL Activities -Enriched Aikido programs, -Noon Activities, -Enrichment/engaging activities. -Reward programs (Kindness Coins, Warrior Bucks) Supervision -Campus supervisor for the high school. -Provide yard supervision Mental Health Support -Counseling -Increase mental health (LCSW) time as funds allow Met 2024-06-27 2024 23752180000000 Leggett Valley Unified 6 "Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. Students participated in the California Healthy Kids Survey. School Safety - 82% ”Do you feel safe at school?” (Yes, all the time or Yes, most of the time) (Elementary) - 82% ”""I feel safe in my school.""” (""Agree"" or ""Strongly agree"") (Secondary) Connectedness Happy to be at school -3rd: 80% -4th: 45% -Secondary: 55% Overall School Connectedness -3rd: 75% -4th: 68% -Secondary: 71%" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Areas of Strength - The culture of our school is welcoming, safe, and supportive Identified Needs -Chronic Absenteeism and Truancy (based on CA Dashboard data) -Increase opportunities for connectedness" We will continue our Goal 3: Culture, Climate, and Community. We have enhanced and added additional items related school safety and school climate based on this data and educational partner engagement: 3.3 Safety and Connectedness Ensure students feel safe and connected to the school community Belonging -Ensure all students feel a sense of belonging to their school campus. -Recognize and value diverse backgrounds, perspectives, and identities. -Actively promoting equity, empathy, and respect among students and educators -Provide opportunities for spirit wear Anti-discrimination -Programs, activities, and practices shall be free from unlawful discrimination, including discrimination against an individual or group based on race, color, ancestry, nationality, national origin, immigration status, ethnic group identification, ethnicity, age, religion, marital status, pregnancy, parental status, physical or mental disability, sex, sexual orientation, gender, gender identity, gender expression, or genetic information; a perception of one or more of such characteristics; or association with a person or group with one or more of these actual or perceived characteristics. Safety Plan -Implement, revise and evaluate school safety plans -Utilize Student ID cards Security -Utilize newly install cameras to ensure the safety of all students Met 2024-06-24 2024 24102490000000 Merced County Office of Education 6 The LEA administered the annual school climate student survey in the spring of 2024. The survey provides a measure of perceptions of school safety, preparedness, and connectedness. Of the 165 surveys received, the highest ratings were: +students feel safe on campus and/or in their online learning classroom (95% - an increase of 4%) +students believe that being prepared for high school, college and the world of work is important (87% - a decrease of 3%) +students usually expect to have a good day in school (86% - remained the same) The lowest positive ratings were: +having at least one school friend to talk to during a difficult day (65% - remained the same) +when feeling upset, frustrated, or angry, having an adult at school to talk to (75% - increased 6% from the previous year) Analysis of the data demonstrates that students need to continue to receive wrap-around support in academics, behavior, and socio-emotional and physical wellness. Students are beginning to connect again and build peer and staff relationships. These relationships need to be developed deeper as we have several students who voice that there is not an adult at school they feel they can talk to when they feel upset, frustrated, or angry. We want each and every student to feel that they can go to at least one adult on campus. For our lowest-rated questions listed above, there was an increase in positive responses from the previous year which effectively shows we are moving in the right direction. We will continue to employ youth engagement specialists to work with students in engaging in school and motivating them to attend every day by building positive relationships and incentivizing them. We had an increase in field trips offered this school year. This coming school year, there will be increased extracurricular opportunities during and after school for school engagement, which involves collaboration with community agencies. Also, the school sites will continue in their work in the Positive Behavioral Intervention and Support (PBIS) system to educate students on expected behaviors in school to increase the effectiveness of discipline practices and learn strategies as an alternative to suspension. This system focuses on and rewards positive behaviors and helps build a stronger school climate. Our Leadership team and staff at the school sites will continue to develop our Multi-Tiered System of Support this next year to continue identifying the needs of our students and implement proper support. Next year we will add vice principals at two school sites to assist in providing support to our students and reinforcing a positive climate. Met 2024-06-17 2024 24102490106518 Merced Scholars Charter 6 MSCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the fall of 2023 and the spring of 2024. The following data is from the spring 2024 surveys. Overall, 87% of the 105 student responses positively rated the school in a variety of areas related to school climate – an increase of 1% from the previous year. The four main areas of measure, +students feeling safe in school (in person or virtually) (99% - remained the same from the previous year), +feeling supported by school staff (93% - decreased 1%), +believing teachers and staff truly care about them (95% - decreased 3%), and +having an available adult at school to talk to when feeling upset or frustrated (76% - decreased 2%). The results of the other areas of the surveys were as follows: +the importance of being prepared for college and career (93% - increased 2%), +looking forward to participating in school (87% - dropped 2%), +trusting their ability to solve difficult problems (85% = increased 1%), and +expecting to have a good day when doing schoolwork (91% - increased 8%). All these areas showed positive results. However, an area still of concern is students having at least one school friend they can talk to when having a difficult day (63%). This area continues to have the lowest rating of all school climate ratings and decreased by 3% from the previous year. MSCS continues to work on improving this measure each year. Overall, the relationships that staff have built and continue to develop with students reflect in the student’s positive view of the school. Despite the large amount of growth experienced by the school and the addition of an entirely new program, the school’s positive climate continues to be a strength. The relationship-building and positive interaction between staff, students, and families continues to be a strength, but also a focus of the school. MSCS continues to seek improvement in this area. An area that is a challenge, but an area of growth for the school as well is in addressing students’ emotional health and well-being. The spring survey continues to highlight a major area of concern with students having at least one school friend who they can talk to when having a difficult day. Only 63% of students stated that they had at least one school friend they could reach out to. Yet, this is an improvement over the previous year. Further, the measure of having an available adult at school to talk to when feeling upset or frustrated was only 76%, but this is still higher than the state or national average. The importance of addressing the needs of the whole student is why MSCS continues to place high importance on this area of student development. The school has implemented several supports to address the identified area of concern as well as continuing to improve the overall school climate. The school continues to provide professional development to staff on how to support the needs of the whole child. With the help of our counseling staff, including the youth engagement specialist, the school works as a collaborative team to best support students with not just their academic needs, but their social/emotional (SEL) well-being. The addition of family liaisons will help to provide families with more support in this area as well in the form of workshops and on-site meetings. Families will continue to work with the school on how to best support their child(ren). In 2023-24, MSCS provided additional enrichment activities to encourage students to participate in activities at the school. Further, to support students in their academics, the school provided on-site support classes for students to get more instruction from a credentialed teacher. The addition of the dual language program has also provided our younger students with more opportunities to participate in school events. In the 2024-25 school year, the school plans to refine and continue with some current offerings while expanding and adding others. This way, students from TK12 in each program will have the opportunity for more engagement at the school site. For the high school, preparing students for postsecondary options continues to be a priority. The school continually provides students opportunities to set goals, plan, and develop career and life skills and has revamped the graduation requirements to better prepare students. Further, the school’s elementary programs (nonclassroom-based and dual language immersion) will continue to work at preparing students for not just the community environment, but the global environment as well. Through a collaborative effort and continued professional development, the school will ensure to support the needs of the whole child and their families. Our school grows every year with enrollment and we will start the 2024/25 school year with more students than previous years. Met 2024-06-17 2024 24102490138032 Come Back Charter 6 CBCS annually administers a school climate student survey twice per year, once per semester. The survey provides a measure of student perceptions of school climate in regards to safety, connectedness, and academic motivation and opportunities. The school climate survey was administered in the fall of 2023 and the spring of 2024. The following data is from the spring 2023 surveys. Overall, 91.11% of the student responses positively rated the school in a variety of areas related to school climate. The four main areas of measure, as noted as a metric for Goal 1 of the LCAP: + students feeling safe in school (in person or virtually) (100% - an increase of 2%), +feeling supported by school staff (92% - a decrease of 4%), +believing teachers and staff truly care about them (100% - an increase of 2%), and +having an available adult at school to talk to when feeling upset or frustrated (85% - a decrease of 6%) The results of the other areas of the surveys were as follows: +the importance of being prepared for college and career (92% - a decrease of 1%), +looking forward to participating in school (92% - a decrease of 4%), +trusting their ability to solve difficult problems (85% - a decrease of 6%), and +expecting to have a good day when doing schoolwork (92% - a decrease of 1%). All these areas are rated positively overall. The only area showing a much lower positive rating is in the area of having at least one school friend they can talk to when having a difficult day (46%). This area is and continues to have the lowest rating of all school climate ratings. Overall, students feel very connected with the school. CBCS feels that the majority of students have a connection with the program due to the relationships built between teacher and student. CBCS will continue to focus on this area to maintain the school’s positive rating among students. The school wants to maintain ratings of 90% or better, as stated in the metrics for Goal 3 of the LCAP. This maintenance goal of continuing to provide a safe and welcoming learning environment appears to be effective as reflected in the school climate data. Analysis of the data demonstrates that students will continue to benefit from positive interactions with the staff and the continual promotion of academic success for all students. College and career preparation is still important and providing students opportunities to set goals, plan, and develop career and life skills are essential. CBCS plans to increase opportunities for students to become involved both on and off campus and to provide students with more opportunities to work collaboratively. More professional development opportunities will be provided to teachers to better support the learning of adult students. While not reflected in the climate surveys, educational partner feedback shows the need for better support – academic and basic needs - to improve student outcomes. The school will look at ways to provide greater support with the funding for these specific actions in the LCAP. Met 2024-06-17 2024 24656310000000 Atwater Elementary 6 In the spring of 2024 the Atwater Elementary School District administered a Culture and Climate Survey in conjunction with a comprehensive needs assessment for the district’s Local Control Accountability Plan (LCAP). This survey was administered to grades 5-8 at all school sites, all AESD parents, and all AESD staff. The survey was designed to elicit responses related to feelings of school engagement and support, school safety, disciplinary environment, school connectedness, and feelings regarding LCAP actions and strategies. The following was found through this survey: Students: 60% of students feel proud of their school and connected to teachers and other students. 58% of students feel that their school is a safe and secure learning environment. 62% of students feel they have the ability to participate in school activities and teachers ask them about their ideas to help solve school problems. 60% of students feel that teachers and other school staff are caring and supportive. 19% of students feel that students at the school are well behaved. 34% of students feel they are treated fairly when they break the rules. 65% of students feel that teachers and other grown-ups make it clear that bullying is not allowed. 61% of students feel that the school provides ways for them to ask for help if they are sad or if they need to talk to someone. Parents: 83% of parents feel that AESD provides a safe and secure learning environment. 78% of parents feel that AESD encourages parent involvement and participation at the site and district level. 79% of parents feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 74% of parents feel that AESD provides opportunities for parents and the community to provide meaningful input in decisions affecting the school community. 74% of parents feel that AESD emphasizes helping students with social, emotional, and behavioral problems. Staff: 85% of staff feel that AESD provides a safe and secure learning environment. 78% of staff feel that AESD develops students who are prepared for junior high and high school. 73% of staff feel that AESD provides multiple communications to keep stakeholders involved with transparent, accurate, and timely information. 66% of staff feel they have opportunities to provide meaningful input in decisions affecting the school community. 76% of staff feel that AESD emphasizes helping students with social, emotional, and behavioral problems. "Our parent survey responses show that parent involvement/participation is returning to prepandemic levels. All sites continue to increase the ways in which parents are involved in events both on and off campus. Both student and staff survey data found a new trend in terms of the number of respondents that provided ""neutral"" responses rather than indicating agreement or disagreement with various climate and culture prompts. However, the majority of staff responses continue to be largely positive with greater than 70% of all respondents indicating that AESD provides a positive climate, is a safe place to work, and a place that prepares students for the future both academically and emotionally. Student responses found the majority of students (greater than 50% in all categories) find AESD to provide meaningful opportunities to participate in school, to be a safe place to learn, to be somewhere in which they feel connected, and to have access to mental health resources. In the area of school safety, and in response to climate and culture surveys, AESD has an anonymous bullying reporting system on all school websites. Results show that a majority of students feel that bullying is not condoned or tolerated and that the message is clear, but the majority of students also feel that other students sometimes have a lack of appropriate behavior. In response to this and the desire to bolster social-emotional supports for students, AESD has implemented regular electronic check-ins for students to voice concerns for themselves or about others. We also maintain a school psychologist and counselor at each school. Also, in the area of school safety, AESD consistently performs fire and safety drills to keep staff and students in practice with emergency procedures. The other area of note in the survey was the student perception of fairness in the breaking of school rules. AESD’s partnership with the Restorative Justice League serves to increase this perception in a positive manner through the integration of restorative practices such as community circles, mediation, and peace circles." In the coming year, we will perform more parent outreach to inform parents of our resources for student mental health and will continue to communicate with parents additional ways that they can be a part of their child's school community. Further, the District also looks to increase available student activities that will increase feelings of participation and connectedness. Met 2024-06-25 2024 24656490000000 Ballico-Cressey Elementary 6 Our local climate survey results were overall very positive. 90.7 percent of our students said they like being a student in our district. 90.3 percent of students answered that they could ask an adult for help and receive the help they needed. 92.9 percent of students said their teachers know their strengths and areas of needs well. Common areas where students voiced they would like to see change were more playground equipment available at lunch time and the hopes of getting more shade in the playground. All students were able to provide open ended comments on what suggestions they have for improvement and we went through the data together as an Admin Team. Areas of key learning where strengths were highlighted were a large majority of students really felt comfortable on campus and felt supported by their teachers. Many students responded with positive things to say about their teachers and other adults on campus. We will continue to strive towards 100 percent of students feeling this same way. The area of need that was most commonly voiced by the students survey was to provide more playground/recess equipment. A few students voiced that they wished students were kinder and that is an area we will always focus on that all students are being treated with kindness and respect. Some changes to our existing policy is that we updated our Code of Conduct and added some areas in our discipline section to focus on and enforce to improve student behavior. We recently acquired new playground equipment for all classrooms to have for the whole district. We also acquired indoor recess equipment for each classroom such as board games and playing cards for days that we are on indoor recess due to the weather. Met 2024-06-27 2024 24656496025381 Ballico-Cressey Community Charter 6 Our local climate survey results were overall very positive. 90.7 percent of our students said they like being a student in our district. 90.3 percent of students answered that they could ask an adult for help and receive the help they needed. 92.9 percent of students said their teachers know their strengths and areas of needs well. Common areas where students voiced they would like to see change were more playground equipment available at lunch time and the hopes of getting more shade in the Jr High playground. All students were able to provide open ended comments on what suggestions they have for improvement and we went through the data together as an Admin Team. Areas of key learning where strengths were highlighted were a large majority of students really felt comfortable on campus and felt supported by their teachers. Many students responded with positive things to say about their teachers and other adults on campus. We will continue to strive towards 100 percent of students feeling this same way. The area of need that was most commonly voiced by the students survey was to provide more playground/recess equipment. A few students voiced that they wished students were kinder and that is an area we will always focus on that all students are being treated with kindness and respect. Some changes to our existing policy is that we updated our Code of Conduct and added some areas in our discipline section to focus on and enforce to improve student behavior. We recently acquired new playground equipment for all classrooms to have for the whole district. We also acquired indoor recess equipment for each classroom such as board games and playing cards for days that we are on indoor recess due to the weather. Our district is in the process of approving a new shade structure that is going to be built in the Jr High Playground. Met 2024-06-27 2024 24656800000000 El Nido Elementary 6 El Nido Elementary School District annually administers a student survey to students in grades 3-8 to ascertain evidence of student perceptions of school safety and connectedness. Results are shared with stakeholders including the local governing board, parent committees (SSC & DELAC), staff, and student groups such as the student council. Overall, student connectedness is over 95% positive. "This data shows a strength in students' feelings of connectivity to both their school and to one another. In addition, it shows that our work in positive school culture is having a great effect on the atmosphere of the school as far as connectedness. The following results denote the area of school safety and connectedness: I feel safe; I feel comfortable asking questions in class - 96% No Weapons - 99%, No Fights - 98%, No Vandalism or Gangs 99% My school respects me and my culture - 96% Students know behavior expectations - 97% There was notable responses to questions about feeling successful with an overwhelming response of Neutral/Disagree. In addition, 42% of students shared that they 'sometimes feel sad or depressed for days just because or for no apparent reason"". Students who identified as Gender Neutral had consistently Neutral or responses to the negative on a majority of questions relating to self-esteem, bullying, respect, acknowledgement." In light of the overall high rate of positive culture and climate, El Nido plans to elevate SEL instruction, MTSS-PBIS interventions at the Tier 1-Tier 3 levels. A continued focus on student-centeredness and student voice in academics and extended engaging opportunities will guide decisions and actions Met 2024-06-25 2024 24656980000000 Hilmar Unified 6 "The local climate survey that HUSD used was the California Healthy Kids Survey, administered in November of 2024. The survey was taken by grades 5, 7, 9 and 11 and all students at Irwin and Colony High Schools (""NT"", Nontraditional). Below is the data related to school safety and connectedness disaggregated by the available student groups (note that due to the varying number of students who took the survey in each grade-span-- and the fact that if less than ten students make up a student group, no data is reported-- the disaggregated student group data that is available may not be exactly the same for each grade-level. In the instances where no data was available ""NA"", for ""not available"" was used to note that): School Connectedness (the scale was based on five survey questions, for students responding ""Yes, most of the time"" and ""Yes, all of the time""): Grade 5 (104 students in the sample size): -All students = 74% -English Learners (EL) = NA -Long-Term English Learners (LTEL) = NA -Non-English Learner = NA -Hispanic/Latino = 76% -White = 75% -Mixed (2 or more races) = NA -Something Else = 78% Grade 7 (145 students in the sample size): -All students = 56% -English Learners (EL) = 57% -Long-Term English Learners (LTEL) = 56% -Non-English Learner = 56% -Hispanic/Latino = 54% -White = 64% -Mixed (2 or more races) = 54% -Something Else = 41% Grade 9 (143 students in the sample size): -All students = 60% -English Learners (EL) = 53% -Long-Term English Learners (LTEL) = NA -Non-English Learner = 63% -Hispanic/Latino = 50% -White = 71% -Mixed (2 or more races) = 60% -Something Else = 67% Grade 11 (130 students in the sample size): -All students = 46% -English Learners (EL) = 31% -Long-Term English Learners (LTEL) = NA -Non-English Learner = 50% -Hispanic/Latino = 44% -White = 52% -Mixed (2 or more races) = 44% -Something Else = NA Nontraditional (16 students in the sample size): -All students = 50% -English Learners (EL) = NA -Long-Term English Learners (LTEL) = NA -Non-English Learner = NA -Hispanic/Latino = 60% -White = NA -Mixed (2 or more races) = NA -Something Else = NA School Safety- School perceived as ""Safe"" or ""Very Safe"": Grade 5 (104 students in the sample size): -All students = 80% -English Learners (EL) = NA -Long-Term English Learners (LTEL) = NA -Non-English Learner = NA -Hispanic/Latino = 81% -White = 86% -Mixed (2 or more races) = NA -Something Else = 83% Grade 7 (145 students in the sample size): -All students = 50% -English Learners (EL) = 54% -Long-Term English Learners (LTEL) = 45% -Non-English Learner = 50% -Hispanic/Latino = 47% -White = 56% -Mixed (2 or more races) = 52% -Something Else = 47% Grade 9 (143 students in the sample size): -All students = 71% -English Learners (EL) = 65% -Long-Term English Learners (LTEL) = NA -Non-English Learner = 72% -Hispanic/Latino = 68% -White = 82% -Mixed (2 or more races) = 63% -Something Else = 58% Grade 11 (130 students in the sample size): -All students = 56% -English Learners (EL) = 53" "Note that there was more data gathered than would fit in narrative box 1. Overall, the percentages for school safety and connectedness aren't high, but the disaggregated-by-student-group data that's available doesn't include students who responded, ""a little true"", ""neither safe nor unsafe"", or ""Yes, some of the time"". The students who chose these responses don't necessarily feel unsafe or unconnected to school, they just don't feel as high a degree of connectedness and safety. Granted, HUSD would prefer all students to report high degrees of feeling safe and connected, but as we work toward that, we're first looking at reducing the numbers of students who do feel unsafe and disconnected. The disaggregated data didn't have a lot of variation in reporting between the ""all students"" and the various student groups with available data within each grade-span. Some notable trends were as follows: -Fifth-grade students reported the highest rates of school connectedness and safety, both overall and by student groups. -Girls in 5th grade report a 9% higher school connectedness rate and an 8% school safety rate than 5th-grade boys. -In 7th grade, White students reported a 10% higher rate of school connectedness than Hispanic/Latino or Mixed (2 or more races) students. White students also reported a 9% higher rate of safety than did Hispanic/Latino students. -In 9th-grade White students reported a 21% higher rate of school connectedness than Hispanic/Latino students, and an 11% higher rate than Mixed (2 or more races) students. White students also reported a 14% higher rate of safety than Hispanic/Latino students, and a 19% higher safety rate than Mixed (2 or more races) students. -Eleventh-grade students generally reported the lowest rates of school connectedness and safety. -In 11th-grade, English Learners reported a 15% lower rate of school connectedness than All Students (and 19% lower than Non-English Learners); however, they reported comparable rates of school safety when compared to All Students (only a 3% difference) and Non-English Learners (only 5% difference). -In 11th-grade, White students reported 8% higher rate of school connectedness than Hispanic/Latino and Mixed (2 or more races) students. -The wasn't much variance among 11th-grade students when it came to school safety, with most student groups within a couple of percentage points of each other and the All-Students group. The exception was between White students and Mixed (2 or more races) student group, where White students reported an 18% higher rate of safety than did the Mixed (2 or more races) student group. -Students in Nontraditional settings reported generally comparable rates of school connectedness and safety as their traditional high school peers, however, it is worth noting that the sample size (16 students) is small." The district is currently working on introducing Restorative Practices as part of its Multi-Tiered Systems of Support (MTSS) at HMS, HHS, and Irwin/Colony as a way to address suspension and expulsion rates, but also to help with the sense of school connectedness and safety. Ideally, if students have productive/restorative opportunities to resolve issues, this should have an impact on students feeling better connected and safe. Met 2024-06-19 2024 24657220000000 Le Grand Union Elementary 6 The ESE Student Climate Survey was administered to grades 6-8 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 72% - % of students in an EL program that say they feel connected with their school. - 76.2% - % of female students that say they feel connected with their school. - 75.9% - % of male students that say they feel connected with their school. - 71.4% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 74% - % of students in an EL program that say they feel safe at school. - 78.6% - % of female students that say they feel safe at school. - 72.4% - % of male students that say they feel safe at school. - 78.6% An analysis of data shows that 72% of students felt connected to school and that 74% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was none. The student group that was significantly lower than the whole in feeling safe at school was none. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-25 2024 24657300000000 Le Grand Union High 6 The ESE Student Climate Survey was administered to grades 9-12 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 62% - % of students in an EL program that say they feel connected with their school. - 66.7% - % of female students that say they feel connected with their school. - 52.4% - % of male students that say they feel connected with their school. - 67.3% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 75% - % of students in an EL program that say they feel safe at school. - 90.0% - % of female students that say they feel safe at school. - 77.1% - % of male students that say they feel safe at school. - 72.0% An analysis of data shows that 62% of students felt connected to school and that 75% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was females. The student group that was significantly lower than the whole in feeling safe at school was males. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-26 2024 24657480000000 Livingston Union 6 LUSD uses a local student survey to monitor student feedback on safety and connectedness. In grades 3-8, 81% of students felt safe at school and 87% of students felt that they belonged at their school. Student survey data indicates that students appreciate and enjoy sports/extra curricular activities, assemblies, trips and opportunities to interact with their peers. Data also indicates that students recognize the benefits of an environment where students are kind and respectful and would like to increase those behaviors and decrease negative behaviors. Through the LCAP process, LUSD will be implementing a district wide social-emotional initiative using evidence-based curriculum and strategies that include self-awareness, self-management, self-advocacy, social awareness, relationship skills and responsible decision-making, and civic responsibility. The District is also committed to offering art enrichment and supplemental athletic activities. The Expanded Learning Opportunity Program (ELOP) will continue to provide extended year and extended day experiences aimed at enhancing engagement, connectedness, and academic achievement. The ELOP program will also increase its offerings from the previous year. Met 2024-06-20 2024 24657550000000 Los Banos Unified 6 The local climate survey data provides a comprehensive overview of student perceptions across several key indicators, covering school engagement, safety, bullying, substance use, routines, remote schooling, and mental health. This data is disaggregated by different grades and reflects students' experiences and sentiments regarding their school environment. School Engagement and Supports: School Connectedness: For Grade 5, 70% feel connected in-school, whereas 52% feel connected remotely. For Grades 7, 9, and 11, the percentages are significantly lower, with in-school connectedness ranging from 41% to 52%. Academic Motivation: Grade 5 reports the highest motivation at 86%, while Grades 7, 9, and 11 report much lower percentages (56%-65%). Caring Adults and High Expectations: Grade 5 students report 71% for caring adults and 86% for high expectations. These figures drop in higher grades, with Grade 11 reporting 46% and 56%, respectively. Facilities Upkeep and Parental Involvement: Grade 5 students perceive facilities upkeep positively at 71% and parental involvement at 77%. These perceptions diminish in higher grades, particularly Grade 11, with 21% for facilities upkeep and 32% for parental involvement. School Safety and Cyberbullying: Perceived Safety: Grade 5 students feel relatively safe at school (75%) and on their way to and from school (86%). However, these figures drop in higher grades, with Grades 7, 9, and 11 reporting perceived safety between 43% to 52%. Bullying and Harassment: 35% of Grade 5 students report being hit or pushed, with 30% experiencing cyberbullying. These experiences of harassment and bullying persist across higher grades, with Grade 7 at 39% and Grade 11 at 18% for any harassment or bullying. Substance Use: Alcohol, Drugs, and Tobacco: For Grade 5, lifetime alcohol or drug use is reported at 14%, with very low percentages for marijuana (0%) and cigarettes (1%). In higher grades, substance use increases, with Grade 11 students reporting 38% for current alcohol or drug use and 33% for marijuana use. Routines and Remote Schooling: Eating Breakfast: A key indicator of routines, 59% of Grade 5 students eat breakfast, decreasing to 21% by Grade 11. Remote Learning: In Grade 5, 47% report frequent remote learning (5 days per week), and meaningful participation is at 40%. These figures vary across higher grades, with lower engagement in remote schooling. Mental Health and Well-being: Emotional Distress and Wellness: Grade 5 reports 22% frequent sadness and 74% wellness. Higher grades show increasing emotional distress, with Grades 9 and 11 reporting chronic sadness/hopelessness at 34%-40%. Suicidal Considerations and Life Satisfaction: Consideration of suicide is relatively constant across higher grades (14%-18%). Life satisfaction decreases from Grade 7 (64%) to Grade 11 (52%). Key Takeaways: Decrease in School Connectedness and Academic Motivation: There is a notable decline in students' feelings of connectedness and motivation as they progress to higher grades. Persistent Safety Concerns and Bullying: Safety perceptions and experiences of bullying are significant issues across all grades, with a notable presence of cyberbullying. Rising Substance Use in Higher Grades: Substance use becomes more prevalent in higher grades, indicating a need for targeted interventions. Mental Health Challenges: Increasing emotional distress and considerations of suicide in higher grades highlight the necessity for comprehensive mental health support. While the percentage of students experiencing distress or chronic sadness according to the CHKS has declined since extra counselors were introduced three years ago, the percentage of students self reporting these feelings still remains very high, especially in the secondary grades. The district will provide social emotional learning professional learning to staff to support students needs. LBUSD will continue to contract with Sierra Vista for 10 clinicians who provide mental health services to students and their families throughout the district. The district will add the EVOLV detection system at all secondary sites to prevent drug, paraphernalia, and weapons being brought to campuses. Met 2024-06-18 2024 24657630000000 McSwain Union Elementary 6 "The McSwain Union Elementary School District administered a locally designed school student climate survey, and also monitors on a regular basis, throughout the school year, the ""Campus Social Emotional Rating"" for students in grades 5th - 8th provided by the Sown to Grow program. The Campus Emotional Rating for the end of the 2023-2024 school year was 4.1 out of 5.0. That is considered ""good"". The locally designed school student climate survey was taken by 3rd and 5th graders. This represents the two grade level spans that the McSwain district serves with our TK-4th grade students on our West campus, and our 4th grade -8th grade students on the East campus. Key Data points include the following: •95.7% of students feel welcome on campus. •91.4% of students feel safe on campus. •80.1% of students state that they are very or mostly respectful to teachers on campus. •95.7 of students feel that teachers are very or mostly respectful to students on campus. •84.2% of students state that people are never or rarely disrespectful to others at school. •41.0% of students state they have never been bullied during the 2023-2024 school year. •27.7% of students state the have been bullied 1-2 times during the 2023-2024 school year. •19.9% of students state that they have been bullied 3-5 times during the 2023-2024 school year. •10.6% of students state that they have been bullied 5 or more times during the 2023-2024 school year. •80.2% of students feel that the ""energy"" of the school is very or somewhat positive." "We are pleased to note that students attending the McSwain Union Elementary School District feel welcome and safe at school. They feel that teachers are highly respectful to students, and that the vast majority of students are respectful to teachers. In addition, the vast majority of students feel like the energy of the school is positive, and the Campus Emotional Rating is good as well which is correlates closely. The one area of concern is students being bullied. While it can be argued that compared to other school districts the number of our students being bullied is low, it is a percentage that administration is not comfortable with. In fact, it is our goal that no student ever be bullied at school. It is a priority for our administrative and counselling staff. ***Note, because the school district designed school student climate survey did not include specific data by student groups identified in California Education Code, Section 52052, LCFF Priority 6 will be identified as ""Not Met"". This will be corrected next year through a redesign of the school district designed school student survey, or through the use of a commercially available survey." Next year the district will expand the grade levels participating in the Sown to Grow program to monitor our campus emotional rating through all grade levels. In addition, the school counselors are planning to increase their student contact and instruction surrounding bullying and how to stop it. Met 2024-06-25 2024 24657710000000 Merced City Elementary 6 The District offered its annual Equity Survey in the Spring of 2024. Respondents included 6th-8th grade Merced City School District students, parents/guardians of an MCSD student, staff members, and/or community members affiliated with MCSD. Sites offered time for students to take this anonymous, voluntary survey during the school day, and employees were offered time during their workday to participate, as well. Parents were notified via ParentSquare messaging with embedded links, and stakeholders were offered time to take part, as well. The most recent results available indicate while most students and staff agree that adults encourage students to learn from their mistakes (76%), only about half of staff, parents, and students agree that students feel safe at school (51%). Reports of bullying have increased (50% vs. 57%), and significantly more students (60%) than parents and staff (43% and 44%) say bullying is a problem at their school. In regards to Staff Diversity, a high percentage of staff agree that schools hire (83%) and retain (78%) staff from diverse backgrounds. Significantly more students this year agree that their teachers come from many different backgrounds (81% vs. 73%). When it comes to student and staff relationships, overall student-staff relationships at MCSD are strong and equitable. Over four-fifths of staff, parents, and students agree that they have classmates (82%-94%) and close friends from different backgrounds (77%-92%). However, significantly fewer students (72%) than staff (83%) agree that adults at their school care about and support students beyond schoolwork. Even though student opinions have improved about the adults’ understanding of their culture and background, less than half of students say adults understand them and their experiences (47%). Results indicate students and staff express differing opinions on the extent to which teachers are engaging students in such conversations. MCSD will continue to support staff in their efforts to educate through an equity lens.The District will focus on reducing instances of bullying and harassment and promoting school safety. MCSD may leverage this perspective and understanding to help students demonstrate more respectful behavior toward each other and their school environments. MCSD may also consider implementing additional bullying prevention measures and focusing on messaging that helps promote safety. The District will also support students’ and families’ feelings of inclusion, especially at the middle school level. MCSD will aim to help teachers and staff strengthen the links between students’ home and school lives; demonstrating relevance and fostering connections between school and students’ personal lives strengthens both academic and social-emotional outcomes. MCSD will continue to work to foster connections among students and demonstrate the value of having meaningful conversations about diversity. MCSD will be leveraging a partnership with a local vendor to promote elements of restorative justice in our four middle schools. Met 2024-06-25 2024 24657890000000 Merced Union High 6 Safe school environments and climate are a top priority throughout MUHSD. Each site promotes and respects relationships, involvement, diversity, and the appreciation of cultures with an emphasis on a safe environment (emotional and physical), community of supportive relationships, and a sense of belonging to engage them in curricular and extracurricular activities to be connected with school. In addition to providing a quality education, Merced Union High School District will continue to expand engagement opportunities for all students and offer programs and activities that students can participate and exceed in. Each year, students, faculty, and parents in MUHSD take the California Healthy Kids Survey (CHKS). MUHSD surveys all 9th, 11th and alternative education students annually. In addition, student voice has been collected during district and site surveys, WASC and LCAP focus groups, and annual lunches with the Superintendent. "On the CHKS, 52% of students reported that there is a teacher or other adults that really cares about them at school, and 47% of students reported feeling connected to school. In regards to academic motivation and students being motivated to complete their schoolwork, 58% of all students surveyed strongly agreed or agreed. 46% reported feeling ""safe or very safe"" at school in 2023 and 2024. 33% reported experiencing chronic sadness or hopelessness in the past 12 months compared to 39% in 2023." As a response to concerns over these numbers, full-time Student Support Managers (SSM) and Sierra Vista mental health counselors, a community mental health provider, are at each site and are authorized to provide therapy. The SSMs and academic counselors have received training in crisis screening and are available to assist students. Also, the district employs full time School Resource Officers in partnership with local law enforcement agencies and part and full time campus liaisons to ensure safety at all campuses. MUHSD staff members have been making progress towards student-centered classrooms and schools that are developed primarily on creating and building healthy relationships. For the future, the district will focus closely on gathering student responses with a specific emphasis on school safety, social-emotional learning, and student connectedness to school. Met 2024-06-12 2024 24658130000000 Plainsburg Union Elementary 6 PUESD surveys students in grade TK-8th on how safe they felt at school and also how connected they felt at/to school. Our results were that 87% of the students surveyed felt safe while at school and 89% of the students felt connected to their school and school activities. We also surveyed families and 100% of families stated that they felt their students were safe at school and 100% of families felt connected to school. This local survey shows that PUESD was successful in keeping out students safe and connected throughout the school year. PUESD will continue to provide new opportunities for students to feel connected and more involved in school activities in the year to come. Met 2024-06-13 2024 24658210000000 Planada Elementary 6 The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 60.4% - % of students in an EL program that say they feel connected with their school. - 60.1% - % of female students that say they feel connected with their school. - 43.6% - % of male students that say they feel connected with their school. - 73.1% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 63.7% - % of students in an EL program that say they feel safe at school. - 63.9% - % of female students that say they feel safe at school. - 53.1% - % of male students that say they feel safe at school. - 63.3% An analysis of data shows that 60.4% of students felt connected to school and that 63.7% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was female. The student group that was significantly lower than the whole in feeling safe at school was female. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-27 2024 24658390000000 Snelling-Merced Falls Union Elementary 6 Snelling School conducts a yearly student survey to gauge the local climate for students. The survey reports that all students feel safe at school and 100% of students stated that they know to whom to report any and all incidents to, if appropriate. Students reported that they feel safe on campus, know who to report to if an incident does occur and feels confident with staff. Snelling School has several student meetings throughout the school year that allows for students to voice any concerns, allow for input on student engagement, and student input for extra-curricular activities, including incentive field trips. A student driven social media page will be added for the 2024-2025 school year to increase student engagement, build community awareness, and parent engagement. Met 2024-06-17 2024 24658620000000 Weaver Union 6 Our District participates in the California Healthy Kid Survey (CHKS) for 5th and 7th grade students as well as the staff surveys. The District also surveys the parents and families on an annual basis. Results of these surveys indicate a strong sense of positive school climate at all three sites. The CHKS results indicate for our 5th graders: 64% feel “school connectedness' ', 71% feel safe at school, and 70% feel students are treated with respect. The CHKS results indicate for our 7th graders: 38% feel “school connectedness' ', 83% feel safe at school, and 49% have caring adult relationships. From the staff CHKS surveys: 91% of staff members agree that our schools are “Safe place for students”, 62% of staff members believe the schools are “supportive and inviting”. From our district parent survey: 89% state that “my child feels safe at school”, 91% feel “teachers care about my child”, 87% feel “that my child is safe at school”, and 91% of parents “feel welcomed when I visit my child’s school”. "Perceived Safety for all 3 schools was the highest rating (Elementary - 71% / Middle School - 83%) while School Connectedness was the lowest (Elementary - 64% / Middle School - 49%). In Elementary there was little difference in any of the 3 indicators (Connectedness, Safety, Respected) for the following Races - Asian, Hispanic, White, Mix & Other, with the exception of Feeling Respected by Adults. In that area, 70% of All students felt respected, while only 44% of Mixed Race students did. Male and Female responses were all statistically similar. In Middle School Whites felt the least connected, the least safe, but the most respected. ""Other"" felt the safest, but least respected. Females in Middle School appear to have fewer positive, and more negative responses than their mail counterparts. Female to Male responses to a few key indicators was: Connected 31% / 47%, Experienced Bullying or Harassment 50% / 31%, Rumors or Lies About You 45% / 27%, Experience Cyberbullying 38% / 16%, Social Emotional Distress 35% / 17% and Chronic Sadness or Hopelessness 43% / 24%. The male female difference were somewhat expected, but not to this extent." Even though our Elementary (5th gr) students, staff and parents give us high ratings for school connectedness, safety, and a good relationship, there appears to be a difference in Middle School where feeling connected and respected. To improve in these areas our goal is to continue funding the staff that we have added in the last few years: 3 VPs at the middle school, 2 VPs at each elementary school, 3 counselors at the middle school, 2 counselors at each elementary school, and a community liaison at each site. Also, a campus safety monitor at each site. These positions help to foster safety, a sense of connectedness, and positive relationships with our students and community. Additionally, we will need to start the conversation about additional social/emotional supports for our Middle School female students. Met 2024-06-21 2024 24658700000000 Winton 6 Winton School District (WSD) 5th graders and 7th graders were administered the California Healthy Kids Survey (CHKS) in the Spring of 2024. The 5th grade students were administered the Elementary Core Module with a target sample size of 197 students and there was a response rate of 60%. The 7th grade students were administered the Secondary Core Module with a target sample size of 201 students and there was a response rate of 64% "The CHKS indicated an overall result for the School Connectedness Questions. 66% of the 5th graders who took the survey reported ""Yes, or most of the time"" or ""Yes, all of the time"" on the School Connectedness Questions. 46% of the 7th graders who took the survey ""Agree"" or "" Strongly Agree"" on the School Connectedness Questions. Data indicates that 45% of the English Learners agree or strongly agree on the School Connectedness Questions. Both the questions/statements asked the students if they were close to people at school, happy to be at school, feel like a part of this school, and treated fairly by teachers at school, and feel safe at school. From the analysis of each of the 5 questions/statements, the 5th graders had the lowest percentage of 58% (Yes, all of the time and Yes, most of the time combined) when asked, ""Do you feel close to people at school?"". However, the 7th graders scored the highest percentage of 56% (strongly agree and agree combined) when they responded to the statement, ""Are you happy to be at/with this school?"". On the 5th grade survey, highest percentage on this set of question is 86% (Yes, all of the time and Yes, most of the time combined) when asked, ""Do teachers treat students fairly at school?"". In terms of students’ perception of safety at school, when the 7th graders were asked, “How safe do you feel when you are at school?”, 43% of the 7th graders perceived the school as very safe or safe, 46% felt neither safe nor unsafe, and 11% felt unsafe and very unsafe. When the 5th graders were asked, “Do you feel safe on your way to and from school?”, 70% of the 5th graders indicated that they feel safe most and all of the time and 9% never feeling safe. The strength of WSD is the academic motivation. This is highest key indicator of School Climate for School Engagement and Supports for both the 5th and 7th graders. The data reveals that 57% of the 7th graders ""agree/strongly agree"" and 84% of the 5th graders reported ""yes, most of the time"", or ""yes, all of the time""." WSD will continue its work with the academics. The 5th grade students will finish all their class assignments, try even harder when they get a bad grade, keep working on schoolwork until they get it right, and keep doing the classwork even when it's really hard. The 7th grade students will try hard to make sure they are good at their schoolwork, interested in their work, understand new things when doing their schoolwork, and do better in their schoolwork. WSD will continue to improve its work ensuring that students feel safe and connected to the school. Met 2024-06-24 2024 24736190000000 Gustine Unified 6 2023-24 School Safety and Connectedness Survey School Safety 70% of all students feel safe in schoool 4th grade 68% 5th grade 69% 6th grade 70% 7th grade 64% 8th grade 50% 9th grade 78% 10th grade 79% 11th grade 67% 12th grade 78% All Hispanic 72% All White 72% English Learners 68% Low Income 72% School Connectedness 69% of all students report connectedness 4th grade 72% 5th grade 74% 6th grade 69% 7th grade 67% 8th grade 50% 9th grade 70% 10th grade 76% 11th grade 62% 12th grade 75% All Hispanic 70% All White 70% English Learners 71% Low Income 71% The analysis of the data from Prompt 1 has provided valuable insights into ensuring that all students feel safe and connected in their school environment. Overall, there has been an improvement in perceptions of school safety. Specifically, 9th, 10th, and 12th graders, as well as Hispanic, White, and low-income students, report feeling safer than the average student. Counselors and school leaders will closely collaborate with these groups to understand why their safety perceptions are higher than average. Conversely, safety concerns are more prevalent among 7th, 8th, and 11th graders, along with English Learners. These students have expressed lower feelings of safety compared to their peers, citing issues such as lockdown drills, disruptive behavior like fighting and bullying, and safety concerns in restrooms. English Learners specifically mention anxiety and fear of being targeted or ridiculed. In terms of school connectedness, 7th, 8th, and 11th graders also report lower levels. These findings are consistent with safety perceptions and highlight the need for further investigation at school sites to enhance their sense of belonging and connection. Looking ahead, the district will collaborate closely with school sites to gather additional insights and develop targeted strategies aimed at improving feelings of safety and connectedness among these student groups. Based on local data analysis and key insights, the district remains dedicated to improving student well-being through comprehensive support initiatives. School counselors and mental health clinicians will continue to play pivotal roles in this effort. Furthermore, the district will allocate resources to support two Board Certified Behavior Analysts (BCBAs) focused on classroom behavior management to enhance students' feelings of safety and connection. The district will prioritize the implementation of Positive Behavior Interventions and Support (PBIS) and restorative practices to cultivate a supportive school environment. The Multi-tiered Systems of Support (MTSS) team will use ongoing data monitoring to evaluate progress and implement tailored interventions as needed, with the goal of enhancing school safety and fostering a strong sense of belonging among students. Met NA 2024-06-26 2024 24737260000000 Merced River Union Elementary 6 The LEA's Local Climate survey is administered annually to all students in grades from fourth through eighth. The data is used to reflect areas of success and areas of need. The focal targeted areas from the survey are connectivity and safety; we want all students to feel connected and safe. In the area of feeling connected to the school and staff, over 95% of students replied that they felt connected to the school and staff. In the area of feeling safe at school, 93% of students indicated that they felt safe at school. Data from our various student subgroups reflected similar percentages to that of all students. The overall data reflects that the majority of students feel that they are connected with the school and the staff and that they feel safe at school. The data intends to use the data to improve these areas so that 100% of students feel connected and safe at school. The LEA's leadership team will look at its current practices and make necessary changes so that all students feel safe and connected. The LEA will also work alongside the Merced County Office of Education for additional support and guidance to improve these areas. Met 2024-06-10 2024 24753170000000 Dos Palos Oro Loma Joint Unified 6 The local climate survey, a custom Google Form, is administered to students in grades 5, 6-8, and 11 annually as part of the LCAP development process. Data for grades 6-8 and 11 is segmented by student group, facilitating detailed analysis. Furthermore, individual school sites have the autonomy to utilize this data to inform the development of their Single Plan for Student Achievement (SPSA) and Comprehensive Safety Plans. Broadly, the survey prompts students to share their perceptions regarding school safety and connectivity, adult relationships, adherence to school rules, participation in school activities, and the prevalence of negative influences such as bullying or substance abuse. In grades 6-8, the survey revealed that over 78% of respondents identified as Hispanic or Latino, with nearly 60% identifying as multiracial, 18.4% as white, and 18% choosing not to disclose their ethnicity. Meanwhile, in grade 11, over 85% of respondents identified as Hispanic or Latino, with one-third identifying as white or multiracial. Additionally, over ten percent of 11th graders identified as American Indian or Native Alaskan, while over 20% chose not to disclose their ethnicity. "One noteworthy aspect of our students' dedication deserves recognition: the resounding commitment they've shown towards grasping new concepts and improving their academic performance. Among 11th graders, an impressive 62.7% expressed their diligent efforts in understanding new material at school. Similarly, 67.8% of 11th graders and 69% of middle school students affirmed their continuous endeavor to excel in their schoolwork. Moreover, an encouraging 77% of 5th graders indicated their enjoyment of class activities, either ""always"" or ""most times."" However, it's crucial to acknowledge that approximately 20% of students across all grade levels expressed concerns regarding their sense of safety at school, underscoring a persistent area for enhancement." The district remains committed to expanding students' access to a diverse range of courses by allocating resources outlined in the LCAP, particularly to bolster elective offerings. This involves recruiting more teachers in subjects like music, art, and Career Technical Education. Additionally, the LCAP prioritizes the implementation of heightened safety measures across schools. Moving forward, school sites will integrate feedback from local climate surveys into the formulation of new policies and procedures, as well as into the development of the Comprehensive School Safety Plan. Met 2024-06-24 2024 24753660000000 Delhi Unified 6 In 2023-24, DUSD focused attention based on local dashboard on students who provided input on school culture and climate surveys: 82% of students respond AGREE/STRONGLY AGREE to the statement- “I like coming to my school because it is a safe place for me to learn and grow.” 89% of students respond AGREE/STRONGLY AGREE to the statement- “Adults at this school care about me and my learning.” 89% of students respond AGREE/STRONGLY AGREE to the statement- “ My teachers give me opportunities to set goals and make choices that support my long term aspirations.” 84% of students respond AGREE/STRONGLY AGREE to the statement- “I receive regular feedback from my teachers that supports improvement of my learning and growth.” 81% of students respond AGREE/STRONGLY AGREE to the statement- “ The activities I work on in class are preparing me to be successful in college or in a future career.” 73% of students respond AGREE/STRONGLY AGREE to the statement- “My teachers really know who I am and what I need to be successful.” Some key learnings that are areas of strength for DUSD are: * 5 out of the 6 statements on culture and climate are in the 80th percentile * 2 of the statements student rated high are related to the way adults positively interact with the students Key learnings for the areas of need for DUSD are that students rated lower in two of the following areas: *The activities in the classroom which correlate to the rigor and application to set students up for success. *The students believe that the teachers don't know who the students are individually and what they need for success. The goal for the 2024-25 is for site administrators to reevaluate their SPSA plans to include an action and metric around the two lower scored student responses: “ The activities I work on in class are preparing me to be successful in college or in a future career.” And “My teachers really know who I am and what I need to be successful.” The Student Services Director will also focus on climate and culture within goal 2 of the LCAP. The 2024-25 LCAP has been totally revamped to include a specific goal with actions around inclusive behavior and inclusive social emotional instruction. Met 2024-06-11 2024 25102560000000 Modoc County Office of Education 6 MCOE does not operate a school making this priority Non-applicable. MCOE does not operate a school making this priority Non-applicable. MCOE does not operate a school making this priority Non-applicable. Met 2024-06-10 2024 25658960000000 Surprise Valley Joint Unified 6 Students and families feel safe based on the survey that was completed in the fall of 2023. They feel that our school is clean and provides a safe learning environment for all of the students on campus. Through the survey that was collected from families, 56% of the families feel that their child's social-emotional needs are being met. 74% feel the environment is caring and supportive of all students. 86.6% feel their child/children are safe at school. Some families (36%) feel that students are not challenged enough. Improving our communication is a priority for the district, using more than one method of communication. Working on more intervention groups and meeting more individual student needs is another goal for the district. Increasing attendance rates and increasing our student population is a high priority. Met 2024-06-25 2024 25735850000000 Modoc Joint Unified 6 The Alturas Elementary School report highlights students' developmental assets, focusing on internal strengths and external supports. Top Two Concerns: Constructive Use of Time: More opportunities are needed for students to engage in skill-building activities outside the classroom. Positive Identity: Programs to help students develop self-worth and personal agency are needed. Top Two Positives: Support: Students feel cared for by adults. Boundaries & Expectations: Clear rules and expectations guide student behavior. Introducing more extracurricular activities and mentorship programs is recommended, building on the existing foundation of support and clear boundaries. The Modoc Middle School report, based on the Search Institute survey, analyzes students' developmental assets, categorized into external (family, school, community support) and internal (personal values, commitments, social competencies). Top Two Concerns: Positive Family Communication: Only 30% of students reported positive family communication, indicating a need for improved family dynamics and dialogue. Homework: Only 14% of students reported doing an hour of homework daily, suggesting issues with academic engagement or support at home. Top Two Positives: School Engagement: 80% of students are actively engaged in learning. Positive View of Personal Future: 61% of students are optimistic about their future. Focusing on improving family communication and academic support, while leveraging strengths in student engagement and optimism, is recommended. Enhancing family engagement programs and strategies to boost homework completion and academic support are key. The Modoc High School report provides an overview of students' developmental assets, focusing on external and internal assets such as family and community support, personal values, and social competencies. Top Two Concerns: Positive Family Communication: Only 28% of students reported positive family communication, indicating a need for better family dialogue. Homework: Only 28% of students reported doing an hour of homework daily, suggesting academic engagement issues. Top Two Positives: Integrity: 81% of students reported acting on their convictions. Positive Peer Influence: 67% of students reported that their best friends model responsible behavior. These insights suggest focusing on enhancing family communication and academic engagement while fostering an environment of integrity and positive peer influences. We need two guide our younger students in building self-worth, and also need to work with the community to provide more divers opportunities to be involved in the community. For middle and high school aged students, we need to work on students seeing the value of completing work at home in addition to creating capacity in students to advocate for themselves with adults. Our younger students feel valued and supported by adults in their lives and appreciate having clear expectations and boundaries. Middle school aged students feel they are actively engaged in learning and are optimistic about the future. High school students have strong personal values and report their friends model responsible behavior. The LEA will be focusing on increasing rigor which will give schoolwork value. We will be adding staff to help students become more accustomed to working with adults. Met 2024-06-18 2024 25735930000000 Tulelake Basin Joint Unified 6 Students were given a school climate survey through Kelvin. Student were asked 24 questions that focused on safety, connectedness, and self-worth. In addition to the Kelvin responses, empathy interviews have been held and are on-going. The CSI team, which includes certificated staff (elementary, secondary, and an Education Specialist), administration, and Modoc County Office of Education staff reviewed and analyzed the results and determined next steps. Follow-up will be conducted for specific students who had responses that caused the team to want more information, so we can better support our student body. Kelvin Pulses: K-5: 66% favorable 6-8: 60% favorable 9-12: 64% favorable From the Pulse surveys and Empathy surveys, the identified strengths are as follows: what keeps students coming to school is their connection to friends and after-school activities such as athletics, FFA, and clubs. Others believe it's a chance for them to lean English as second language. Our new students from out-of-country have expressed that our school is well kept and beautiful. The identified needs are as follows: students are in need of visual, hands-on instruction to improve learning. They’re specifically interested in gaming-type options. Teachers commented that often students want to be entertained, and when they aren’t they “check out.” Some stated that negative teacher attitudes and lack of patience is a factor in student struggles socially, emotionally and academically. Students hunger for real-life connections, and believe they're often not heard and are afraid to ask questions. The LEA has found the continuous improvement team meetings to be invaluable in determining the needs of our students. Because of this, we have decided to continue meeting at least quarterly and expand our team to include more members. We will conduct empathy interviews and school climate surveys annually. Kelvin pulses will be sent to students regularly and analyzed by staff. A school climate team will be used to develop the survey questions. We have reviewed our student handbooks to reflect policies that call for school connectedness. Met 2024-06-18 2024 26102640000000 Mono County Office of Education 6 Data from 2023-2024 CHKS (last reported data for our community schools done biennially) Total school supports 47% Caring adults in school 50% High expectations-adults in school 74% Meaningful participation at school 16% School connectedness 42% Academic motivation 43% Promotion of parent involvement in school 49% School perceived as very safe or safe 77% Had mean rumors or lies spread about you - 0 times = 64% 1 time = 14% Been afraid of being beaten up - 0 times = 100% Been in a physical fight - 0 times = 85% Seen a weapon on campus - 0 times = 92% Cyberbullying in the past 12 months - 0 times = 64% 1 time = 14% Been threatened at school - 0 times 92% SEL Survey (new this year 2023-2024) - Social Emotional Health Module Total Covitality 55% (made up of the 3 sections below) Belief in self 54% Belief in others 60% Emotional competence 59% Growth Mindset 89% Goals 86% Collaboration 43% Problem solving 31% These results are reviewed bi-annually and continuously considered for areas of needed growth and improvement. Keep in mind that every two years there is generally a new group of students so it is not always accurate to compare results from prior years. Also with such a small number of students, one student can really skew the results (it seems that this year, one student had many answers that didn’t seem truthful, and/or were incongruous, so that varied our averages by 8%). Additionally, because we have so few students taking the CHKS, we do not ever have access to the breakdown of data disaggregated by student groups, so we are unable to share this data as requested by the State. It is concerning to see that for this year’s data only 50% indicated that there are “caring adults in school”, yet 74% of the students indicated that the adults in school have high expectations for them. We try to remind the students that when they are answering the questions in the CHKS, it applies to their experiences at Jan Work Community School and not Mammoth High School. However, when reviewing the data, it appears that often the students have answered some questions based on school experiences outside of JWCS. Our continued approach to improving school climate is to focus on individual relationships as well as needs. Our Individual Learning Plans (ILP’s), completed annually and updated quarterly focus on academic as well as socio/emotional and career needs/goals. We work continually to educate and support all of our staff, including administrative and support staff to develop meaningful, supportive relationships with our students and time and situations allow and as appropriate. We understand that many of our students do not have positive adult relationships in their lives and we strive to provide each at least one positive, caring adult relationship that they can rely on. In the future, we would like to implement a mentor-type program where we can partner with willing MCOE staff members to be another positive role model to our students. We will also continue to support our staff in Love and Logic behavior management training. For the upcoming school year, we will be using a new survey, Kelvin, where we will be able to push out surveys to our students and their families whenever we choose to do so. This way, we will have access to current school climate data by the current group of students as often as we see fit. Met 2024-06-27 2024 26102640124990 Urban Corps of San Diego County Charter 6 The UCCS local climate survey indicated that students felt a strong sense of belonging and community at school. This data encompasses our mainstream and English learner students. Students also reported positive feedback about their ability to feel supported and cared for by school staff. Data from the local climate survey indicates that UCCS is able to foster positive, supportive relationships among its diverse student population and staff. Areas for growth include collecting both qualitative and quantitative data to better measure potential areas for growth. Although building community was indicated as a strength, UCCS is committed to growing and improving connections with our newcomer students by improving interpreting and translation services. With a strong sense of community, UCCS is still committed to expanding professional development opportunities to enhance staff empathy and cultural competence. Additionally, UCCS will continue to improve and expand on decision-making opportunities for stakeholders through the use of focus groups. Met 2024-06-28 2024 26736680000000 Eastern Sierra Unified 6 ESUSD administers both the California Healthy Kids Survey along with district student surveys each spring. District surveys are separated into the following grade level spans: K-2, 3-5, 6-8, and 9-12. For the California Healthy Kids Survey, the data for 7th, 9th and 11th grades showed the following for the local climate: Data listed in the following fashion - topic- 7th grade outcome, 9th grade outcome, 11th grade outcome -School Connectedness - 74%, 75%, 73% -Academic Motivation - 62%, 67%, 69% -Caring adult relationships - 69%, 72%, 80% -Meaningful Participation - 24%, 29%, 29% -School perceived safe - 85%, 100%, 88% District student surveys showed the following for the local climate: -Over 90% of K-2 students reported a POSITIVE school climate district-wide. -Over 90% of 3-5 students reported a POSITIVE school climate district-wide. -Over 80% of 6-8 students reported a POSITIVE school climate district-wide. -Over 90% of 9-12 students reported a POSITIVE school climate district-wide. District surveys have a substantially more positive outcome than Healthy Kids Survey. Data is not disaggregated by groups as our student pool in each of the grade levels are too small and would not maintain the appropriate level of confidentiality. Strengths: Younger students have a more positive outlook on school; School Connectedness, Safety, and Caring Adult Relationships ranked higher. Areas for improvement: Academic motivation and Meaningful Participation scored lower overall for 7th, 9th and 11th grade students. ESUSD will work with site administration, grade level groups, at staff meetings, and with our SEL team to better engage students in Academic Motivation and Meaningful Participation. Met 2024-06-20 2024 26736920000000 Mammoth Unified 6 In the Fall 2023 California Healthy Kids Survey (CHKS), data was collected to assess the school climate from the perspectives of both parents and teachers. The survey results provide valuable insights into students' sense of connection and safety at school, with disaggregation by stakeholder groups. Parents' Perspectives: Student Connection to School: Only 37% of parents expressed that their child(ren) felt connected to the school. This suggests that many students need a stronger sense of belonging or engagement with their school community. Student Safety: A concerning 17% of parents reported that their child(ren) felt safe at school. This indicates a critical area needing attention to ensure a secure student environment. Teachers' Perspectives: School Safety: 56% of teachers surveyed responded that the school is safe for students. While over half of the teachers believe in the school's safety, this perception contrasts sharply with the much lower percentage reported by parents. Student Connection to School: Similarly, 56% of teachers believe students feel connected to the school. This aligns with the teachers' perceptions but highlights a discrepancy between teacher and parent viewpoints. Key Findings and Implications: Discrepancy Between Parent and Teacher Perceptions: A notable discrepancy exists between parents' and teachers' perceptions of school safety and student connection. This gap suggests a need for further investigation and communication to understand and address the underlying causes. Low Parent-Reported Safety: The low percentage of parents reporting that their children feel safe at school (17%) is alarming and indicates a pressing need for interventions to enhance students' physical and emotional safety. Moderate Teacher-Reported Safety and Connection: With 56% of teachers perceiving the school as safe and students as connected, there is room for improvement. This data can guide efforts to create a more inclusive and supportive school environment. Future Steps: To address these findings, MUSD plans to: Conduct Focus Groups and Interviews: Engage with parents, students, and teachers to gain deeper insights into the factors contributing to the perceptions of safety and connection. Implement Targeted Interventions: Develop programs to improve school safety and foster a sense of belonging among students. Enhance Communication: Improve communication between the school and families to align perceptions and collaboratively work towards a safer and more connected school environment. Continuous Monitoring and Evaluation: Regularly monitor and evaluate the impact of interventions through follow-up surveys and other data collection tools to ensure continuous improvement. By addressing these areas, MUSD is committed to creating a school climate where all students feel safe and connected, ultimately enhancing their educational experience and outcomes. Key Learnings and Identified Needs 1. Discrepancy Between Parent and Teacher Perceptions: A notable discrepancy exists between parents' and teachers' perceptions of school safety and student connection. This gap suggests a need for further investigation and communication to understand and address the underlying causes. 2. Low Parent-Reported Safety: The low percentage of parents reporting that their children feel safe at school (17%) is alarming and indicates a pressing need for interventions to enhance students' physical and emotional safety. This is a critical area requiring immediate attention to ensure all students feel secure. 3. Moderate Teacher-Reported Safety and Connection: With 56% of teachers perceiving the school as safe and students as connected, there is room for improvement. This data can guide efforts to create a more inclusive and supportive school environment. To address these findings, MUSD plans to: Conduct Focus Groups and Interviews: Engage with parents, students, and teachers to gain deeper insights into the factors contributing to the perceptions of safety and connection. Implement Targeted Interventions: Develop programs to improve school safety and foster a sense of belonging among students. Enhance Communication: Improve communication between the school and families to align perceptions and collaboratively work towards a safer and more connected school environment. Continuous Monitoring and Evaluation: Regularly monitor and evaluate the impact of interventions through follow-up surveys and other data collection tools to ensure continuous improvement. By addressing these areas, MUSD is committed to creating a school climate where all students feel safe and connected, ultimately enhancing their educational experience and outcomes. Met 2024-06-20 2024 27102720000000 Monterey County Office of Education 6 Local survey data (March, 2024) indicates significant improvements across Engagement (+11%), Relationships (+7%), and Culture (+20%) compared to the previous year, as reported by parents, students, and staff. Parents emphasized the supportive role of staff in school settings, while students praised teachers for their collaborative approach and guidance, particularly in providing assistance with academic challenges. Students also expressed optimism about their educational journey and focus on graduation within the school environment. Ongoing efforts to enhance communication and engagement between parents, students, school staff, and community partners continue through various initiatives such as parent/student conferences, town hall meetings, and collaborative partner sessions. These findings highlight positive trends in school climate and underscore the effectiveness of supportive educational practices within Alternative Education Schools. Analysis of the March 2024 local survey data from Alternative Education Schools, continued improvements were observed in key aspects of school climate and engagement. Local data reveals notable increases in Engagement (+11%), Relationships (+7%), Culture (+20%), Academic Challenge (+16%), Belonging (+11%), and College/Career Readiness (+14%) among parents, students, and staff compared to the previous year. These positive changes are particularly significant given the challenges highlighted by very low districtwide performance in Graduation Rate and College/Career indicators, especially affecting Hispanic, Homeless Youth, and Socioeconomically Disadvantaged student groups. The Monterey County Office of Education’s programs articulate strategic goals aimed at enhancing Academic Achievement, fostering a positive School Climate and Culture, and strengthening Engagement among students, parents/families, and staff. Key initiatives include individualized instructional supports, academic enrichment, and parent outreach, which remain central to improving school safety and fostering a sense of connectedness. Additionally, MCOE collaborates with local community partners to offer counseling services that address students' social-emotional needs. Efforts to cultivate a greater sense of belonging, promote inclusivity, and foster community cohesion within school environments are evident across local school plans, underscoring a commitment to advancing equity in access, academic outcomes, and overall school culture. Moreover, MCOE’s partnerships extend to providing outdoor learning opportunities, enhancing student engagement with our community and leveraging the resources of the Monterey Bay Area. These initiatives collectively support holistic student development and community connection beyond the classroom. Met 2024-06-26 2024 27102720112177 Monterey Bay Charter 6 Local Climate Survey Summary MBCS surveys students in grades three- eight annually regarding school climate and culture. The school community values relationships with students and their families. The survey results reflect this value. Teachers remain with their classes for several grade levels; each child and their family are well-known members of the class and school community. The school's LCAP goal of a positive school climate has focused attention on this area. Administration disaggregates annual student survey data and the results guide continuous improvement efforts through school-wide strategic planning. MBCS is considered a safe learning environment by 98% of the students according to survey results. The school additionally surveys middle school students on the topic of Diversity, Equity, and Inclusion, and the results indicated over 87% of students felt welcomed by their peer group and 100% felt welcomed by their teachers. The most recent survey results reflect a range between one to five percentage points differences from answers to the previous survey. The majority of students have at least one positive relationship with an adult at school and state that adults help them resolve conflicts on campus; however, a key learning point is that 32% of students do not feel they are treated respectfully by their peers. The comments centered largely around disrespectful or hurtful language. The results are presented to the Faculty and Board of Directors. The school retains two intern counselors from CSUMB who support our part-time Licensed Clinical Social Worker and full-time School Counselor. The counseling team focuses on social-emotional learning through whole class and small group lessons and a variety of student-led affinity groups. The school is onboarding Circle Up!, a schoolwide social-emotional learning curriculum to meet the needs of students. Additionally, the MTSS group continually reviews the school’s Multi-Tiered System of Support to deepen the school’s commitment to identifying and meeting our students’ needs at bi-weekly meetings. Met The key focus goal of the MTSS group is to implement a social emotional learning program that includes a nonviolent communication component to improve peer to peer relationships and supplement the school’s investment in social skills programming for gener 2024-06-10 2024 27102720116491 Open Door Charter 6 The results of the Youth Truth Survey conducted by the Alternative Education Schools in March 2024 demonstrated that ODC had an increase in the following indicators compared to the prior year: Engagement (+2%), Relationships (+26%), Culture (+10%), and College and Career, Readiness (+14%) across all groups surveyed (parents, students, and staff) with all areas having a positive of 85% or higher in all areas indicated previously. Overall, local survey data suggests that students feel safe at school, do not suffer from bullying, and have adults available to help. ODC does show areas for growth on the CA School Dashboard regarding graduation rates for all students and Hispanic students. Local data also indicates a chronic absenteeism rate of 31% in the P2 report. In disaggregating the data for graduation, it was noted that the absenteeism rate was high. It was determined that most of the chronic absenteeism was due to semester one. In reviewing our data and the YouthTruth Survey, four areas for improvement stood out. Increasing student engagement (chronic truancy/graduation), the distance to meet the teachers for students not living in Salinas, the need for more diverse curricular choices to meet academic standards, and college and career transitions. To meet these needs, ODC will do the following: *ODC with the Alternative Education Department and continue professional development on tying students' college, career, and personal areas of interest to academic standards. This will support two of the needs above. Students will have greater curricular choices and support students in learning about college and career options. *ODC will work to find locations outside of Salinas, beginning in south Monterey County. We have two potential locations and existing staff willing to travel to that region to meet students. *ODC is a non-classroom-based charter school. The school was founded to work with students who were educationally disengaged in the community. Originally 18 and over, it currently serves 16 and over. Students indicated that areas that would help them engage included locations and a variety of curricula. ODC is implementing the items above to support engagement and, as a result, reduce the truancy rate and positively impact the graduation rate. *Academic Counseling and Advisement is an area of growth that requires additional staffing. ODC is exploring the addition of an academic counselor who can support dual enrollment, college, and career transitions and support understanding of academics/graduation requirements. Met 2024-06-26 2024 27102720124297 Bay View Academy 6 The Student Wellness Survey was administered in August, in October, and in March. Student survey responses were shared with grade level teaching teams, leadership and the Board of Directors. Collaboration time was provided for classroom teachers, counselors, enrichment, and supporting staff to discuss student results and to help implement actionable steps in response to the student survey results. Morning Meetings and Circles were developed over a one week period after receiving and reviewing student responses with the goal of improving classroom culture and agreements. All grade levels responded according to their varied grade level needs. Providing the opportunity for students to share their feelings, opinions, and feedback in a structured format allowed staff to then appropriately respond with actionable steps to meet the needs of all students. The California dashboard indicated that chronic absenteeism for our students with disabilities is an area of needed focus. In order to address the concerns regarding chronic absenteeism of our students with disabilities our Special Education team held four affinity group meetings for parents of students who are eligible for special education services. Additionally, we formed an attendance team comprised of our Student Information Manager and Counselors to conduct frequent family contacts to identify areas that we can provide more support in, ensuring consistent attendance for our students. This will continue to be an area of focus for the next year as we expand our practices and supports around family education and attendance and formalize our attendance plan detailing how families and students will be supported in maintaining regular attendance. Additionally the California dashboard showed a decrease in CAASSP scores for all populations in both language arts and mathematics. In response to the decrease in CAASPP scores, we administered additional interim assessment benchmarks throughout the year to ensure that adequate progress was being made and tier 2 intervention services were being provided in a timely manner. We held several teacher workshops for vertical articulation of writing standards and writing conventions. Formative assessments for conventions of writing and rubrics were developed by our thematic unit coaches and teachers and direct instruction of promise standards were outlined for the school year. Additionally, many grade levels chose to give the interim assessment Benchmark for writing and editing which provided formative data to guide instruction and target the areas students needed the most support in. Students: Teachers have held community meetings with students regarding their experience and needs. Teachers share feedback with school leadership to inform plans. Student Surveys sent in August, December, and April. Staff has received input on preferred incentives through student council and leadership. Teachers: Throughout the academic year, we implemented a multifaceted approach to engage teachers and gather their feedback systematically. Staff surveys conducted in August, January, and May provided a comprehensive overview of their experiences, allowing us to track perceptions and identify areas for improvement over time. Additionally, individualized 1:1 conversations with administration from August to November offered personalized opportunities for teachers to share their thoughts, concerns, and suggestions directly. Monthly Instructional Leadership Team meetings provided a collaborative platform for teachers to contribute to decision-making processes and share insights from their classrooms. Professional Learning Community Meetings and needs assessments in January and March further ensured that teacher input was continuously integrated into our strategies for professional development and resource allocation, fostering a culture of responsiveness and collaboration within the school community. Families: To ensure robust teacher engagement and gather diverse perspectives, we implemented a comprehensive feedback strategy involving multiple channels. Family surveys conducted in August and May provided valuable insights into teacher-family dynamics and allowed for adjustments based on changing needs throughout the school year. Furthermore, the family feedback form, administered from February to May, offered a platform for teachers to receive specific, actionable feedback from parents and caregivers. Regular chats with leadership in August and January provided families with opportunities to voice concerns and share successes in a supportive environment. Additionally, participation in monthly School Site Council and ELAC meetings ensured that families had a direct role in decision-making processes and were able to advocate for resources aligned with student and family needs. Finally, discussions regarding field trips and the Special Education Family Survey allowed teachers to gather feedback on specific initiatives and tailor their approaches to better meet the needs of all students and families. Other Staff Members: Aides, Admin, District Office staff: Throughout the academic year, we prioritized teacher engagement by implementing various feedback mechanisms tailored to their needs and roles. Regular staff surveys conducted in January, and May provide a structured platform for teachers to express their opinions, concerns, and suggestions, enabling us to continually refine our support systems. Additionally, aide needs assessment meetings offered aides the opportunity to provide input on their specific requirements and challenges. To address teacher feedback for more support with the social emotional needs of students, we will be piloting and adopting SEL curriculum, and in person SEEDS, a restorative practice facilitator, training. Teachers stated the class times felt rushed and they did not have time to differentiate instruction. In response to this, we will move to a block schedule and offer in person ELD Training focusing on differentiation. Teachers also voiced their appreciation for curriculum coaches, which has encouraged us to move funds around to ensure we continue to provide instructional support for our teachers. To address family feedback requesting additional social emotional support is needed on both campuses, we have reinstated our partnership with CSUMB to hire MSW interns to support students at both Upper and Lower School campuses. Families have expressed interest in developing more restorative parenting strategies, so we have implemented parent-led Loving Solutions Parenting Classes. In response to the request for additional academic intervention support for students struggling to meet grade level expectations in math, our training paraprofessionals ran after school tutoring at both Upper and Lower School. Students voiced a need for additional academic support in both student surveys and discussions with staff members. To support this need, we increase our after school tutoring. There was a decline in upper school students eating breakfast, so we are offering a second breakfast during break to encourage students to eat in the morning. To address staff feedback of the need for additional mental health counseling for students, we have partnered with CSUMB to be a placement site for MSW Intern Program. At the request of new to Bay View Staff (less than 3 years of employment) we will be working with SEEDS for professional development on Restorative Practices. Met 2024-06-13 2024 27102722730232 Monterey County Home Charter 6 "Local climate survey data provides insights into various aspects of our school environment and student well-being. This data can be disaggregated to understand the specific needs and experiences within the school community. Throughout the 2023-24 academic year, MCHCS actively engaged with various educational partners to gather feedback and insights, shaping the development and improvement of the LCAP. Educational Partner Engagement sessions provided broad themes to address in the LCAP, including academic needs in mathematics and mental health support centered around socio-emotional needs. Charter Advisory Board meetings were also scheduled to discuss collective strategies geared towards achieving school objectives. Input was sought from the community through local surveys that were provided monthly, asking them to assess student needs, propose potential action plans to address these needs, and possibly update the LCAP. The total number of responses to our local survey increased this year from 22 to 261. Responses included 39.9% from students, 42.9% from parents, 13% from staff, and 5.3% from community members. MCHCS received high marks for staff and families feeling safe and secure on our campus, with 81.3% ""always"" feeling safe and secure, 16.8% reporting ""most of the time,"" 1.5% reporting ""sometimes,"" and .4% reporting ""never."" The majority of students and families felt supported by staff, with 85.4% stating ""always,"" 12.3% responding ""most of the time,"" 2.3% selecting ""sometimes,"" and 0% saying ""never."" Students and families also expressed high satisfaction in receiving academic support from MCHCS, with 82.4% answering ""always,"" 15% ""most of the time,"" 2.7% ""sometimes,"" and 0% ""never."" MCHCS also surveyed students and families regarding the need for social-emotional support. The results were 84.2% ""always"" having social-emotional support, 11.9% ""most of the time,"" 3.1% ""sometimes,"" and 0.8% ""never."" Additionally, MCHCS surveyed what the community loves about our school. Comments included great staff, flexible schedule, campus, teachers, and friendliness. We also asked what we could improve at MCHCS. Comments included math instruction, middle school math instruction, more field trips, and mental health support." "Based on the analysis of the local survey, areas of strength at MCHCS include a positive school climate, a strong sense of safety, a high level of school connectedness, and supportive relationships with staff. Overall, students and families gave high marks in ""always"" or"" most of the time"". When it came to feeling happy about school, their teachers, being safe, and being close to the staff at MCHCS. Responses to our local survey on what can be improved at MCHCS included additional math support for all students, middle school math classes, increased access to social-emotional support, and the continuation of organized student workshops and field trips." MCHCS is committed to addressing the identified areas of need through strategic changes in academic support for all students in the area of math, including Hispanic students. Site-based high school math classes will be offered to all students taking Algebra 1, Geometry, and Algebra 2. Additionally, high school math tutoring will be available to students four times a week, led by a credentialed math teacher, to ensure they have access to further support in math outside of their scheduled classes. To address the local survey results expressing the need for increased middle school math support, MCHCS will provide Daily Math Connection for 30 minutes each school day to all middle school students. MCHCS will continue to partner with local mental health agencies, including Monterey County Behavioral Health, Harmony at Home, and Sticks and Stones. In addition to these resources, MCHCS will contract with Care Solace to assist families with connecting to mental health support, housing resources, and food insecurity agencies. During the 2023-24 schoolyear, MCHCS held 41 scheduled events for students, families, staff, and community members. Events included high school workshops, field-based experiences, Charter Advisory Board meetings, English Language Advisory Committee meetings, and elementary art workshops. MCHCS will continue to schedule events for all students in grades TK-12. Met 2024-06-26 2024 27102726119663 Oasis Charter Public 6 Students were provided a survey. Students overall reported feeling safe at school. There were 20% of the students reporting that they experienced bullying. As the Latino population is high at Oasis, mostly Latino students reported feeling bullied from time to time at school. Students overwhelming stated they felt safe from outside threats at school. Students stated (93%) they felt there were adults they trusted at school to go to when they needed adult intervention or support. Key learnings: students feel fairly safe at school and know they have caring adults at school to support them. When we disaggregate by student group we find most students reporting are Latino, but Latinos make up 87.7% of the school population. The school has an SEL program and as a small school, behaviors rarely go unseen. When situations arise, school staff work with students on their emotions and behaviors in an effort to support all students toward positive behavior. Oasis has increased safety with cameras, privacy fencing, shatterproof and window film to prevent outside people from seeing in. These measures seem to have helped students realize they are safer at school from outside forces. SEL helps them with their behaviors traits at school. Met 2024-06-25 2024 27659610000000 Alisal Union 6 92% of parents reported that they are aware a counselor is available to support if needed 94% of parents reported that they feel welcome to participate in their child’s instruction 90 % of teachers reported that they are aware of how to support social-emotional needs When addressing the needs of the whole-child both parents and teachers know who and where to ask for support based on survey results. We will focus on social emotional learning in the classroom especially as an essential piece of student learning. Building relationship with students is key for success in the classroom. The district has adjust all local assessments to begin 2 weeks after the first day of school in order to give importance to this key strategy and to give teachers time without pressure to engage in relationship building. Met 2024-06-26 2024 27659790000000 Bradley Union Elementary 6 When addressing school climate, it is important to gather input from stakeholders. When surveyed, families feel that their students are connected the school. The small school setting along with having the same teacher for multiple years provides a strong foundation for relationships and expectations. Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a ‘middle school’ environment, which includes field trips/enrichment opportunities to connect to their future career pathways. Moving forward, there is a sense from families and students to provide more opportunities for our upper grade students to feel more of a ‘middle school’ environment, which includes field trips/enrichment opportunities to connect to their future career pathways. Met 2024-06-11 2024 27659870000000 Carmel Unified 6 Carmel Unified School District administers The California Healthy Kids Survey (CHKS) and The Stanford Survey of Adolescent School Experiences (SSASE) to measure school climate. Our plan involves alternating between the two surveys from year to year. Both surveys provide information to guide overall school improvement as well as Local Control and Accountability Plan (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate and pupil engagement. The CHKS prompts input from students and provides qualitative data on school climate and safety, learning supports and barriers, and health and well-being. CUSD students in grades 5, 7, 9, and 11 participate in the survey. In 2022-23, the CHKS survey was administered in the Spring rather than the Fall and the participation rate was poor. The Stanford Survey of Adolescent School Experiences (SSASE) was administered during the 2023-24 school year to students in grades 6-12 to deepen CUSD’s understanding of students’ perspectives on their school experiences and to qualitatively measure school climate. This survey is part of a collaborative effort between CUSD and the Challenge Success project in the School of Education at Stanford University. This fully anonymous survey measures middle and high school students’ views on homework, extracurricular activities, sleep, physical health, stress, parent expectations, academic engagement, academic integrity, and teacher support. Fifth grade students participated in a school-based survey focusing on student connectedness and interest in school. This survey was administered in the 2023-24 survey in lieu of the California Healthy Kids Survey. The California Healthy Kids Survey (CHKS), the Stanford Survey of Adolescent School Experiences (SSASE) Survey, and the locally developed fifth grade survey provide data on varying elements of school climate. The most recent administration of the CHKS had a poor participation rate resulting in data that is not representative of the overall student body. The Stanford Survey of Adolescent School Experiences (SSASE) was administered this school year to students in grades 6-12 and the results suggest exploration of possible changes in the following areas would improve the student experience at school: Reduced Homework Load -- CMS: 60.15% CHS: 66.67% No Homework on weekends/over breaks -- CMS: 50.55% CHS: 57.54% Change the schedule (later start, longer passing periods, etc.) -- CMS: 46.49% CHS: 48.95% Opportunities for more hands-on, active learning, such as real world projects and role plays, debates, etc. -- CMS: 29.52% CHS: 27.89% Have teachers coordinate due dates for major projects and assessments -- CMS: 21.77% CHS: 25.44% Improve culture and community in the school -- CMS: 8.86% CHS: 11.05% Elementary principals analyzed and utilized the site specific results of the fifth grade school-based survey focusing on student connectedness and interest in school. Each site administrator is charged with reviewing, analyzing, and responding to the data for their school. The District is interested in reviewing survey options in order to determine the best tool for the needs of the District with regard to school climate. Met 2024-06-26 2024 27659950000000 Chualar Union 6 A survey conducted March 2024 of our middle school students indicates that 88.9% “Agree,” and an additional 11.1% “Strongly Agree,” that “I feel safe on my school campus.” This result indicates our middle school student populations support of the current safety practices and procedures currently in place. Monthly emergency drills and daily school-wide assemblies help build student confidence on school safety. Although the results show high confidence from our student population, the District administration has decided, after implementation of the school drills, to improve the school perimeter gate egress process and add security cameras. The current gates are not ADA approved and do not support safety procedures. The current security camera system needs to be modernized. The current gates are not ADA approved and do not support safety procedures. By replacing the old gates and adding an ADA-approved gates system with an accompanying camera system, school staff will be able to maintain constant vigilance of incoming and outgoing school traffic and be able to readily facilitate the exit process or the First Responder entry process during an emergency. Met During the 2024-25 school year, the District plans to continue to implement the Student Trustee program which allows for five selected students who will attend the monthly scheduled meetings of the District's Board of Trustees. Secondly, a middle school 2024-06-25 2024 27660270000000 Graves Elementary 6 The school climate was measured by the CDE School Climate Survey for Parents and Guardians. The survey resulted in 98% Strongly Agree/Agreed that Graves ESD provides inviting, respectful, safe, and supportive learning environment that promotes academic success for all students. The following items resulted in a 100% response of Strongly Agree/Agree: Is an inviting place for students to learn, Treats all students with respect, Has a supportive learning environment for my child, Has adults that really care about students, Promptly responds to my phone calls, message or emails, Clearly tells students in advance what will. happen if they break the rules, there is not student alcohol and drug use, vandalism in not present, and Gang-related activity is not present. The following items resulted in 90% or above response of Strongly Agree/Agree: Promotes academic success,Keeps me well informed about school activities, Communicates the importance of respecting all cultural beliefs and practices, Is a safe place for my child, Keeps me well-informed about my child's progress in school, Encourages me to be an active partner with the school in educating my child, Motivates students to learn, and Has a clean and well -maintained facility and property. The following items resulted in 10% or below of Disagree/Strongly Disagree: Provides quality activities that meet my child's interests and talents, such as sports clubs, and music, Has quality programs for my child's talents, gifts or special needs, and Provides students with healthy food choices. The LEA will explore local organizations that can provide services for sports, music, art, and gifted students for a minimal cost or on a volunteer basis. The LEA will explore healthy meals upon the implementation of the Universal Meal Program. The LEA is committed to the following objectives: to provide an educational program that develops students' curiosity and creativity, to develop responsible and engaged learners, to foster tolerance, respect, and acceptance of others, to build each student's resilience and self-esteem, to provide curriculum that is rich and relevant and allows all students to succeed, to promote a strong, supportive partnership between home and the school and the wider community, and to have high expectations of ourselves and others. Met 2024-06-12 2024 27660350000000 Greenfield Union Elementary 6 Based on the local climate survey data, our LEA has gathered insightful feedback from students across various goals: Culture, Academics, and Community. This data, disaggregated by student groups, offers a comprehensive understanding of the school environment and highlights areas of strength and opportunities for improvement. Culture The data shows that a majority of students feel cared for by teachers and other adults at school (88.6%) and feel welcomed at school (87.4%). There is a strong sense of family welcome (91.7%), and a high percentage of students feel safe (87%). However, there is a significant drop when it comes to the cleanliness of the school, with only 66% of students agreeing that the school is kept clean. This indicates a need for improvement in maintaining the physical environment of the school. Academics The academic-related responses indicate that while students feel their teachers have high expectations for them (94.4%) and encourage them to pursue higher education (76.5%), fewer students are excited about learning in class (69.9%). Additionally, a strong majority (88%) feel they are given multiple opportunities to understand and learn new material, suggesting effective teaching methods are in place but may need to be made more engaging. Community Community engagement appears to be strong, with a high percentage of students enjoying interactions with college and career speakers (88.1%). The data on field trips is currently unavailable, but it is anticipated that similar efforts to engage students outside of the classroom could be equally well-received. Overall, the local climate survey data highlights a generally positive school environment, with strong relationships between students and staff, high expectations for academic success, and effective community engagement. Areas for improvement include enhancing the physical cleanliness of the school and increasing student excitement and engagement in the classroom. By addressing these areas, the LEA can continue to build a supportive and thriving educational community. Based on the analysis of local data and the identification of key learnings, our Local Educational Agency (LEA) has determined several necessary changes to existing plans, policies, and procedures to address identified areas of need. These revisions, decisions, and actions are aimed at ensuring continuous improvement and fostering a supportive educational environment. Increase student engagement in learning by continuing to implement Kagan strategies to increase interactive and student-centered teaching strategies which will increase excitement about learning. GUSD will provide professional development for teachers focused on innovative instructional methods that engage students and make learning more dynamic. Enhance Social and Emotional Learning (SEL) programs to ensure all students feel safe and supported. Continue fostering positive relationships between students, teachers, and staff through SEL initiatives and training. Expand efforts to engage families, especially underrepresented groups, in school activities and decision-making processes. Utilize family and community engagement liaisons to identify and address the needs of underrepresented families. Continue programs such as ELA and Math academies for migrant families and maintain strong collaboration among site staff. Regularly assess the effectiveness of implemented changes through surveys, feedback sessions, and data analysis to ensure continuous improvement. Maintain open lines of communication with students, families, and staff to gather input and make informed decisions. Provide ongoing training for teachers and staff to support the implementation of new strategies and enhance their ability to meet student needs. By implementing these changes and focusing on continuous improvement, GUSD is committed to creating a positive, supportive, and engaging educational environment where all students can thrive. Met 2024-06-20 2024 27660500000000 King City Union 6 A school climate survey is administered annually to all students in grades 3 through 8 addressing perceptions of safety and connectedness, as well as respectful schools. Results of the student surveys indicated that the majority of students feel safe at school and that they are treated fairly by staff and administrators. The student survey results are one indicator of progress on goal 4 of the district LCAP and assist with creating continuous improvement plans focused on school climate. KCUSD is implementing Positive Behavior Intervention and Support (PBIS) to continue to address the social emotional needs of all students. The district is providing training and resources for all PBIS team members to ensure that the supports and inventions are culturally responsive and inclusive of all students. The district is continuing to work with the County office and our Community partners to build capacity in our teams for effective supports of our students. KCUSD monitors progress through behavior data collection, to assist PBIS teams in continuous improvement planning to better support all students. In the area of students feeling respected by other students, KCUSD's survey data showed that we need to improve. We have added a behavior specialist, and will continue to work with staff to implement the Bully Prevention Program more effectively. Our middle school counselors and all site administrator teams are, and will continue, to receive restorative practices trainings to help support stronger peer respect on all campuses. Met 2024-06-18 2024 27660680000000 South Monterey County Joint Union High 6 Key findings include: Disaggregated Data by Student Groups: School Connectedness: Grade 9: 42% feel connected to their school. (EL: 40%) (SPED:: 33%), (SED: 42%) Grade 11: 47% feel connected. (EL: 54%), (SPED: 51%), (SED: 46%) Non-Traditional (NT) Schools: 61% feel connected. Academic Motivation: Grade 9: 59% are academically motivated. (EL: 64%), (Sped.: 56%), (SED: 60%) Grade 11: 63% are academically motivated. (EL: 69%), (SPED: 54%), (SED: 63%) NT Schools: 75% are academically motivated. Perceived Safety: Grade 9: 46% feel safe or very safe at school. (EL: 47%), (SPED: 24%), (SED: 47%) Grade 11: 52% feel safe or very safe. (EL: 58%), (SPED: 44%), (SED: 51%) NT Schools: 76% feel safe at school. Bullying and Harassment: Grade 9: 22% students experienced harassment or bullying. (EL: 11%), (SPED: 26%), (SED: 22%) Grade 11: 21% students experienced harassment or bullying. (EL: 15%), (SPED: 21%), (SED: 21%) Grade 9: 23% students reported mean rumors or lies. (EL: 16%), (SPED: 38%), (SED: 23%) Grade 11: 10% students reported mean rumors or lies. (EL: 35), (SPED: 21%), (SED: 30%) Grade 9: 20% student affected by Cyberbullying (EL: 18%), (SPED: 21%), (SED: 20%) Grade 11: 24% students affected by Cyberbullying (EL: 27%), (SPED: 54%), (SED: 25%) NT Schools: 8% students affected by Cyberbullying Caring Adult Relationships: Grade 9: 39% have caring adult relationships at school. (EL: 42%), (SPED: 44%), (SED: 40%) Grade 11: 47% have caring adult relationships. (EL: 55%), (SPED: 54%), (SED:47%) NT Schools: 69% have caring adult relationships. Promotion of Parental Involvement: Grade 9: 42% feel their school promotes parental involvement. (EL: 37%), (SPED: 33%), (SED: 43%) Grade 11: 41% feel their school promotes parental involvement. (EL: 57%), (SPED:33%), (SED: 39%) NT Schools: 69% feel their school promotes parental involvement. Analysis of Specific Items School Boredom: Grade 9: 45% feel school is boring. (EL: 50%), SPED: 50%), (SED: 45%) Grade 11: 44% feel school is boring. (EL: 20%), (SPED: 30%), (SED: 44%) NT Schools: 29% find school boring. Value of School: Grade 9: 13% students feel school is worthless. (EL: 27%), (SPED: 14%), (SED: 13%) Grade 11: 14% students feel school is worthless. (EL: 7%), (SPED: 17%), (SED: 14%) NT Schools: 6% feel school is worthless. The CHKS data, particularly when disaggregated by student groups, highlights strengths and areas for improvement within the school district. Addressing the specific needs of underrepresented groups and leveraging CHKS insights can help create a more supportive and engaging school environment for all students. The California Healthy Kids Survey (CHKS) analysis provided insights into the Local Educational Agency (LEA), focusing on school climate and student well-being. The findings highlight overall strengths, identified needs, and data disaggregated by student groups. Areas of Strength School Connectedness and Engagement: Many students feel connected to their school: 42% of Grade 9, 47% of Grade 11, and 61% of non-traditional (NT) students. High academic motivation is reported by 59% of Grade 9, 63% of Grade 11, and 75% of NT students. Caring Adult Relationships: Students report having caring adult relationships at school: 39% of Grade 9, 47% of Grade 11, and 69% of NT students. Emotional Safety and Mental Health Supports: Emotional safety is strong among NT students, with 58% feeling emotionally safe at school. School and home co-regulation supports are important protective factors. Identified Needs Mental Health and Wellness: Emotional distress is reported by 31% of Grade 9 and 30% of Grade 11 students, indicating potential post-traumatic stress. Significant barriers to accessing mental health services are faced by 22% of Grade 9 and 24% of Grade 11 students. Bullying and Victimization: Bullying prevention needs improvement as many students identified it as a problem, requiring enhanced programs and policies. Academic Challenges: School boredom is a concern, reported by 45% of Grade 9, 44% of Grade 11, and 29% of NT students, indicating a need for more engaging curricula. Some students find school worthless and a waste of time: 13% of Grade 9 and 14% of Grade 11 students expressed this sentiment, highlighting the need for more meaningful educational experiences. Data Disaggregated by Student Groups English Learners (EL): EL students reported higher academic motivation: 64% of Grade 9 and 69% of Grade 11. However, they also reported higher levels of school boredom and feelings of worthlessness, suggesting a need for tailored support. Socioeconomically Disadvantaged Students including Homeless/Foster: This group faces more barriers to mental health services and shows higher levels of emotional distress, indicating a need for targeted mental health and wellness support. Students with Disabilities: They report had varying levels of school connectedness and caring adult relationships, indicating a need for more consistent support systems. The LEA shows strengths in fostering school connectedness, academic motivation, and providing caring adult relationships. However, significant needs remain in addressing mental health barriers, bullying, and making the curriculum more engaging and relevant. Disaggregated data highlights the necessity of targeted interventions for English learners, socioeconomically disadvantaged students, and students with disabilities to ensure equitable support and positive outcomes for all student groups. Changes to Existing Plans, Policies, and Procedures Mental Health and Wellness Support: Need: High emotional distress and barriers to mental health services. Action: Enhance support services at each school to provide accessible mental health services, offering individual and group counseling sessions for students' socio-emotional well-being. Academic Engagement and Curriculum Enhancement: Need: High levels of school boredom and perceptions of school as worthless. Action: Develop a more engaging curriculum, integrating hands-on and project-based learning opportunities to make education more meaningful and relevant. Professional Development for Teachers: Need: Improved instructional strategies and support for teachers to better engage students. Action: Increase professional development opportunities focused on culturally responsive teaching practices and effective engagement strategies. Train teachers on new instructional methods and data analysis techniques to enhance effectiveness. Revisions, Decisions, and Actions for Continuous Improvement Regular Monitoring and Evaluation: Establish a robust system for monitoring and evaluating the effectiveness of new programs, instruction, and initiatives. This includes regular feedback sessions, surveys, and data analysis for necessary adjustments in school plans and professional learning communities. Community Involvement in Decision-Making: Increase opportunities for community involvement in decision-making by conducting frequent empathy interviews and listening tours to gather feedback from parents, students, and staff. Establish the District Student Advisory Team (DSAT) to ensure student voices are heard and immediate concerns addressed. Enhanced Resource Allocation: Align resources with the highest priority needs, particularly in pupil achievement and mental health services. This includes better budget management and ensuring funds are effectively allocated to areas with the greatest needs. By implementing these changes, the LEA aims to create a more supportive, engaging, and safe educational environment for all students, ensuring continuous improvement in student outcomes and overall school climate. Met 2024-06-12 2024 27660760000000 Lagunita Elementary 6 Students in grades 3-6 are surveyed annually, mid-year during the school day, using a google form. The same questions are asked each year, with minimal changes, in order to effectively show change over time. As just two classrooms capture the data from all four grade levels, the data can easily be disaggregated between the 3/4 combo class and the 5/6 combo class by observing when each group does the survey and creating a snapshot of results. The main takeaway was clear--in both classes (in all four grades), there was an increase in reporting bullying behavior. "Our results were a departure this year, and in presenting the data we discussed, as a staff and as a community, different factors that contributed to the results and our ability to draw meaning from them. Lagunita's grade span changed last year as we discontinued the 7th/8th grade classroom. This changed the social dynamic considerably. We also added an ""Anti-Bullying Coach"" this year, and this changed the reporting dynamic considerably. We look forward to next year's results, which may better inform our practices and which may be more valid than comparisons drawn between this year and last. With further study we should be able to determine whether talking about bullying leads to an increase in reporting, or whether an increase in bullying continues." Lagunita determines the quality and utility of our partnerships with Harmony@Home and Monterey County Behavioral Health; our professional development, and our supplemental services needed to address the needs that students articulate. The survey data can be used immediately in the case of anonymous reporting of concerns; it can be used annually as part of our review of the school year and our success in implementing programs that benefit the students and help us reach our articulated goals. The 23/24 school year was our first year in 125 years without 7th or 8th graders, and our students responded in a variety of ways to this re-shuffling of (perceived) age-based hierarchy. Our students also responded in a variety of ways to a dramatic increase in conversations about bullying and bullying behavior. The data bears this out, but as we've seen success with the structural change as well as the additional support provided by Harmony@Home, we plan to continue both through next year. But we will collect more data and revise our plans if social bullying remains a concern. Met 2024-06-25 2024 27660840000000 Mission Union Elementary 6 The local climate survey provided was the California Healthy Kids Survey, which was provided to our 3rd - 8th grade students. Students provided input on various topics from: - feeling close to others at school (92.7%) - feeling motivated to learn (97.6%) - do teachers and adults from school check on how you are feeling (87.8%) - do teachers and adults at school give you a chance to help solve school problems (90.2%) - do your teachers ask you what you want to learn about (51.2%) - does your school help students resolve conflicts with one another (97.6%) - do you feel safe at school (90.2%) - in the past 30 days, have you felt sad (53.7%) - does a parent or grownup at home check your homework (82.9%) Students want to feel safe at school and are feeling heard, understood, and cared for by most adults at school. Continue providing more events that promote including student choice and voice. Met 2024-06-12 2024 27660920000000 Monterey Peninsula Unified 6 Elementary (Average Rating) Engagement: 2.75 Academic Challenge: 2.39 Instructional Methods: 2.54 Culture: 2.17 Belonging: 2.32 Relationships: 2.68 Emotional & Mental Health: 2.34 Middle (Average Rating) Engagement: 3.2 Academic Challenge: 3.42 Culture: 3.11 Belonging: 3.3 Relationships: 3.19 Emotional and Mental Health: 3.54 School Safety: 3.65 Inclusion: 3.55 High (Average) Engagement: 3.53 Academic Challenge: 3.6 Culture: 3.31 »Student YouthTruth data analysis at the elementary school level indicates the district has work to with regard to engagement (2.75), emotional and mental health (2.34) and culture (2.17) » Student YouthTruth data analysis at the middle school level indicates the district has work to with regard to engagement (3.2) » Student YouthTruth data analysis at the high school level indicates the district has work to with regard to school safety (3.53), relationships (3.21) and culture (3.31) » Student attendance rate is 93.9% (last year) This data is used as a metric in our LCAP and for this reason we have identified specific actions to address these data points. These include but are not limited to the specific actions below: To meet the specific needs outlined, the district will partner with outside organizations to provide the necessary supports. Additionally, the district will invest in two high school deans to support student success. To meet the specific needs outlined, the district will continue its investment in social and emotional support and mental health. Specifically it will invest in various positions to continue supporting districtwide efforts to address mental health and social and emotional issues. Investment includes: a mental health clinician, director of multi-tiered systems of support, and director of prevention/attendance/safety. Met 2024-06-25 2024 27660922730240 Learning for Life Charter 6 he LFLCS climate survey consists of 4 sections where students can express Strong Agreement to Strong Disagreement to statements regarding connections with adults, regarding developmental relationships with staff, regarding their treatment related to their gender, sexual orientation and race/ethnicity, and regarding their perceptions of safety for themselves and for others. One section asks about the degree of students’ need for assistance, from Frequently to Never. Most students Agreed or Strongly Agreed that they felt connected to adults at school, that the staff supported them with Developmental Relationships, that they were treated respectfully in relationship to their gender, sexual orientation and race/ethnicity, and that others were treated safety and respectfully at school in relationship to these dimensions of identity. Most students surveyed rarely or never needed assistance in meeting basic needs. When assistance was needed, food was ranked second, and transportation first. We take these results to mean that students generally feel safe and connected to our school staff. This motivates us to continue implementing our program of Trauma Informed Care and to encourage in-person interactions. Met 2024-06-26 2024 27660926118962 International School of Monterey 6 ISM places a huge emphasis on a positive school climate, starting with its mission to “educate all children toward becoming conscientious, compassionate, and responsible citizens of the world” and its vision of “a world of understanding.” In keeping with the vision, ISM focuses on creating small worlds of understanding in each classroom each day to help students develop the character that will make them contributors to a global world of understanding throughout their lives. The emphasis on school climate is formalized in an LCAP commitment to leverage ISM’s fiscal, physical, and human resources to achieve a positive and productive school climate, culture, and community. ISM has assessed its performance relative to this outcome through annual student, parent, and staff surveys, targeting an average of 90 percent per participation group for all climate, culture, and community-related items. The culture/climate-related items on the grade 6-8 student survey are: • Adults at this school encourage me to work hard so I can be successful in college or at the job I choose. • My teachers work hard to help me with my schoolwork when I need it. • Teachers give students a chance to take part in classroom discussions or activities. • Teachers go out of their way to help students. • I feel close to people at this school. • I am happy to be at this school. • I feel like I am part of this school. • The teachers at this school treat students fairly. • This school clearly informs students what would happen if they break school rules. • Rules in this school are made clear to students. • Students know how they are expected to act. • Students know what the rules are. The target was nearly achieved on the most recent administration of the surveys in 2024, as ratings averaged between 87 to 92 percent for safety and 78 to 100 percent for connectedness for all groups. The specific results were: Safety: parents 87.6 percent, students 87.5 percent, staff 92.8 percent Connectedness: parents 86.8 percent, students 78.5 percent, staff 100 percent The scores for safety continue to show growth year over year. Scores for connectedness, most notably, show intermittent growth among student scores. "Overall, the annual survey results confirm that ISM’s mission- and vision-driven focus on school climate, culture, and community results in students feeling respected, safe, well-treated, and valued. The few lower ratings have helped identify specific areas where the school might make further gains. Based on this data and open-ended comments, ISM has invested significant time and money in further strengthening the school climate in recent years, including hiring an Assistant Principal (AP) for School Culture & Community, forming a Culture and Community Team whose three faculty members work with the AP to develop climate-related activities and events; implementing a Multi-Tiered System of Supports (MTSS); implementing a ""House Activity Program"" in our middle years program to build connection across grade levels; and encouraging teachers to take time to focus on positive classroom climate, particularly at the start of the school year through the Responsive Classroom Program." During the 2024-2025 school year, the school will continue to increase professional development on MTSS with a strong emphasis on student emotional health and learning to further our commitment to increasing student and family satisfaction with school climate. We are also designating a MTSS Coordinator further to support the teachers in differentiation for all student needs. The school will continue implementing an explicit approach to the middle school advisory program, which supports social-emotional health among student communities. The school will also continue to develop the Safe School Ambassadors program as a way to develop school culture from within the student body. Lastly, additional emphasis will be placed on equity and inclusion approaches with teachers and between students. Met 2024-06-11 2024 27661340000000 Pacific Grove Unified 6 "California Healthy Kids Survey pertaining to school connectedness, safety, and caring relationships with an adult on campus. The data is reported out for the entire population followed by specific ethnic groups. Elementary Data (5th grade students) School Connectedness Answered “yes, most of the time” or “yes, all of the time” All students 74% For student groups, not data is available for groups of less than 10 respondents Hispanic 59% White 84% Two or more 83% Something Else 69% School Safety Answered “yes, most of the time” or “yes, all of the time” All students 74% Hispanic 38% White 91% Two or more 88% Something Else 74% Do the teachers and grownups care about you? Percent of students who answered ""Yes, most of the time,"" or ""Yes, all of the time."" All Students 83% Hispanic90% White 93% Two or more 94% Something else 80% Middle School Data (7th grade students) 7th grade School Connectedness All Students 56% Asian American 38% Hispanic 62% White 59% Mixed 52% 7th Grade School Safety Feel “safe” or “very safe” at school All Students 53% Asian American 38% Hispanic 69% White 50% Mixed 58% 7th Grade Caring Adult There is a teacher or some other adult from my school who really cares about me. Percent of students who answered ""Very much true"" or ""Pretty much true."" All Students 56% Asian American 41% Hispanic/Latinx 59% White 64% Mixed 58% High School (9th and 11th grade students) School Connectedness All Students 9th Grade 60%, 11th Grade 58% Asian American 9th = NA, 11th = 56% Hispanic 9th = 62, 11th = 50% White 9th = 60%, 11th = 65% Two or more 9th =61%, 11th = 51% Safety at School Percentage who answered “very safe” or “safe.” 9th Grade 69% 11th Grade 69% Asian American 9th = NA, 11th = 82% Hispanic 9th = 77%, 11th = 57% White 9th = 74%, 11th = 75% Two or more 9th =50%, 11th = 65% Caring Adult There is a teacher or some other adult from my school who really cares about me. Percent of students who answered ""Very much true"" or ""Pretty much true."" 9th grade 52% 11th grade 65% Asian/Asian American 9th = NA, 11th = 76% Hispanic 9th = 64, 11th = 64% White 9th = 68%, 11th = 70% Two or more 9th =59%, 11th = 64% Parents ""School encourages me to be an active partner with the school in educating my child."" = 82% For group data, only “strongly agree” responses are available which explains the significantly lower percentage. If a group had less than 5 respondents, the data is not available. Asian/Asian American 29% Hispanic/Latino 35% White 37% Two or more 39% ""Parents feel welcome to participate at this school."" = 77% For group data, only “strongly agree” responses are available which explains the significantly lower percentage. Asian American 23% Hispanic 28% White 36% Two or more 37%" "School Connectedness The school connectedness data indicates that our students feel less connected to school at the secondary level than they do at the elementary schools. This general trend could be attributed to the shift from a single-classroom education model in PGUSD elementary schools to the multiple-classroom schedule that is used at secondary schools as students move locations with each subject taught. At the elementary school, additional effort needs to be made with our Hispanic students to establish a stronger feeling of connection to our schools as their positive response rate was 25% below that of the general population. At Pacific Grove Middle School, outreach should focus on Asian American students who felt connected to their school at a rate 18% below the overall population. Pacific Grove High School's student groups all scored within 10% of the overall population; however, our Hispanic/Latinx students and students of two or more races reported the largest separation from the overall population by 10% and 9% respectively among 11th grade students. School Safety In our elementary schools, 74% of PGUSD students reported feeling ""very safe"" or ""safe."" Our Hispanic students reported a much lower feeling of safety with 38% of our students responding positively to the prompt. This indicates that our schools should undertake efforts to discover why our Hispanic students do not feel safe in our elementary schools and take steps to remedy the situation. Pacific Grove Middle School students reported feeling safe at a rate of 56%. The student group that reported feeling safe at a much lower rate was our Asian American students, 38%. At Pacific Grove High School, 69% of both 9th and 11th grade students reported feeling safe. Our Hispanic students (57%) and students of two or more races (50%) were below the overall population. This data shows that having safety as one of our district's core values is addressing a significant need in our district. The steps we are taking in our LCAP to address this need will be discussed in prompt 3. Caring Adults This area is a strength in our elementary schools with 83% of our students responding positively to the question ""Do the teachers and grownups care about you?"" None of our student groups had a percentage that was significantly lower than the whole group which is indicative that all student groups feel that they have grownups who care about them. The secondary percentages are lower than the elementary and all fall in the same range - 7th grade 56%, 9th grade 52%, 11th grade 65%. The low range among 9th grade students can partially be attributed to the timing of the survey in November of a transitional year for these students. The lower overall percentages of secondary schools speak to the challenge our schools face in building caring relationships when teachers see more than 100 students each day and students have up to seven different teachers in their schedule." "The areas of need that have been identified in our analysis of this data are all addressed in our Local Control and Accountability Plan. Pacific Grove Unified School District has written several actions to be carried out over the next three years to increase school connectedness among all student populations. We are embarking on an in-depth implementation of Restorative Justice practices with a goal of increasing the positive relationships that exist on all of our campuses between all of our educational partners. We hope this training will allow staff to navigate conflict in a manner that improves relationships - student to student, staff to student, and staff to staff. A district-wide theme beginning in 2024-2025 is ""Know my name, know my face, know my story."" The goal of this theme is for every single student who attends our school to establish a positive, trusting relationship with an adult on campus. We also will increase our students' sense of connection by purchasing diverse curriculum materials, so our students can see themselves and hear their voices in the material being taught in class. We will increase community outreach by having two site-level meetings each year devoted to Cultural Proficiency, so we can interact with our community and receive feedback on how to better serve our diverse populations. The district is committed to reviewing, and when necessary, revising our policies and administrative regulations to ensure that they serve the needs of all families. In addition, we will contract with community groups to help guide our work in Cultural Proficiency to provide a diverse perspective and high level of expertise as we do this important work. Safety At Pacific Grove Unified School District, we understand that students must feel intellectually, physically, and emotionally safe before they will be able to learn. To this end, we have included in our LCAP several actions focused on the safety of our students. After meeting with our community safety committee, PGUSD prioritized the development of a facilities improvement plan that will increase the quality and safety of our facilities. The committee also recommended the installation of a visitor management system, so all of our schools will have a similar method of monitoring visitors to our campuses. The district also has made a three-year commitment to increasing the level and regularity of safety training which includes incident command protocols, threat assessment, and Big 5 safety procedure training. During an emergency, PGUSD will review communication protocols, so parents can clearly differentiate between safety related messages and more mundane school communication. Restorative Justice professional development will increase the safety of our schools while helping students build positive relationships with each other and staff. In response to feedback from our community, PGUSD will add a licensed mental health therapist to our middle school." Met 2024-06-06 2024 27661420000000 Salinas City Elementary 6 This year, the Salinas City Elementary School District administered a Culture and Climate survey to all 3-6 grade students in both the Fall and the Spring using the Panorama platform. Results from the survey have been shared with each school. School administrators are using this data and sharing it with school learning partners. District Wide results of the survey showed: STUDENT POSITIVE RESPONSES School Rigorous Expectations: District Wide 77% Hispanic 77% English Primary 79% English Learner 74% School Belonging: District Wide 59% Hispanic 59% English Primary 59% English Learner 60% Readiness for Learning: District Wide 69% Hispanic 68% English Primary 72% English Learner 64% School Safety District Wide 56% Hispanic 56% English Primary 59% English Learner 52% School Climate District Wide 54% Hispanic 54% English Primary 52% English Learner 57% School Engagement District Wide 53% Hispanic 53% English Primary 52% English Learner 55% Teacher-Student Relationships District Wide 58% Hispanic 58% English Primary 58% English Learner 60% The survey showed increases or maintaining scores from the previous year in all areas. It was interesting for the team to note that Hispanic students scored in alignment with the district wide results. However, students that are English only generally scored higher while English Learners scored lower. This raises questions regarding the effectiveness of some of the Social Emotional and Relationship efforts being made to support English Learners. As a result, the district will make this a discussion point for upcoming parent and other educational partner meetings. In addition, the survey will be sent twice next year to compare results and gain further insight regarding what next steps should be taken. Met 2024-06-18 2024 27661590000000 Salinas Union High 6 Data LCAP Student Survey California Healthy Kids Survey (CHK) Parent/Family attendance at school functions Suspension rates Meaning: LCAP Student Survey: Students Feel Emotionally Safe LCAP Student Survey: Students Feel Physically Safe • 54% Safe • 77% Safe • 33% Somewhat Safe • 15% Somewhat Safe • 5% Not Safe • 8% Not Safe 2023-24 California Healthy Kids Survey: School Connectedness “I feel close to the people at this school. I am happy to be at this school. I feel like I am part of this school.” • 7th: 45% “agree/ strongly agree” • 9th: 48% “agree/ strongly agree” • 10th: 50% “agree/ strongly agree” • 11th: 57% “agree/ strongly agree” 2023-24 California Healthy Kids: Caring Adult Relationships “There is a teacher or something other adult at my school who really cares about me, who notices when I’m not there, who listens to me when I have something to say” • 7th: 43% “Pretty much true/ very true” • 9th: 41% “Pretty much true/ very true” • 10th: 55% “Pretty much true/ very true” • 11th: 50% “Pretty much true/ very true” 45.66% of our students don’t eat breakfast 24.66% of our students report a bedtime after 12 am 6% of our students report “race, ethnicity, or national origin a reason for harassment one or more times” 16.6% of students self disclosed using one or more of the following at one or more points in their lives (alcohol, marijuana, inhalant, cocaine, methamphetamine, ecstasy, LSD, psychedelics, opioids, over the counter medication with the intention of getting “high”) 28% of our students report chronic sad or hopeless feelings in the past 12 months 4.6% of our students reported seriously considering attempting suicide in the past 12 months LCAP Student Survey: Value of Wellness Centers and Counseling • 69% Valuable • 13% Somewhat Valuable • 18% Don't Know • 0% Not Valuable LCAP Student Survey: Value of Probation • 69% Valuable • 3% Somewhat Valuable • 28% Don't Know • 0% Not Valuable LCAP Student Survey: Value of PBIS • 64% Valuable • 10% Somewhat Valuable • 23% Don't Know • 3% Not Valuable Continue to increase the reach of Wellness Centers and mental health services, work with individual school site Wellness teams to disaggregate CHK data Build Community Human Service (CHS) presence on campus, leaning into CHK data Increase nursing team integration across the district to support Tier 1 preventative care efforts to address CHK results Continue to offer both virtual and in-person options for family engagement opportunities Improve collaboration between PPS, Wellness, RJ, and JEDI teams to address the school climate section of CHK Met 2024-06-25 2024 27661670000000 San Antonio Union Elementary 6 The local climate survey data had the following results: 57.9% of students are satisfied or very satisfied with their education, 71.1% of students feel like adults care about them coming to school, 75.9% of students feel safe or very safe on campus. Although a high percentage of students stated they feel safe on campus, 36% of students rated safety as one of the top concerns for next school year. Student's satisfaction with their education should be evaluated and focused on this year. An increase in the number of students that feel like adults are here to support them should be increased. The district will focus on safety this year in both training staff and students to ensure everyone feels safe and knowledgable of how we deal with emergency situations. The entire school will be working on promoting a positive environment for all students and staff. The increase of positive awareness will help to create an environment where all staff and students feel valued and safe. Met 2024-06-13 2024 27661750000000 San Ardo Union Elementary 6 Students complete the California Healthy Kids Survey annually. Unfortunately, it is done by the school and there are no subgroup scores to report out as it is anonymous. Also, due to the extremely small population, reporting out different subgroups under 10 cannot be completed. Results are reported below. Happy to be at school 91.07% - 19.64% always, 71.43% sometimes Adults listen to you 91.07% - 28.57% always, 62.5% sometime Treated with respect always 83.64% always Bullying not allowed clear 85.71% agreed I've been hit or pushed 0 times at school 58.93% agreed Feel safe at school all the time 94.65%, 39.29% always, 55.36% sometime I have a parent/adult at home that cares about school work 98.18% yes Subject is most difficult Math - 42.86% It appears that students are not happy at school all of the time and don't feel as though the adults are listening to them. There is a continued need to build a positive culture and climate at the school. There is a continued need to strengthen the relationships between adults and students. An area of strength is it is clear bullying is not tolerated and being treated with respect by adults. The LEA will continue to pursue targeted assistance through the Monterey County Office of Education to assist in the development of MTSS tiered supports and Positive Behavior Intervention and Supports. Met 2024-06-18 2024 27661830000000 San Lucas Union Elementary 6 63% of students feel motivated to learn, 88% students felt school staff cared about them, 94% of students were happy to be in school. Suspensions All students: 2.4% Socioeconomically Disadvantaged: 2.6% English Learner: 15.4% Areas of need include providing professional development on Trauma Informed Practices and aligning our behavior system to ensure equity in staff and student responses to behavior. Met 2024-06-06 2024 27661910000000 Santa Rita Union Elementary 6 2023-24 CHKS Survey data indicates the following: School Connectedness: Middle School students 55% reported feeling connected to their school Elementary School students 77% reported feeling connected to their school School Safety: Middle School students 52% of students feel safe at school Elementary School students 79% of students feel safe at school Harassment and Bullying: 24% of elementary students feel that there is not a bullying-free climate; 53% of middle school students feel that harassment and bullying is a problem Physical Fights: 9% of elementary students said that another student hit or pushed them when they were not just playing around; 53% of middle school students feel that physical fights are a problem. Weapons Possession: 6% of elementary students said they saw another student with a weapon at school; 8% of middle school students said they saw another student with a weapon at school. Discrepancy in School Connectedness: Middle School (55%) vs. Elementary School (77%): There's a notable decrease in connectedness from elementary to middle school. Action needed: Implement targeted programs to boost community and belonging in middle schools. Perception of School Safety: Middle School (52%) vs. Elementary School (79%): Middle school students feel significantly less safe. Action needed: Increase supervision and enhance safety communication between students and staff. Harassment and Bullying: Elementary (24%) vs. Middle School (53%): Bullying perceptions jump significantly in middle school. Action needed: Provide anti-bullying training and promote a culture of respect and inclusivity. Physical Fights: Elementary (9%) vs. Middle School (53%): Physical fights are more common in middle schools. Action needed: Increase adult monitoring in common areas to prevent altercations. Weapons Possession: Elementary (6%) vs. Middle School (8%): Slight increase in weapon sightings in middle schools. Action needed: Educate on the dangers of weapons and establish a protocol for incident reporting. Strengths and Implications: Elementary students report high levels of connectedness (77%) and safety (79%), indicating effective strategies at the elementary level that could be adapted for middle schools. While weapon possession is relatively low (6% elementary, 8% middle school), it suggests that current preventive measures are somewhat effective but need strengthening. Further Analysis: Analyzing trends among different demographics (gender, race/ethnicity, socioeconomic status) could refine interventions. Potential findings could reveal different perceptions of connectedness, safety, and bullying, suggesting the need for tailored, culturally responsive strategies. Conclusion: A comprehensive approach involving student feedback, program enhancements, and consistent monitoring is crucial. By implementing these strategies, schools can likely improve the climate and well-being, especially for middle school students who face higher risks. A Progress Goal is included in the new LCAP to address these needs: Foster a nurturing, inclusive, and healing environment in schools, prioritizing student well-being. Actions include maintaining safe, welcoming facilities and supporting mental health, equity, and inclusion. Extracurricular activities will be promoted and campus safety monitored. Met 2024-06-26 2024 27662250000000 Spreckels Union Elementary 6 "2024 School Climate Survey Results Given to all District Students in Grades 4-8 4th & 5th Grades: 84% ""liked school"" (scores of 3 or 4 on the survey); 16% did not (scores of 1 or 2) 98% ""did their best in school""; 2% did not 97% said the school wanted them to ""give it their best effort""; 3% did not 90% felt the school ""had clear rules for behavior""; 10% did not 93% felt ""teachers treated them with respect""; 7% did not 77% felt ""positive behavior was noticed at school""; 23% did not 91% felt ""they got along well with others""; 9% did not 84% felt ""safe at school""; 16% did not 64% felt ""students treated each other with respect""; 36% did not 93% felt ""an adult at school would help them if they needed it""; 7% did not 65% felt ""students followed rules in class so teachers could teach""; 35% did not 6th-8th Grades: 55% ""liked"" school; 45% did not 73% felt ""successful at school""; 27% did not 70% felt ""the school set high standards for achievement""; 30% did not 79% felt ""the school set clear rules for behavior""; 21% did not 71% felt ""teacher treated them with respect""; 29% did not 64% felt ""behaviors in class allow teachers to teach:; 36% did not 32% felt ""students are frequently recognized for good behavior""; 68% did not 68% felt ""safe at school""; 32% did not 61% felt ""there was an adult to talk to if they needed help""; 39% did not" "Overall, the survey results at the elementary school are very positive, with the highest items being students who thought they ""did their best in school,"" ""gave their best effort,"" felt ""teachers treated them with respect,"" and felt ""an adult at school would help them in they needed it."" The two lowest areas at the elementary school involved peer interactions and behaviors: ""students treated each other with respect"" and ""students followed rules in class so teachers could teach."" Survey results at the middle school followed the historic pattern of being significantly lower than elementary school students. Only 55% of students ""liked school;"" 64% felt ""behaviors in class allow teachers to teach;"" 61% felt ""there was an adult to talk to if they needed help;"" and 32% felt they ""were recognized for good behavior.""" The middle school results indicate a need to focus on improving the school's climate and culture. LCAP Goal 3 focuses on providing opportunities for students to feel more connected to school and will be customized at the site level to include new programs for recognition and positive behavior for students. Met 2024-06-18 2024 27662330000000 Washington Union Elementary 6 "Parent Satisfaction Survey areas that have a greater than 10% dissatisfaction rate district wide are identified and targeted in the coming school year. The results are reported to our strategic planning committee who in turn use the results to drive planning, goal setting, and decision making. The survey showed that there were two areas that had a greater than 10% dissatisfaction rate: the first statement was ""That students show respect for each other,"" which received a 13% dissatisfaction rate. The second area reflected a 11% dissatisfaction rate pertaining to ""the qualify of the Math program.""" "In addition to the Parent Survey, the district also administered a Climate Survey to students in grades 3rd-8th, measuring their opinions on a variety of topics including safety and respect. On the student survey, there were three items in particular that measured students' opinions regarding those topics. On the item, ""I am safe,"" 89% of students strongly agreed or agreed with the statement. On the item, ""Students at my school treat me with respect,"" 68% of students strongly agreed or agreed with the statement. It should be noted, however, that 13% of students at San Benancio Middle School and Washington Union Elementary School reported ""no opinion."" Lastly, on the item, ""I have a trusted adult who can help me with an emergency or a big problem,"" 85% of students strongly agreed or agreed. Again, it should be noted that 12% of students at SBMS ""no opinion."" In the area of safety, the item, ""We practice safety drills at school,"" had a 97% return in the area of strongly agree or agree, and on the item, ""If there is an emergency at my school, I know what to do,"" 96% of students strongly agreed or agreed." Given the results of those specific items, an area of strength is that students feel safe on our campuses, are aware of safety protocols, and feel confident that they will be prepared to react in an emergency situation. In the area of student respect, the district will continue to support the counseling position and is working to support social emotional learning as well as character education at all three schools. Met 2024-06-19 2024 27738250000000 North Monterey County Unified 6 The California Healthy Kids Survey (CHKS) was administered in 2023-2024 and two subsequent years (i.e. 2022-2023, 2021-2022). (Not administered in 2019-2020, 2020-2021.) The district administered a student LCAP survey to grades 3-5 and 6-12 in the Spring of 2024. Key Findings: About 65% of our elementary learners, and 53% of our middle school learners, and 43% of our high school learners reported “school connectedness” in 2023-2024. Elementary learners are more likely to report feeling safe, connected, and “welcomed” on campus, as compared to secondary learners. High school learners reported feeling less safe and connected over the past three years. reas of Progress/Growth: 76% of elementary students surveyed feel motivated to learn. 55% of middle school students, and 52% of high school students surveyed feel to motivated to learn. 41% of elementary students surveyed feel they are provided the opportunity to meaningfully participate in school. 51% of middle school students, and 52% of high school students surveyed reported that adults on the campus hold high expectations for students. Areas of Focus/Need: On average, 69% (elementary) and 50% (middle), 41% (high school) of learners feel safe at school. 41% of elementary students surveyed feel they are provided the opportunity to meaningfully participate in school. 19% of secondary students surveyed feel they are provided the opportunity to meaningfully participate in school. Ongoing Actions: A continued focus on tiered social-emotional & behavioral support Implementation of universal SEL curriculum (Second Step & Character Strong) An increase mental health and student services support A new focus on Restorative Justice Practices tied to a clear Discipline and Intervention Matrix Ongoing professional development for all staff Met 2024-06-27 2024 27751500000000 Big Sur Unified 6 Students feel safe at school and think of it as their second home. We are a unique district with only 12 students and with very engaged parents. Students feel safe and cared for at school. The teachers have built close relationships with the parents and other family members. The community is close knit and people rely on each other in emergency situations. Big Sur has been under emergency status during the past year because of road closures due to rock and mud slides. The community is strong and bands together during these emergencies and at all times. Actions taken include emergency procedures to keep students in school including board policies for online school and teachers visiting homes if possible. Met 2024-06-04 2024 27751500118349 Big Sur Charter 6 BSCS surveys its parents and students in grades 6th through 8th. Of parents and students surveyed, 100% report feeling both physically and emotionally at BSCS. 98% of parents and 97% of students reported that they feel connected to the school and its community. Due to small number of students, we do not disaggregated our data. We will continue doing what we are doing. Met 2024-06-20 2024 27754400000000 Soledad Unified 6 The California School Dashboard data shows in the area of Suspensions performance level for all students is Orange, which means that 4.9% of our students have been suspended at least one day. In disaggregating the data further, homeless students and students with disabilities continue in the Red performance level, and continue to have a High level of suspensions according to the 2023 Dashboard. The Dashboard classification of High was also an identification for English learners, Socioeconomically Disadvantaged, and Hispanic Students. For the California Dashboard, we saw a decline of 7.3% in chronically absent students, meaning that 28% of our students are currently being classified as chronically absent. Though we are moving in a positive trajectory, our percentage of chronically absent students is still high on the California Dashboard. In addition, Soledad USD administered the CORE® Social-Emotional Survey in the Spring of 2023-24 SY. 1,838 students completed the survey and the following results were obtained: Culture/Climate (63% responded Favorably), Growth Mindset (75%), Self Management (55.1%), Self-Efficacy (67.7%), and Social Awareness (73.5%), with significant increases in Growth Mindset and Social Awareness from the previous year. "When analyzing the data at a deeper level, we noticed that students identified as males scored lower in in the self-management categories. We also noticed that on average, our emergent bilingual students primarily scored lower in all categories. With the results generated, it is evident that students have a higher growth mindset, and generally need additional supports with self-management and social awareness and that a deeper analysis to student groups is critical both at the site and grade-level, and that our emergent bilingual and ""male"" group are in need of additional strategies to support them in their socio-emotional growth." In order to respond to this data, we will be working with staff and outside organizations who serve our students to understand our assessment and survey results as this previously was not taking place. We will also be incorporating these assessments during our coordination of services team (COST) meetings so that we can also determine if there is alignment with student need and the way in which the student has responded. Our counselors will be providing lessons on the five competencies listed in order to enhance students skills within these competencies. Our counselors will also go into data analysis discussions together to determine the best way to provide intervention to students and work with the outside agencies for further supports. Since our students had an opportunity to take multiple socio-emotional surveys, we are able to further triangulate data and develop targeted supports for our students. To provide a safe and healthy school climate, staff will continue with social emotional counselors at all school sites, PBIS, enhance our Restorative Practices at our sites, and the implementation of the MTSS framework. When doing so, we will ensure that we are targeted in our interventions so that we become focused in supporting our students. Met 2024-06-26 2024 27754730000000 Gonzales Unified 6 Results from the spring 2024 student survey indicate that 72.6% of students like coming to school some or all of or most of the time. 62.2% of students have an adult at school they can talk to if they need help. 89% of students feel okay or are happy with the cleanliness, safety, and quality of the classrooms and school facilities. 34.5% of students report that their parents attend school events, activities, or meetings most of the time. 33.4% of students report their parents attend some school events, activities, or meetings some of the time. Chronic absenteeism rates are at 30.8%, and student suspensions are at 4.7%. translated materials or interpretation services. 20.5% reported not needing these services. 83.5% of parents who took the spring parent survey reported feeling okay about or being satisfied with the school's efforts to connect and engage parents to participate in activities or decision-making. 83.6% of parents reported feeling okay about or satisfied with how their students' school keeps them informed about their child's attendance, grades, and/or discipline. 55% of parents who took the spring parent survey reported regularly receiving translated materials and interpretation services. 83.5% of parents who took the spring parent survey reported feeling okay about or being satisfied with the school's efforts to connect and engage parents to participate in activities or decision-making. Analysis of the local data resulted in key learning regarding areas to focus on in the Gonzales Unified School District. Identified areas of focus include: 1) closing academic performance gaps, 2) utilizing formative assessments to drive target instruction, 3) providing targeted intervention, 4) focusing on student attendance and engagement, 5) continuing to invest in teacher professional development, and 6) focusing on parent and community partnership to provide additional support for students. The schools and district will remain flexible and be prepared to adapt plans and strategies based on ongoing feedback and student achievement data. Areas of focus in the existing LCAP plan include improvement of the chronic absenteeism rate, targeted instruction to close achievement gaps, and increased English language learner progress. Ongoing formative assessment and data analysis will drive adjustments as needed to plans designed to increase student attendance, engagement, and achievement. 1. Improvement of the Chronic Absenteeism Rate • Strategies: Implementing early intervention programs, increasing parent and community engagement, and providing support services to address barriers to attendance. • Goals: Reduce the overall absenteeism rate by a specific percentage, ensuring that students attend school regularly to benefit from instructional time. 2. Targeted Instruction to Close Achievement Gaps • Approaches: Utilizing differentiated instruction, providing additional support and resources for students who are below grade level, and implementing culturally responsive teaching practices. • Goals: Narrowing the performance disparities among different student groups, such as those based on socio-economic status, race, or disability, by achieving measurable improvements in their academic performance. 3. Increased English Language Learner (ELL) Progress • Methods: Offering intensive English language development programs, integrating language support in all subject areas, and providing professional development for teachers on effective ELL strategies. • Goals: Enhance the English proficiency and academic performance of ELL students, ensuring they meet state and district benchmarks. 4. Ongoing Formative Assessment and Data Analysis • Processes: Regularly collecting and analyzing data from various assessments to monitor student progress, inform instruction, and make data-driven decisions. • Goals: Continuously adjust instructional plans and interventions based on the latest data to better meet the needs of students and improve outcomes. 5. Increasing Student Attendance, Engagement, and Achievement • Actions: Developing and implementing programs that promote a positive school climate, engaging students in meaningful and relevant learning experiences, and fostering strong relationships between students, staff, and the community. • Goals: Boost overall student attendance, increase student participation and engagement in school activities, and raise academic achievement across all grade levels. Met 2024-06-25 2024 28102800000000 Napa County Office of Education 6 CHKS All students are surveyed annually using the CA Healthy Kids Survey. Napa COE had an 67% participation rate on the CHKS in 2023-2024. In most areas, results from 2023-2024 are starting to trend back up when compared to the results from 2020 and 2021. 46% of students report they have a high degree of connectedness with school (as compared 36% in 2021 and 2022). 65% of our students report they feel safe at school (as compared to 49% in 2020 and 39% in 2021). 33% of students feel that school is really boring (down from 49% in 2022 and 40% in 2023). 60% of our students feel that teachers have high expectations for them (which is down from 69% in 2020 and 74% in 2021). 53% of students feel that there is a caring adult at school for them (which is lower than 63% in 2020 and 2021). 25% of our students are experiencing chronic sadness (down from 34% in 2021 and 2022) and 18% have considered suicide (up from baseline in 2020 at 135 but down from 21% in 2022). Strengths: One of the most notable strengths is the significant increase in the percentage of students who report feeling safe at school. This number has risen to 65% in 2023-2024, up considerably from 49% in 2020 and 39% in 2021. This marked improvement indicates that the measures taken to enhance school safety have been effective. Staffing improvements have played a crucial role in this enhanced sense of safety. With a strong team in place, the school has been better equipped to support students struggling with self-regulation and acting out. This proactive approach to managing behavioral issues has likely contributed to the overall feeling of safety among students. For the first time in three years, the school has a full-time SRO presence. The consistent presence of a trained SRO has not only helped in maintaining a safe environment but also in building trust and rapport with students. This has further strengthened the school's safety infrastructure. Student connectedness has seen a notable increase, with 46% of students reporting a high degree of connectedness with school in 2023-2024, up from 36% in 2021-2022. This positive trend suggests that the efforts to create a more inclusive and supportive school environment are yielding results. Areas of Need: Teacher Expectations: 60% of students feel that teachers have high expectations for them, down from 69% in 2020 and 74% in 2021. Ours is decline suggests a need for professional development and support for teachers to help them maintain high expectations and motivate students. Caring Adult Presence: The percentage of students who feel there is a caring adult at school has dropped to 53%, from 63% in previous years. This indicates a need to strengthen relationships between staff and students and ensure that every student has at least one supportive adult at school. We have had a significant staff turn-over in that past 3 years and adding 3 new teachers, 2 administrators, and 2 instructional support staff this current school year. Our students create trusting relationships more cautiously than many and we feel confident in an increase for this indicator next school year. School Boredom: Although the percentage of students who find school boring has decreased (33% in 2023-2024, down from 49% in 2022 and 40% in 2023), this remains an area for improvement. Increasing student engagement through interactive and relevant curriculum may further reduce this number. Mental Health Chronic Sadness: Although there has been a decrease in the percentage of students experiencing chronic sadness, the figure remains significant and indicates an ongoing need for mental health support. Suicidal Ideation: The percentage of students who have considered suicide has decreased from 21% in 2022 to 18% in 2023-2024, but it is still a concerning number that requires continued attention and intervention. In order to increase feelings of connection on campus, we will continue to provide targeted professional development for school staff on the importance of maintaining high expectations and building strong, supportive relationships with students. School staff will meet twice monthly in the 2024-2025 school year in the model of self reflective practices to foster a school culture where every student feels valued and supported by at least one adult. JCCS will increase the number of opportunities that students have to learn through hands on engaging, interactive, and culturally relevant curricula to further decrease boredom. Student surveys and focus groups will encourage student voice and choice in their learning experiences to increase engagement and interest. We will continue to monitor student perceptions and experiences through regular surveys and feedback adapting and refining interventions based on data trends and student needs to ensure continuous improvement in all areas. In response to rates of chronic sadness, suicide ideation, as well as PHQ9 scores, we have contracted with a .2FTE therapist who worked with 17 students this school year providing assessment and therapeutic services to support mental health needs. We seek to increase our partnership next school year to double the number of students with access. This is in addition to the 20 students who have coordinated mental health services weekly on campus. We opened a Wellness Center in 2024 to provide a space for student to seek a brain break or a space to exercise self-regulation with the goal of staying in school and increasing school safety. Last school year we partnered with Spirit Horse Therapeutic Equine center as an opportunity for students to participate in community based learning, increasing engagement and decreasing feelings of stress. Met 2024-06-18 2024 28662410000000 Calistoga Joint Unified 6 "1. School is a place where students feel accepted and connected: • CES students: 64% responded ""agree or strongly agree"" while 26% responded ""neither agree or disagree"" • CES parents: 79% responded ""agree or strongly agree"" while 10% responded ""neither agree or disagree"" • CJSHS students: 48% responded ""agree or strongly agree"" while 37% responded ""neither agree or disagree"" • CJSHS parents: 64% responded ""agree or strongly agree"" while 11% responded ""neither agree or disagree"" 2. School staff treat all student cultures with respect and value differences: • CES students: 78% responded ""agree or strongly agree"" while 14% responded ""neither agree or disagree"" • CES parents: 80% responded ""agree or strongly agree"" while 8% responded ""neither agree or disagree"" • CJSHS students: 73% responded ""agree or strongly agree"" while 21% responded ""neither agree or disagree"" • CJSHS parents: 64% responded ""agree or strongly agree"" while 19% responded ""neither agree or disagree"" 3. School is a safe place for students and staff: • CES students: 68% responded ""agree or strongly agree"" while 19% responded ""neither agree or disagree"" • CES parents: 81% responded ""agree or strongly agree"" while 6% responded ""neither agree or disagree"" • CJSHS students: 48% responded ""agree or strongly agree"" while 40% responded ""neither agree or disagree"" • CJSHS parents: 70% responded ""agree or strongly agree"" while 11% responded ""neither agree or disagree""" There continues to be a noticeable difference between students' responses and parents' responses. To improve the school climate so that more students feel accepted and connected, our district will be implementing intentional activities to elevate student voice and address concerns with students treatment of each other. We will also delve deeper in to professional learning for staff around implicit bias, culturally responsive instruction, and restorative practices. . Met 2024-06-17 2024 28662580000000 Howell Mountain Elementary 6 According to the survey data, we were able to survey nine 7th graders and eleven 8th graders. From reviewing the demographics data, the data shows that 91% of the students that participated in the survey were Hispanic. The data also shows that 9% of the students were white, non-Hispanic. Reviewing the data, 53% of students feel a connectedness to school and feel that they are connected to a caring adult at school. 67% of students feel that the school has high expectations and 80% are motivated academically. 70% of students feel safe at school while 30% have experienced harassment or bullying, including cyberbullying. For Howell Mountain Elementary School, the two main indicators for the CHKS were School Engagement & Supports and School Safety and Cyberbullying. Under these two main key indicators, there are multiple subcategories that give more insight into how students are feeling about their school climate at HMESD. Reflecting on the summary data of the key indicators, I learned that students in the upper grades are struggling with “school connectedness”. They feel like there aren’t enough meaningful ways for them to be involved in school. I also noticed that students are afraid to ask for help because they’re afraid of being retaliated against by their peers. Finally, I noticed that cyberbullying is a concern for some of the students. "After reviewing all the key indicator data and disaggregated data, my plan to address school connectedness and providing a safe school environment are: 1) I will be working with my teachers to implement PBIS across the campus. To create a safe school environment that values school connectedness, I need to work with my teachers to structure an environment that values safety and school connectedness. 2) To improve school connectedness, I will be working with my PBIS Team to have more events each month that celebrate our students for meeting school expectations. For example, I plan on coordinating with my staff to have Otter Pop Fridays every two weeks. I also plan on having a quarterly extended recess and a yearly carnival to celebrate students for meeting school expectations. I also plan on having more dances and school functions, so students have more of an opportunity to form relationships with their peers and teachers. 3) To enhance the climate on campus, I will work on starting the week off with a Monday morning message to students. In the message, I will do the pledge of allegiance with the students, send out announcements for the week, and say an inspirational message. To create consistency, I will have a calendar with different PBIS leadership traits. For each month, there will be a different message every Monday that connects back to the PBIS leadership trait for that month. 4) Working with the PBIS Team, I plan on working investing more on signage such as stickers that say “I’m a trusted adult” in English and Spanish. These visuals send a clear message. These stickers will be for adults to place outside their classroom door or somewhere in the classroom. 5) As I mentioned previously, students are sometimes afraid to speak up about bullying. I’m going to work with the PBIS Team to provide an assembly to our students on bullying. My hope is that students will develop the social emotional skills needed to advocate for their mental and physical wellbeing. I also hope students will learn the skills needed to have better relationships with their peers. These skills help them become adults who have positive relationships. " Met 2024-06-18 2024 28662660000000 Napa Valley Unified 6 "The data for this Self-Reflection comes from our internal Strengths and Difficulties questionnaire, a universal behavioral and wellness screener administered in grades K-12 twice a year. Further analysis of the types of difficulties students are experiencing reveals that more internalizing behaviors such as emotional and peer problems predominantly affect NVUSD students as of spring 2024. More concerning trends exist in secondary, particularly among LGBTQ and Transgender populations. High school students in Non-Traditional (Alternative) Schools had the highest percentage of students with a ""Very High"" total difficulties score. In addition, LGBTQ and Transgender students experienced double the rates of sadness and loneliness and were three times more likely to have considered suicide than any other demographic subgroup. " NVUSD has drastically expanded its Multi-Tiered Systems of Support (MTSS) implementation system-wide in response to this trend analysis. NVUSD responded by elevating the importance of identifying students in need of behavioral and social-emotional assistance. With the unanimous support of the school board, NVUSD leaders revamped the assessment system and overhauled the intervention tracking procedures in the Aeries student information system. NVUSD also built Aeries Analytics dashboards, allowing MTSS teams to quickly access student lists that meet certain data criteria to provide necessary interventions to help students succeed. Furthermore, NVUSD has committed additional funding to increase mental health professional staffing, including social workers, counselors, and school therapists. Lastly, NVUSD is implementing both designated and integrated social-emotional learning in all classrooms system-wide. NVUSD will continue to implement the plans described focusing on increasing students' sense of belonging at school. Met 2024-06-20 2024 28662660108605 Stone Bridge 6 Student surveys were distributed to grades 5-8. A sampling of the results from the May 2024 survey that are most pertinent to our LCAP goals are noted below. 97% always or usually feel safe when they are at school and in their classroom. 100% always or usually feel that, if they have a problem, they can solve it or find someone who can help them. Up from 72%. 32% students grade 6-8 noted that they felt anxious or upset a lot this year. 97% of students noting that they felt safe while at school or in the classroom attests to the commitment Stone Bridge holds to ensuring a positive school environment for students. This is the first step towards student success and the foundation to social/emotional well-being. We do/ not that there has been an uptick in the number of students feeling anxious. Some of the actions to be taken next year for continuous improvement will include: class meetings to continue reestablish norms and set expectations for behavior--something many students still seem to need support with; working with individual student responses to assess needed changes; reenliven Student Council to encourage student participation in leadership. We will also continue with the Community Matters middle school Safe School Ambassadors leadership training. Met 2024-06-25 2024 28662820000000 Pope Valley Union Elementary 6 PVUESD uses tools to track progress in school climate for continuous improvement, and to be able to identify needs and implement changes to address local needs. Student discipline data may also be used to identify school climate concerns. This year, PVUESD began a CalHOPE SEL initiative and piloted new SEL tools called Kelvin and Along, administered the CHKS survey, held several student leadership focus groups, and administered the annual LCAP survey with students. Kelvin helps schools and districts collect and use data on student, staff, and family wellbeing, climate, and culture. PVUESD administered Kelvin to grade 4-8 students in the fall (December 2023) and spring (April 2024). Students’ overall perceptions of the school climate increased 3% from fall to spring. Students also reported a favorable (88%) culturally/linguistically responsive environment, and favorable (87%) coping resources at the school. Kelvin surveys also showed high (87%) feelings of safety and connection with the school. Eighty seven percent of students agreed with the statement, “This school is a safe and welcoming place for people of all backgrounds and cultures.” PVUESD students in grades 6-8 participated in the California Healthy Kids Survey (CHKS) in May of this year. CHKS can be used to increase engagement with learning and reduce barriers to student social-emotional and physical health (which may be affecting school attendance). Sixty-two percent (62%) of students reported that they feel a “high value of school” and 67% agreed with the statement “I feel safe in my school.” Students who participated in the CHKS survey responded to the question “Parents feel welcome to participate at this school” - 62% agreed and 23% strongly agreed with this statement (zero disagreed or strongly disagreed). When asked about reasons for absence, 38% said that they do not miss school, 46% said that they miss school for reasons of illness, and 15% reported that they are absent because they “didn’t get enough sleep.” Sixty-nine percent of students reported high percentages of “school connectedness” and seventy-four percent reported high school “promotion of parental involvement in school.” Four times as many stakeholders participated in this year’s LCAP survey. Student participation increased more than tenfold. This year’s LCAP stakeholder survey found that over 73% of students believe “Pope Valley is a safe place to go to school.” Fifty-four percent (54%) agreed with the statement, “I feel like I belong at Pope Valley School,” and fifty percent (50%) agreed with the statement, “I want to go to school each morning.” The three things that students felt were the most important things the school needs to do are increase field trips, start a sports program, and improve school meals. The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. For example, the Kelvin Heat Map indicated a need to improve access to leadership opportunities for female students. These and other findings lead us to a more focused approach. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social-emotional well-being aligns with broader educational initiatives promoting inclusion and diversity, and fostering empathy, understanding, and respect for others. Input from various stakeholders, including parents, teachers, students, and community members, underscores the need for a collaborative approach to addressing these needs within the school community. By making social-emotional well-being a central focus of the Local Control and Accountability Plan (LCAP), institutions like PVUESD are taking proactive steps to ensure students receive comprehensive support, recognizing that nurturing emotional intelligence alongside academic abilities is essential for long-term growth and fulfillment. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. In response to local data analysis and key learnings, PVUESD's LEA is making continuous improvement to support student well-being. Our 2023-24 SEL goals of increasing available student spaces, opportunities & experiences for wellness on the school site; promoting and providing opportunities for adult wellbeing for all youth serving roles; and collecting, analyzing, designing and applying learning from SEL data to guide implementation and discussion making for sustainability and continuous improvement will be brought forward, continued, and expanded into the 2024-25 school year. Wellness spaces and calming corners were developed this year, and because they were found beneficial to student wellness, will be continued next year, as well. SEL curriculum integration and community engagement efforts are also again prioritized, fostering a supportive environment. Robust data monitoring mechanisms have been established and will be used to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Additional opportunities for student leadership, assemblies, spirit weeks will be implemented, as well. Met 2024-06-27 2024 28662900000000 Saint Helena Unified 6 St. Helena Unified School District administers the California Healthy Kids survey every year in March in grades 5,7, 9, and 11 to measure how we are performing on all factors related to school climate and culture as measured by student and staff perceptions. The results for this school year are as written below. A full report on the CHKS will be provided to the school board during the September 2024 school board meeting. - Student sadness has risen in 5th grade as reported, 8% of 5th graders in 20-21 reported feeling sad most of the time to 29% this year 22-23 feeling sad most of the time. All other grades surveyed 7th, 9th, and 11th, had their percentages decrease this year for students feeling chronic sadness and hopelessness within the last 12 months. - 7th graders increased by 5% points from 13 to 18% seriously considering suicide, our 9th and 11th graders dropped - in percentages by 5 or more percentage points. - Current alcohol and other drug use decreased for 9th graders from 28% in 21-22 to 11% in 22-23 and our 11th graders stayed the same at 25%.current use. - Overall school connectedness went down in 7th, 9th, and 11th grades from last year to the low 60% range and 59% for 11th grade. - Anti-bullying Climate Scale(Do the teachers and other grown-ups make it clear that bullying is not allowed? 71% for 5th grade stated yes - During the past month, did kids spread mean rumors or lies, or hurtful pictures, about you online, on social media, or on a cell phone? 22% of 5th graders reported yes. In the last 12 months, the same question, however, results in 7th graders reported 51%, 9th grade 25%, and 28% in 11th grade. - 74% of 5th graders feel safe at school, 64% of 7th graders, 75% of 9th graders, and 71% of 11th graders. - Lastly, about one-third of our students in all surveyed grades feel social-emotional distress still this school year. Continued challenges for the district surround creating programs, actions, and events that help increase the sense of belonging, meaningful participation, and connectedness to above 80% for our students at their respective schools with continuing the process of gathering student voices from multiple student populations to establish what is working and what needs to be improved upon. As a district, our growth area is to fully develop and align our MTSS systems at all school sites to address the behavioral, academic, and social-emotional needs of all students in a consistent manner with continued staff and MTSS team training. In addition, SEL and Inclusion curriculum delivery at all sites needs to be done with fidelity and consistently monitored as part of the school programs offered to all students. Other data noted from local measures are that there continues to be a need to focus on school climate and culture within our schools Reflections: 5th graders -Strengthen school connectedness along with cultivating caring relationships at the middle school -29% of our 5th grader report feeling sad most or all of the time - increase of 21% since 2021 -Overall the other school climate indicators are close to state average except for the perception of fairness Secondary - Slight dip in school connectedness - Decline in academic motivation since 2019/2020 - Caring Relationships have strengthened, keep up what is being done - Meaningful participation is still in the mid 30% - Decrease in low violence incidents - Students are feeling safer - Substance use at school has increased - Perception of parent involvement has increased at the high school but dipped at the middle school level "As we looked at the CHKS and determined next steps, it was important to have additional monitoring to measure progress besides the CHKS. We implemented the Kelvin Socio-Emotional Survey and administered that 2 times this year. All site plans created an SEL goal for their site The use of this data gathered from the CHKS goes towards improving our systems, policies, and practices districtwide. For this school year, student wellness continued to be one of the needed areas of focus as 1/3 of students were still not in a place of feeling some sort of stress and we heard from students at the community forum that a large part of the emotional stress was the pressures from academic demands as students continued to adjust to a new ""normal"". As a district, we have maintained our student support mental health counseling services and service provider partnerships to address the behavioral and mental health needs of our students. SEL curriculum continues to need to be taught with fidelity at all school sites. Planned safety actions have included intentional focus on restorative circles/justice due to the spike in suspensions the previous years The secondary levels provided alternatives to suspension programs such as detention after school, mandatory drug/alcohol classes after school in lieu of suspension for a student caught vaping or using substances on campus, Saturday school, so as to not miss the class time when possible, and lastly a variety of student support groups at 3-8 grades as prevention efforts to deal with issues before they become big. Safety School Ambassador program will continue at the middle school level. Community health partnerships with Ole Health and St. Helena Hospital Foundation have already been created but were not accessed. The HS phased in an student advisory class period to address many soft skill issues. " Met 2024-06-13 2024 29102980000000 Nevada County Office of Education 6 The climate survey data for Earle Jamieson( EJ) is collected by John Muir Charter School and is part of the overall student climate survey data they collect. The population of EJ is so small that data can't be disagregated by subgroup as it would lead to direct student identification. The climate data meaning is addressed in John Muir Charter Schools' local indicators. Any program changes, plans or procedures related to the data collected as part of the student climate survey will be outlined in the local indicator reporting of John Muir Charter School. Met 2024-06-26 2024 29102980114314 Bitney Prep High 6 Data for this analysis came from the CalSCHS School Climate Report Card for 2023-2024 School Climate Indicators - Part I - Supports and Engagement - Student responses were positive for School Connectedness, Caring Adult Relationships, High Expectations, and Perceived School Safety. However, there are some categories in this part of the survey that indicate potential concerns: • School Connectedness - On average, Bitney students feel connected to their school, 62%; however, this measure is down 22% from the 2022 survey. • Academic Motivation - This indicator improved by 10% over the last year. However, at 56% it is still 10% below the State Average. • Two or Fewer Absences/Month - While this indicator improved significantly over the last year from 47% to 80%, we did not see a significant improvement in our rate of chronic absenteeism. • Meaningful Participation - This measure is low at 33% and has remained so over the last three years, indicating that students do not consistently feel that they have sufficient agency at school. School Climate Indicators Part II - Low Violence - Overall student responses on this part of the survey indicate that students have a good sense of safety at school. The areas of note are: • No Harassment - This indicator improved by 20 percentage points to 62%. While this is a slightly above average score for California schools, it does reflect that some students do not feel that they are free of harassment. • No Mean Rumors - This indicator also improved from the previous year by almost 10 percentage points; however, it is our lowest safety indicator and we know that harassment through social media continues to be an issue for our students. • No Substance Use at School - This indicator increases positively by 20% points, with 86% of students reporting that they had no substance use at school. Considering that this category includes vaping nicotine, which is a very positive sign for our students. Note: Due to the small size of the student population at Bitney Prep High School, disaggregated data is available to include in the analysis of our school climate. It stands out from the three years measured in this survey that students' reflections on the climate at their school are typically above the state average and consistently improved as compared to the 2022-2023 school year. However, a number of the measures are still below where they were during the 2021-2022 school year. Academic motivation and Meaningful Participation are areas of concern for the Supports and Engagement section of the survey. In the Low Violence portion of the survey, No Harassment and No Mean Rumors are areas of concern. None of the identified areas of concern that stand out in the School Climate Report Card is a significant surprise in our analysis, based on other student academic performance indicators or the anecdotal observations of our staff. Over the years since the pandemic, we have working to normalize school systems and increase expectations for both student academic performance and behavior. We can see from student feedback that these measures may contribute to some level of pushback or disconnection from our students. We continue to work hard to find a balance between building rigor and high expectations in our program while at the same time supporting students with the challenges that they face both in and out of school. As mentioned, the data provided by the School Climate Report Card for 2023-2024, reaffirms trends in student attitude towards and connection with the school that the staff at Bitney Prep was already aware of and working to address. For the last two years, as a part of our LCAP, we have added a full-time therapeutic counselor to our staff to work directly with students to address social and emotional issues that impact student access to their learning. Also, to help students connect to their course of study while at high school Bitney Prep is implementing a Pathway System that will help students choose an area of focus for their course of study during high school. Students have the choice of College Prep, CTE, STEM, and Humanities Pathways. The opportunity to focus on a specific pathway during their high school career will help students find additional academic motivation at school. Met 2024-06-17 2024 29102980114322 Yuba River Charter 6 YRCS uses both the California Healthy Kids Survey (CHKS) and a self-created survey corresponding to school surveys offered to parents and staff. The CHKS survey indicated the highest participation rate in the last four years at 96%. The self-created survey had a lower participation rate of 82%. The surveys shared similar results. Link to YRCS School Climate Report Card (Middle School) https://acrobat.adobe.com/id/urn:aaid:sc:va6c2:2387d073-d8b0- 4d6c-b89e-cd303cf0c939 "Overall, survey findings were positive and reflected growth in many areas. Few indicators were below the 2019-21 State Average and those are consistent with other state and county trends. YRCS consistently scores high in areas surrounding physical and emotional safety as indicated in questions about ""perceived school safety"" (89), ""no fear of getting beaten up"" (85) and ""no harassment"" (74). The survey also indicated that 100% of responding Middle Schoolers reported ""no substance use at school."" Areas where YRCS could focus on improvement include chronic absenteeism and ""meaningful participation."" YRCS students only scored a 47 on the combined meaningful participation questions." Based on survey results, one area of focus will be empowering the YRCS student council to make more meaningful decisions that affect the social well-being of students. Another area of continued growth is the implementation of more explicit SEL activities and trainings for staff and students alike. When implemented with fidelity, SEL practices are tied to closely to positive student culture outcomes. In recent years several YRCS have begun formalized training around SEL best practices and this work will continue. Met 2024-06-12 2024 29102980114330 Nevada City School of the Arts 6 NCSA gives the CHKS survey to parents, 6th & 7th Grade students and staff in the Fall and then gives a separate local student, parent and staff survey in the spring. On average, over 81% of 4th-8th grade students are engaged, feel safe, and are happy at school (CHKS/Student Survey 23/24). CHKS data showed the 30% of 7th grade students have felt hopelessness in the past year. Although students reported less mental health concerns this year and 81% of middle school students reported that when they have received counseling support it has helped them, 60% of middle school students also noted that bullying/teasing is still an issue. Growth: While students reported they understood their teachers and the school had high expectations for them, 31.5% of the respondents indicated school was mid-to high boredom and 39% felt there was no meaningful engagement in the classroom. However, approximately 75% of students want to do well in classes and want to learn the content, but they indicated it was boring. In regards to participation in activities at school, students were mixed on their involvement from not at all to very much so. A noteworthy data point was that 53% or more of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. There was little voice that was given on behalf of the students to the larger school community and the decisions that were made. When asked why students were harassed or bullied, students responded that it was either because of their gender or because they are LGBTQ+, or have a physical or mental disability. The data shows this affects about 20% of our students, so there is work to do here. Based on the results, actions which need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness; education around how to stop bullying, intimidation and a person’s rights to a harassment free educational setting; and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance and what sexual harassment means. We are excited to offer Vector On-line Training to our students next year that we cover all of these topics. In curriculum and instruction, there needs to be more Learner Driven Instruction options where the student is able to engage with their learning more rather than being lectured or dictated to. Perhaps collaborative strategies such as working on a Project based Learning activity will increase critical thinking and teamwork aspects of learning and will motivate students. When making decisions on campus about school activities and how things work on a school campus, we will include our newly formed student council in decision making. Met 2024-06-13 2024 29102980126219 Forest Charter 6 Each year Forest Charter School conducts an annual student survey, family survey, and staff survey. School safety and School connectedness are perennial topics in our surveys. The staff survey, and the parent survey were conducted in February 2024. Approximately 26.2% of our families, 88% of the staff participated in these surveys. School Safety Parents - 78% of parents strongly agreed or agreed that their child is safe/supervised at the Learning Center - (10% reported that they are not on campus with another 3.8% reporting neutral) Staff - 98% of the staff feel safe on campus. School Connectedness Parents - 83.8% of parents feel connected to the school, 6% were not on campus enough, so they felt like they couldn't answer this question. Staff - 95.4% of staff feel connected to the school FCS also takes into account the findings produced by the California Healthy Kids Survey adding to the information provided from the annual, student, parent and staff surveys. During the 22/23 school year FCS did not have enough student responses to have it's own individual report. Although FCS did have the numbers to have it's own individual reports in the 23/24 school year, our participation was very low. Due to the low student participation on the Healthy Kids Survey, FCS chose to do a school climate student survey close to the end of the school year. 21.7% of the students participated from the surveyed grade levels. School Connectedness (K-5th 78.2%, 6th-8th 74%, 9th-12th 67% feel connected) School Safety (K-5th 93.3%, 6th-8th 88.7%, 9th-12th 85.6% feel safe at school) Caring Adult Relationship (K-5th 77%, 6th-8th 80.5%, 9th-12th 88% feel they have a caring adult relationship) FCS also conducted a student survey in February 2024 (Note, this survey was not broken down by grade level) I feel physically safe at Forest Charter. 70.2% Strongly Agree and Agree, 16.2% are not on campus I feel emotionally safe at Forest Charter. 58% Strongly Agree and Agree, 19% were neutral, 14% are not on campus School climate continues to be an area of strength for Forest Charter School. Based on the data FCS continues to have a highly positive climate. Survey results indicate that students generally feel happy, supported and safe at Forest Charter School. We do believe that some of the lower scores in the student surveys that are broken out by grade level are impacted by the independent study structure of our school. Actions FCS is taking to maintain its strong school climate is to provide ongoing SEL training to staff. Additionally, we are building more club options to support student social opportunities and the school community, looking for assembly opportunities, and developing a welcome-back program for students on the first day of school. We are hopeful that these opportunities and activities will improve our school connectedness in grades 9-12 and provide more opportunities to build caring adult relationships for our TK-5 students. Met 2024-06-11 2024 29102980126227 Twin Ridges Home Study Charter 6 "School Climate Data: TRHS uses surveys throughout the yes.ar to collect stakeholder input regarding school climate. Unfortunately, parent and student survey participation was disappointing during the 2023-2024 school year. The data below is not disaggregated by student groups but in the future TRHS will create a question on the TRHS survey to indicate the student group. TRHS Spring Parent Survey: 39 Respondents TRHS Spring Student Survey: 16 Respondents California Healthy Kids Parent Survey: 45 Respondents California Healthy Kids Staff Survey: 11 Respondents TRHS will continue to encourage participation in those surveys. During the Fall of 2023, the California Healthy Kids Parent Survey (CHKS) was administered to TRHS parents while the California Healthy Kids Staff Survey was administered to TRHS staff. During the Spring of 2024, TRHS students were offered the TRHS developed student survey and the TRHS parents were asked to complete the TRHS developed parent survey. The TRHS developed student survey did not isolate responses by student group. Examples of this student survey data is indicated below: ** 87% of students that participated in the survey indicated a positive sentiment towards being at the school, (Item: I am happy to to be at this school.) ** 92.75% of students that participated in the survey feel safe to some degree while at school. (Item: How safe do you feel when you are at school?) ** 93.75% of students that participated felt that at least one adult at the school genuinely cared about the. (Item: A teacher or some other adult from my school really cares about me.) The CHKS parent and staff surveys indicated the following in regards to the TRHS school climate. Parent and Family Engagement- Building Relationships: According to the CHKS parent survey, an overwhelming majority of parents that participated in the survey believed that school staff treat parents with respect. (96% of respondents strongly agree or agree) According to the CHKS staff survey, the staff had a high level of satisfaction with the school's efforts to create a welcoming environment and facilitate parent involvement. (100% of respondents strongly agree or agree) According to the CHKS staff survey, a high percentage of respondents (80%) strongly agreed that it is important for students of different races and cultures to get along with each other. The discrepancy between the percentage of respondents that strongly agreed (80%) and agreed (20%) with the statement suggests that while there is a strong overall belief in the importance of cultural harmony, there may be some variation in the extent to which individual staff members prioritize this value. According to the CHKS parent survey, 78% of the respondents chose ""very well"" to the statement TRHS provides information on the parent's expected role at their child's school. While the majority of respondents are satisfied, the small percentages indicated ""just okay"" (3%) or ""not very well"" (3%) s" "TRHS analyzed the survey data from the surveys disseminated during the 2023-2024 school year and found the following areas of strength and indicated needs: Areas of Strength : ** Students feel that at least one adult at TRHS genuinely cares about them ** Students feel safe at the school site ** TRHS facilitates parent involvement and puts forth effort to create a welcoming environment ** TRHS staff treat parents with respect ** TRHS encourages parents to be active partners in educating their child Areas of Need: ** Only 80% of staff strongly agreed that is important for students of different races and cultures to get along with each other. ** 6% of parents did not indicate ""very well"" on the survey statement that TRHS provides information on the parent's expected role at their child's school. school. ** Only 84% of parents indicated that TRHS actively sought out parental input before making important decisions" TRHS will increase parent awareness of the importance of parent involvement in their child's school. The following actions will assist in this increase: ** Increase stakeholder Opportunities for Input (Stakeholder Roundtables, Comment Box, Scheduled parent meetings with the TRHS Director -Individual meetings or coffee with the Director) ** Develop and Offer Parent Trainings (Examples: TRHS Program Expectations, Parent Instructional trainings for at home learning, curriculum trainings) ** Staff Professional Development addressing the need to Foster Cultural Competence and Inclusive Environments: Promoting Unity Among Students and Staff of Diverse Backgrounds Met 2024-06-13 2024 29102980130823 EPIC de Cesar Chavez 6 In the June 2024 student surveys, 61.9% of students indicated they had an excellent experience with out high school, 24.3% said they had a positive experience and 13.3% said they were satisfied with out high school. A total of 229 students responded to the survey questions. The survey results also show that 84.4% of students know the requirements to finish their high school diploma program and 4.9% said no and another 10.7% of students said they were not sure if they understood the requirements to get their high school diploma. Also, 56.2% of students said they met with either a counselor or academic advisor and 43.8% said they had not met with either a counselor or academic advisor. Based on the survey results, we will make internal changes to ensure that every students meets with either a counselor or academic advisor. We will also make sure to adopt changes that will ensure that 100% of students understand the graduation requirements and where they are and how they are progressing towards graduation. Based on everything we will also add more technology training for students and more instructional aides to help students make progress towards graduation. Met 2024-07-01 2024 29102982930147 John Muir Charter 6 Data collected through this year’s JMCS school climate survey demonstrated 75% of students felt welcome in class. 63% of students felt they had a voice in decision-making in their classes. 62% rated their schoolwork as interesting and about 60.4% felt their schoolwork was preparing them for college and, 66.7% for career. 67.3% rated their teachers’ instruction as. 64.9% rated their classroom cultures as mostly positive with 27.7% rating their classroom cultures as neutral. Our Equity survey data also supports our school climate survey data. On a scale of 1-5, students reported their basic needs are met (4.3), they feel they belong at school (4.05), they have a sense of self-efficacy (4.34), school is rigorous (4.01) and they feel hopeful about their futures (4.38). Sheet with data disaggregated by available groups: https://docs.google.com/document/d/1uF9TqGO7xBpuDZ5cT4JgmCTkBnupUYlVnliG-zFlVKY/edit?usp=sharing Survey results indicate JMCS meets and exceeds its primary goal of reengaging youth in education and creating safe spaces and developing positive relationships with staff. Students are happy with their school experience and feel supported by their teachers. They generally feel that their experience at JMCS will help them meet their future goals. One area of identified need, which has been included in feedback previously, is that Hispanic/Latino students do not always feel they have opportunity to learn about different cultures, including their own. As a response to analysis of the data JMCS has stated actions in the LCAP addressed specifically to the EL and Hispanic student groups. We aim to develop and implement culturally relevant curriculum materials, textbooks, and instructional resources that reflect the diverse backgrounds and experiences of EL students, and in particular our Hispanic student group. There are plans to engage students and families through cultural social events that promote appreciation and wonder about diverse customs and heritage for our Hispanic students in particular, and all students in general. In addition, JMCS plans to provide training on culturally responsive teaching practices, linguistic diversity awareness, and strategies for creating inclusive learning environments that value and affirm the linguistic and cultural assets of Hispanic and EL students, which are 73% of our student population. Met Twice per year a student climate survey is conducted to get feedback on the conditions of learning; basic needs, belonging, academic rigor, self-efficacy, and hope. Data is analyzed twice per year in order to inform actions and interventions, with the goa 2024-06-12 2024 29663160000000 Chicago Park Elementary 6 According to the California Healthy Kids Survey, 100% of 7th grade students and 45% of 8th grader students agree or strongly agree that they feel like they are part of the school. 100% of 7th grade students and 81% of 8th grader students agree or strongly agree that they feel safe at school and 85% of 7th grade students and 63% of 8th grader students agree or strongly agree that there are caring adults on campus. The analysis of the California Healthy Kids Survey data reveals both strengths and areas for improvement. Notably, 100% of 7th-grade students feel a strong sense of belonging and safety at school, with 85% recognizing the presence of caring adults, indicating successful integration and support programs for this grade. However, there is a marked decline in these perceptions among 8th-grade students, with only 45% feeling a part of the school, 81% feeling safe, and 63% acknowledging caring adults on campus. These discrepancies highlight the need for targeted interventions to bolster the sense of community, safety, and adult support for 8th-grade students, ensuring they receive the same level of care and inclusion as their younger peers. LEA plans to do targeted interventions to bolster the sense of community, safety, and adult support for 8th-grade students, ensuring they receive the same level of care and inclusion as their younger peers. Met 2024-06-20 2024 29663160125013 Chicago Park Community Charter 6 According to the California Healthy Kids Survey, Healthy Kids Survey: 100% of 7th grade students and 45% of 8th grader students agree or strongly agree that they feel like they are part of the school. 100% of 7th grade students and 81% of 8th grader students agree or strongly agree that they feel safe at school. 85% of 7th grade students and 63% of 8th grader students agree or strongly agree that there are caring adults on campus The analysis of the California Healthy Kids Survey data reveals both strengths and areas for improvement. Notably, 100% of 7th-grade students feel a strong sense of belonging and safety at school, with 85% recognizing the presence of caring adults, indicating successful integration and support programs for this grade. However, there is a marked decline in these perceptions among 8th-grade students, with only 45% feeling a part of the school, 81% feeling safe, and 63% acknowledging caring adults on campus. These discrepancies highlight the need for targeted interventions to bolster the sense of community, safety, and adult support for 8th-grade students, ensuring they receive the same level of care and inclusion as their younger peers. LEA plans to do targeted interventions to bolster the sense of community, safety, and adult support for 8th-grade students, ensuring they receive the same level of care and inclusion as their younger peers. Met 2024-06-20 2024 29663240000000 Clear Creek Elementary 6 Based on the CHKS and LCAP surveys, an average of over 97% of parents and staff indicated our school is a safe place for children to learn. 90% of students also indicated they felt safe at school. 97% of parents responded that our school is welcoming and facilitates parent involvement. These high response ratings indicate that our specific actions in this goal to Social Emotional Learning curriculum and Professional Development for staff, school counselor, Enrichment opportunities, Attendance and incentives, and After-school care contribute to progress in this goal therefore creating and maintaining a safe and welcoming learning environment for our students. We believe that we are seeing the changes in school culture we want and believe it will continue to improve based on our current goals. The only area we see a need to improve is the SEL curriculum. The staff feels it does not meet the needs of all students including all sub groups. No changes will be made and all goals will remain the same for 24-25 school year. We believe that we are seeing the changes in school culture we want and believe it will continue to improve based on our current goals. Met 2024-06-18 2024 29663320000000 Grass Valley Elementary 6 Our LCAP survey was open from January 29th to February 12th 2024. We received participation from 495 individuals and it included strong participation from parents, students, and staff. 320 - 3rd to 8th grade students participated, 84 - parents/families participated, and 91 - staff members participated. Our District LCAP survey continues to be a viable vehicle to engage the voice of our district learning community. We do our best to leverage the feedback, trends, and guidance from our survey and our District Advisory Committee (DAC) and our District English Language Advisory Committee (DELAC) to support and guide our district work. Further feedback was collected showed the following trends: Students - Student's Feedback I feel connected - 73% positive I am involved in school - 61% positive Safe at School - 78% positive Respected by Students and Staff - 63% positive I have adults I can talk to - 83% positive Encouraged to share Ideas - 70% positive Help when needed - 80% positive Staff are Kind - 87% positive Challenged to Learn - 80% positive Presented with Healthy Food Options - 58.7% Access to Technology - 91% positive Parent's Feedback My family feels safe and connected to their school - 86% positive Useful learning resources - 94% positive Balance and engaging learning environment - 87% positive Effective Academic Interventions - 74% positive SEL Support - 69% positive District Facilities - 76% positive Presented with Healthy Food Options - 55% Promotes Good Attendance - 92% positive Values Parent Participation - 83% positive Effective Communication - 82% positive Contact with Staff - 89% positive Staff Feedback Safe at work site - 69% positive Supported and Valued - 73% positive Effective Materials - 80% positive Positive climate - 74% positive Engaging environment - 86% positive Effective Academic Interventions - 70% positive Tiered Behavior Interventions - 51% positive SEL Support - 65% positive Presented with Healthy Food Options - 58% positive Supported Addressing Behavior - 50% positive District Facilities - 50% positive Promotes Good Attendance - 89% positive Values Parent Participation - 61% positive We have spent time working through our district advisory committee (DAC) district English language advisory committee (DELAC) as well as through our administrative team and employee bargaining groups to analyze all of our areas of strength and need. We continue to focus on improving our multi-tiered system of supports with a focus on academics, behavior and social emotional needs. The work we continue to implement is helping our system improve and grow and we look forward to continuing this work and focus. Areas of Strength: Access to technology and Sufficient Learning Resources. Use of a summative screener to help us monitor system wide growth. Identified essential standards by grade level in ELA and Math. The development of a plan, do, study, act a cycle of inquiry to help our system grow. Areas of Growth: Creating an environment where students feel more respected, additional support for behavior and SEL, and increasing overall achievement are important areas of need. Challenges or Barriers: Continuing to support the increase in social emotional needs of our learning community. We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school districts continue to make changes to address their areas of need while leveraging the success of their strengths. Met Met 2024-06-18 2024 29663326111140 Grass Valley Charter 6 From February 6 to March 20, 2024, GVCS shared a community stakeholder survey to inform our school planning and practices for the Local Control Accountability Plan (LCAP). From this feedback we received 182 responses from staff and families which guide our long term planning as well as guide how GVCS will utilize our resources. This survey asked our stakeholders to respond to multiple questions concerning program success and needs for the upcoming school year. We engaged our students as well through a separate student crew survey to analyze their needs. Additionally we incorporated data collected through our Expeditionary Learning Implementation review which included internal surveys, students panels, and outside observations from EL Education. The student feedback and engagement was strong. They gave us clear input on areas to improve our support namely in social emotional learning. We have spent considerable time analyzing feedback from all engagement partner groups. Our stakeholders shared the need to continue to support students with academic needs, continue to support students academically, continue to support the mental health of our school community, strengthen the implementation for our Expeditionary Learning program, and a desire to deepen and regain our strong connections among all constituents in our community. GVCS will continue to solicit staff and community to continually adapt to the realities and needs of our students. The overwhelming majority of our feedback from our partners indicated a need to continue working on our goals and actions already in place. However there were changes that came about due to feedback in the following areas: -Collecting and acting upon subgroup data to address an apparent achievement gaps -Evaluation of our curriculum, specifically for English Language Arts, to create a more consistent and coherent program We will continue to transparently address all of our supports and systems to ensure that students attain success and feel connected to school. We work to ensure transparency with all of our district data in an effort to build coherence and trust within our system. We believe that strong school systems continue to make changes to address their areas of need while leveraging the success of their strengths. Met 2024-06-18 2024 29663400000000 Nevada City Elementary 6 In analyzing the local data of the California Health Kids Survey (CHKS) needs were identified for a supportive social-emotional learning environment at Deer Creek (TK-3) with the consistent use of programs such as Positive Behavior Interventions and Supports, Love and Logic, The Toolbox, Tap in Tap out, Check in Check out, and other school community building systems. Routine training will continue to be offered to onboard new staff. There was a notable increase in School Climate key indicators such as thoughts of suicide, substance abuse, and feelings of loneliness between 6th and 8th grade. This is an area for further investigation and an increase of support and training for students with such ideation. Input from stakeholders highlighted the need to improve our data collection process, conduct routine analysis of local performance indicators as teacher teams, and determine the resulting action to improve student performance. Additionally, Tier II/III PBIS teams need to meet with staff representatives weekly/bi-monthly to discuss the success of these systems. The LCAP committee discussed this finding and concluded an area of concern was Seven Hills students who were who were struggling social-emotionally, connectedness, as well as chronic absenteeism. All students in need as well as unduplicated students will receive services and support to address barriers to school engagement through the following actions: 1. Dean of Students (.60 FTE). 2. Student Assistance Program Coordinator at Seven Hills (1.0 FTE). 3. Site Principals and support staff will meet with parents/families and develop actionable plans to remove barriers to school attendance and address chronic absenteeism. Additional .40 FTE counselor support families to remove barriers to school attendance and address chronic absenteeism. 4. Peer mentoring 5. School Community Officer The district has created an attendance improvement plan including the following. The district will improve student attendance rates and address chronic absenteeism for all students including students with disabilities, low socioeconomic, English Learners and all unduplicated students through the following actions: 1. Continue a .40 FTE school counselor for the 2024-25 school year. 2. Increase support and accountability for students who are chronically absent through the following (Items below are funded through multiple revenue streams) A. Site-level teams meet regularly to support and track progress B. District attendance review team with School Resource Officer, Counselor, Principal, Superintendent, other district staff and outside agencies C. Review Interdistricts and hold meetings with district staff regarding chronic absenteeism, recommending school of residence with possible denial of transfers. D. District School Attendance Review Board E. County School Attendance Review Board F. Increase student support and incentives for attendance G. Parent notification and acknowledgment of student attendance policy through the Student Information System H. Receive continued support as needed from the Nevada County Superintendent of Schools for Differentiated Assistance for students with disabilities. Met Progress in the area of attendance has been a challenge. The district has been unable to hire a school counselor for one year and has filled in the gaps with other existing staff. Some parents with chronically absent children to take regular school attend 2024-06-18 2024 29663570000000 Nevada Joint Union High 6 NJUHSD administers the CA Healthy Kids Survey to parents, staff, and students in grades 9 and 11 on a yearly basis. -CHKS survey questions related to school connectedness responses were averaged between 9th, 11th, and NT yielding an average of 47.7%. • Two or more ethnicities were averaged between 9th,11th, and NT: 45.5% • White were averaged between 9th, 11th, and NT: 54% -CHKS survey questions related to school being perceived as very safe or safe responses were averaged between 9th, 11th, and NT yielding an average of 54.3%. • Two or more ethnicities were averaged between 9th, 11th, and NT: 49% • White were averaged between 9th, 11th, and NT: 57.7% Based on the analysis of data described in Prompt 1, it is apparent that white students feel far more connected at school by 6.6% for a total of 54%, when compared to the average of 47.7%, and students of two or more ethnicities, which averaged 45.5%. Related to the question of school being perceived as safe, again white students averaged 57.7%, 3.3% above the overall average of 54.3%, and well above students of two or more ethnicities who averaged 49%. These findings make it obvious that there are large discrepancies between different student populations when it comes to feelings of connectedness and safety and this warrants an area of future focus and growth. "Creating safe cultures that foster belonging, is a focus area for NJUHSD, which is addressed in the LCAP under goal 2, ""Promote the Safety, Well-Being, and Culture of the school and district community through equitable and inclusive practices for all."" Actions that are set for the 2024-25 year, include professional development for administration and other school leadership roles, bringing awareness to unconscious biases, and developing systems that promote inclusion. Additionally, through the lens of Ethnic Studies, NJUHSD is seeking to train staff and support student understanding and appreciation for who is represented within our community and schools and how this impacts individual experiences, with the hope that awareness and education can bring about a systemic shift in culture. The data in prompt 1 is also included in our annual LCAP and will be monitored for progress. Our district schools continue to examine efforts to provide opportunities for student connectedness. Activities and programs such as Week of Welcome and Breaking Down the Walls target the development of positive school climates and culture. The district is also taking a look at instances of harassment/discrimination, and working to enhance and improve school responses to such items, as a heightened awareness has been drawn to school administrators and the board of trustees surrounding incidents of this nature. Programs aimed at Social-Emotional Learning have been developed in recent years (Silver Strong at Silver Springs, Phoenix classes at Ghidotti, NPA 101 at North Point Academy, and the two comprehensive high schools have implemented Advisory classes which have begun implementing Character Strong curriculum). In addition, the district continues to emphasize to our staff the importance of building individual relationships with students and is moving forward in the implementation of restorative practices, both for tier-one community-building activities and as a response to appropriate discipline-related incidents. Results have been shared with our educational partner groups and we will continue to plan and implement activities targeted at addressing the decreases reported in the CA Healthy Kids Survey." Met 2024-06-20 2024 29663570124834 Sierra Academy of Expeditionary Learning 6 SAEL looks at the results of the California Healthy Kids Survey and conducts an analysis of the results. One of the key issues noted was the number of students who are addicted to nicotine and the increased concern of the use of vapes at SAEL. SAEL has addressed issues of school safety and school connectedness, and SAEL is proud of the work accomplished in this area. The key learning as a result of the CKHS student survey results was vaping. SAEL will continue to use parent conversations, student conversations, and emails to address the concern of nicotine addiction and vaping. SAEL has tapped into Nevada City who received a funding mechanism to fund initiatives to prevent students from smoking. SAEL has installed Vape Detectors in the restrooms which has allowed us to find the students and counsel them and communicate with their families on the issue. SAEL also participated in the program called YVAPE. The Executive Director sent a strategic email to whole school community. After one month of collecting vaping data and oversight led to a decrease of vaping at SAEL As part of the continuous improvement process, SAEL will implement strategies to address concerns that are noted through CKHS results or observations. Through our vigilant practices and one-on-one connections with our students, we find out issues immediately that we can address as a Crew. Met 2024-06-18 2024 29663730000000 Pleasant Ridge Union Elementary 6 PRUSD uses a planning survey that is given to 4th-8th graders annually. This year was the first year administered. It separated the data by schools but not by demographics. 63% of all 4th-8th graders participated in the district-wide survey. The categories that were addressed in the survey were academics, student engagement, safety, and school climate. Alta Sierra school had 82% of its students respond to the survey; Cottage Hill had 100% of its students respond to the survey, and Magnolia had 52% of its students respond to the survey. 95% of students who responded to the school climate section thought the school was very welcoming and the climate was positive. 74% of students responding to school safety thought the school was safe and that they were supported when they asked for help or assistance. 74% of all students responded to school engagement, wanting to see if there were more elective offerings at schools, and 86% responded to academics as being challenged and doing well academically at their schools. PRUSD learned that they need to drill down further into specific subgroup questions to receive relevant information about the subgroup and how they are being supported. Another key finding is that the survey results were lower for the middle school participants and less favorable in their responses. PRUSD will be drilling down further next year to support the individual needs of the middle school population. Staff will need to be trained in social awareness among middle school students. Met 2024-06-18 2024 29663730136424 Arete Charter Academy 6 Prompt 1: Arete's local climate survey for 6-8th grade students aims to capture the perceptions and experiences of students regarding the overall environment, inclusivity, safety, and support within the educational institution. The data provides insights into various aspects. 81% of students found that there is at least one adult at our school that they can trust. 90% of students found that adults at our school model positive interactions with others. 87% of students found that adults at our school care about them. TK-5th grade students are interviewed anecdotally during monthly meetings with their teacher and daily when the director visits classrooms. Younger students reported positive relationships with teachers and peers, fostering a supportive and encouraging learning environment. Prompt 2: Data is not disaggregated by student groups due to the small population of each group. Analyzing the local climate survey data provides critical insights into the overall school environment and highlights specific needs and strengths. A description of the key learnings includes students valuing having social emotional learning lessons on campus and having access to our school counselor either for one to one or small group counseling. Students notice that Arete staff get along and work well together. "Prompt 3: Based on the analysis of local climate survey data and key learnings, Arete is implementing several changes to existing plans, policies, and procedures. These changes aim to address the identified areas of need and improve the overall school environment for all student groups. We will increase the implementation of our ""Why Try"" social emotional learning lessons and increase communications out to parents who educate their children at home so they can provide instruction on the content. We will continue to utilize our ""Stop It"" anonymous reporting system for students to report bullying/cyber safety concerns without fear of retaliation. We will maintain having a school counselor on campus at Arete for one-two days a week to support students. We will continue to provide regular mental health awareness programs and stress management workshops and consider establishing peer support groups and wellness programs to promote mental well-being." Met Arete has met out LCAP goals in this area. 2024-06-18 2024 29664070000000 Union Hill Elementary 6 Data source: Union Hill School District’s 2023 California Health Kids Survey School Engagements and Supports: Only 53% of our seventh-grade students report high levels of school connectedness, 40% report school is boring, and a mere 33% report meaningful participation. 60% of the students report having caring adult relationships, and 75% report that adults have high expectations of them. The only subgroups large enough to have data disaggregated were white students and students of two or more races. Concerning discrepancies exist. While 59% of white students feel high levels of school connectedness, only 33% of our students with two or more races report feeling connected. More white students are academically motivated (69%) vs. 57% for mixed ethnicities. Similarly, more students of two or more races report school as really boring, 64% vs. 40% of white students. Fewer students of mixed ethnicities report high adult expectations (56%) compared to white students (78%). 22% of students of two or more races report meaningful participation compared to 33% of white students. School Safety: According to CHKS survey results, 58% of students perceive school as safe or safe. 36% report experiencing harassment or bullying, and 45% report having mean rumors or lies spread about them. While 68% of white students report school being a safe place, only 50% of our two or more race students feel the same. Data source: California Schools Parent Survey; School Engagement and Supports: 96% of parents agree or strongly agree to feeling welcomed to participate at the school and that the school encourages parents to actively partner with the school in educating their child. They also report that school is a supportive and inviting place for students to Learn. 95% feel that the adults really care about their students. 76% report the school actively seeks parental input on important decisions. School safety: 67% of parents feel bullying/harassment is a problem. 37% responded that a lack of respect from students to staff is a problem. Gangs, weapons, and substance abuse are not of concern. Data source: CHKS Staff Survey: 100% feel that student depression and other mental health issues are a moderate to severe problem (55% mild, 40% moderate, and 5% severe) Data source: Kelvin Pulse Survey (October 2023) 78% of middle school students (grades 6-8) feel they have at least one adult who cares for them. 68% feel accepted by their peers. 66% are happy to be at this school. 6th graders had the highest scores for a sense of belonging (71%) and 83% for student-teacher relationships. Data source: School Site Council Parent Survey 2023-2024: 89% of parents agree that “my child has received social-emotional supports to feel safe, secure, and successful at school. 92% report having a positive relationship with their child’s teacher. Parents wrote in comments with concerns surrounding bullying. Our students know that staff cares about them, but when we drill down, they report not truly feeling “connected.” Students report that they want staff to really “know” them, to take the time to talk and listen–to form real connections. We learned this from last year’s results and implemented our advisory period this year to meet this need. The need for more opportunities for meaningful participation: Across the middle school, 75% of students report many opportunities to be a leader, yet only 35% report they have opportunities to make a difference. We asked the students about that. They report demonstrating leadership through leadership class and student council, advisory, assemblies, Advisory color teams, sports, and being kind and a good role model. Students report they would like more leadership opportunities such as student-led groups/clubs, rallies, greater access to Leadership class / Student Council as well as Little Buddies. Another key factor impacting engagement and connectedness (climate and culture) is that our students are bored. Survey questions show that they see the value of education, they know teachers have high expectations and they are motivated to learn but 75% report medium to high levels of boredom. We need to re-evaluate what we are doing in and out of the classroom, intentionally focus on what we can do to increase engagement and relevance and adjust our instruction and activities accordingly. School safety: Kids want others to be kind. When we drill down with the Advisory survey, it appears that students feel physically safe for the most part, but they do not feel emotionally safe. When asked what helps them feel safe, they report friends and staff. When asked what makes them feel unsafe, they reported that people being mean, rude, disrespectful, bullying, and using profanity lead to feelings of unsafe. Areas of strength include: Students report having skills to manage their emotions and navigate difficult situations. The number of students reporting meaningful participation and adult and school connectedness is rising. Staff feel their contributions are valued and respected. They report Union Hill as a safe, supportive, and positive learning environment. They have close professional relationships and feel involved in the decision-making. Positive parent perspective and presence. Our parents feel welcomed and well-informed. They see their students as motivated, their teachers as caring with high expectations, and the school as a safe, supportive, and inviting environment. Areas of need: Continue to improve adult-student connectedness. Increase student engagement and provide more opportunities for meaningful participation in and out of the classroom. Kindness: students, staff, and parents all report that disrespect and students being unkind are a problem at Union Hill. eviewing data is a beginning step in a continuous process of improvement. We want to engage stakeholders in reviewing the results and solicit input on improving our school culture and climate. Based on assessment data from last year, we made some changes and made progress. Activities and Events that support student engagement and connectedness include: Advisory (belonging) Assemblies, spirit weeks, (engagement) Bearcat of Character awards (Belonging) PBIS-student store, restorative practices (Engagement, security) Counseling-Friendship groups (Security-emotional) In reviewing this year's data, we plan to make further enhancements: Intentional practices to increase student-staff connections. We will continue and refine the Advisory period. Each Advisory class will have a classroom teacher and a Student Support Paraprofessional. We are exploring the option of teacher advised lunchtime clubs. Instructional focus on UDL Strategies and Implementation to increase student engagement. This year we developed a four-year UDL Implementation Plan. Students report they would like more leadership opportunities: Provide opportunities for student-led groups/clubs, more frequent student-led rallies, student-led activities in Advisory. Focus on Kindness: The school theme for 2024-2025 is “Bearcats are Kind”. Students will receive Bearcats are Kind t-shirts at the beginning of the school year. Monthly activities will focus on different ways to show kindness and perform acts of kindness. We have a lot of work to do, but with our leadership team working together with our dedicated staff and strong PBIS, SEL, and UDL committees, we will make the positive changes we need to grow a school climate where all students, staff, and parents feel fully connected, accepted, and engaged. Met 2024-06-18 2024 29664076027197 Union Hill Elementary 6 Data source: Union Hill School District’s 2023 California Health Kids Survey School Engagements and Supports: Only 53% of our seventh-grade students report high levels of school connectedness, 40% report school is boring, and a mere 33% report meaningful participation. 60% of the students report having caring adult relationships, and 75% report that adults have high expectations of them. The only subgroups large enough to have data disaggregated were white students and students of two or more races. Concerning discrepancies exist. While 59% of white students feel high levels of school connectedness, only 33% of our students with two or more races report feeling connected. More white students are academically motivated (69%) vs. 57% for mixed ethnicities. Similarly, more students of two or more races report school as really boring, 64% vs. 40% of white students. Fewer students of mixed ethnicities report high adult expectations (56%) compared to white students (78%). 22% of students of two or more races report meaningful participation compared to 33% of white students. School Safety: According to CHKS survey results, 58% of students perceive school as safe or safe. 36% report experiencing harassment or bullying, and 45% report having mean rumors or lies spread about them. While 68% of white students report school being a safe place, only 50% of our two or more race students feel the same. Data source: California Schools Parent Survey; School Engagement and Supports: 96% of parents agree or strongly agree to feeling welcomed to participate at the school and that the school encourages parents to actively partner with the school in educating their child. They also report that school is a supportive and inviting place for students to Learn. 95% feel that the adults really care about their students. 76% report the school actively seeks parental input on important decisions. School safety: 67% of parents feel bullying/harassment is a problem. 37% responded that a lack of respect from students to staff is a problem. Gangs, weapons, and substance abuse are not of concern. Data source: CHKS Staff Survey: 100% feel that student depression and other mental health issues are a moderate to severe problem (55% mild, 40% moderate, and 5% severe) Data source: Kelvin Pulse Survey (October 2023) 83% of sixth grade students feel they have at least one adult who cares for them and 71% report feeling a sense of belonging. Data source: School Site Council Parent Survey 2023-2024: 89% of parents agree that “my child has received social-emotional supports to feel safe, secure, and successful at school. 92% report having a positive relationship with their child’s teacher. Parents wrote in comments with concerns surrounding bullying. Our students know that staff cares about them, but when we drill down, they report not truly feeling “connected.” Students report that they want staff to really “know” them, to take the time to talk and listen–to form real connections. The need for more opportunities for meaningful participation: Across the middle school, 75% of students report many opportunities to be a leader, yet only 35% report they have opportunities to make a difference. We asked the students about that. They report demonstrating leadership through leadership class and student council, advisory, assemblies, Advisory color teams, sports, and being kind and a good role model. Students report they would like more leadership opportunities such as student-led groups/clubs, rallies, greater access to Leadership class / Student Council as well as Little Buddies. Another key factor impacting engagement and connectedness (climate and culture) is that our students are bored. Survey questions show that they see the value of education, they know teachers have high expectations and they are motivated to learn but 75% report medium to high levels of boredom. We need to re-evaluate what we are doing in and out of the classroom, intentionally focus on what we can do to increase engagement and relevance and adjust our instruction and activities accordingly. School safety: Kids want others to be kind. Students feel physically safe for the most part, but they do not feel emotionally safe. When asked what helps them feel safe, they report friends and staff. When asked what makes them feel unsafe, they reported that people being mean, rude, disrespectful, bullying, and using profanity lead to feelings of unsafe. Areas of strength include: Students report having skills to manage their emotions and navigate difficult situations. The number of students reporting meaningful participation and adult and school connectedness is rising. Staff feel their contributions are valued and respected. They report Union Hill as a safe, supportive, and positive learning environment. They have close professional relationships and feel involved in the decision-making. Positive parent perspective and presence. Our parents feel welcomed and well-informed. They see their students as motivated, their teachers as caring with high expectations, and the school as a safe, supportive, and inviting environment. Areas of need: Continue to improve adult-student connectedness. Increase student engagement and provide more opportunities for meaningful participation in and out of the classroom. Kindness: students, staff, and parents all report that disrespect and students being unkind are a problem at Union Hill. Reviewing data is a beginning step in a continuous process of improvement. We want to engage stakeholders in reviewing the results and solicit input on improving our school culture and climate. Based on assessment data from last year, we made some changes and made progress. Activities and Events that support student engagement and connectedness include: Assemblies, spirit weeks, (engagement) Bearcat of Character awards (Belonging) PBIS-student store, restorative practices (Engagement, security, recognition) Counseling-Friendship groups (Security-emotional) In reviewing this year's data, we plan to make further enhancements: Intentional practices to increase student-staff connections. We are exploring the option of teacher advised lunchtime clubs. Instructional focus on UDL Strategies and Implementation to increase student engagement. This year we developed a four-year UDL Implementation Plan. Students report they would like more leadership opportunities: Focus on Kindness: The school theme for 2024-2025 is “Bearcats are Kind”. Students will receive Bearcats are Kind t-shirts at the beginning of the school year. Monthly activities will focus on different ways to show kindness and perform acts of kindness. We have a lot of work to do, but with our leadership team working together with our dedicated staff and strong PBIS, SEL, and UDL committees, we will make the positive changes we need to grow a school climate where all students, staff, and parents feel fully connected, accepted, and engaged. Met 2024-06-18 2024 29664150000000 Twin Ridges Elementary 6 "Our school is small. All CHKS data should be taken with a grain of salt considering the small sample sizes, statistical volatility and response rates. We had 22 ""in-school"" model respondents this year, 43% of all students reported school connectedness. 48% of all students reported academic motivation. 59% of all students reported caring adult relationships. 78% of all students reported high expectation adults in school 38% of all students reported meaningful participation in school 24% of all students reported current substance use. 35% of all students reported chronic sadness or hopelessness 18% of students reported a native American or indigenous background. 50% of students reported a white ethnic background. Note that these two stats are not reflective of the full school body. Our school has only a few (non grayed on the Dashboard) statistically significant subgroups, including students with disabilities, white students and socio economically disadvantaged students. Our survey only had White students in the identified results (big enough number to show results). All student results essentially confirm / line-up with this subgroup's data." We have areas for growth! 1. Improve the scale and completeness of collected data and survey use / execution 2. Dig in on the issue of emotional safety, trauma informed approaches and curiosity around student needs Goal 2 and 3 of the LCAP are largely aimed at these incomplete CHKS results. Community Schools implementation, ELOP efforts, Trauma-Informed approaches, PBIS, SEL, and professional learning aimed at all of these Tier 1 efforts are scheduled and identified in our annual planning. Met 2024-06-18 2024 29768770000000 Penn Valley Union Elementary 6 WRS Grade 5 California Healthy Kids Survey Results: School Engagement and Supports School connectedness 60% Caring adults in school 54% Feel safe at school 71 % Feel safe on way to and from school 88% Race or Ethnicity American Indian or Alaska Native, non-Hispanic 5% Asian or Asian American, non-Hispanic 5% Black or African American, non-Hispanic 5% Hispanic or Latinx 5% Native Hawaiian or Pacific Islander, non-Hispanic 0 White, non-Hispanic 55% Multiracial, non-Hispanic 15% RS Grade 7 California Healthy Kids Survey Results: School Engagement and Supports School connectedness 60% Caring adult relationships 55% School perceived as very safe or safe 59% Experienced any harassment or bullying 56% Race or Ethnicity American Indian or Alaska Native, non-Hispanic 0 Asian or Asian American, non-Hispanic 4% Black or African American, non-Hispanic 0 Hispanic or Latinx 13% Native Hawaiian or Pacific Islander, non-Hispanic 0 White, non-Hispanic 57% Multiracial, non-Hispanic 13% Something else, non-Hispanic 13% Survey Response Summary: Key learning is the majority of the students do feel safe at school and on the way to and from school. However, the percentage of these students is not at the level that is acceptable. The responses highlight concerns related to social interaction, the relationships with adults, and school connectedness. These factors play a significant role in whether respondents would recommend the school to a friend. The 2024/25 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education. Specifically Action 2.3 which states, School sites will continue to utilize Restorative Practices as an alternative to suspension. In addition, further SEL professional development for all staff will be mandatory. Met 2024-06-12 2024 29768776111371 Vantage Point Charter 6 Vantage Point Survey Data 88% of students report feeling school connectedness, being a caring adult at school, and feeling safe while at school. Student Group: Homeless 4.9% Socioeconomically Disadvantaged 87.8% Students with Disabilities 4.9% Race/Ethnicity: American Indian 9.8% Asian 2.4% Hispanic 2.4% Two or more races 7.3% White 78% Survey Response Summary: Key learning is the majority of the students do feel safe at school and on the way to and from school. The relationships with adults and school connectedness are at the primary foundation of Vantage Point Charter Schools program. These factors play a significant role in whether respondents would recommend the school to a friend The 2024/25 LCAP addresses these areas of need in Goal #2, Increase inclusive opportunities for students, staff, and families to engage in the student's education. Specifically Action 2.3 which states, School sites will continue to utilize Restorative Practices as an alternative to suspension. In addition, further SEL professional development for all staff will be mandatory. Met 2024-06-12 2024 30103060000000 Orange County Department of Education 6 "OCDE schools are dedicated to fostering safe & engaging environments that foster academic excellence & personal growth for students. Our initiatives are rooted in the Multi-Tiered System of Support (MTSS) framework, which includes various components such as effective instructional strategies, tailored academic & behavioral interventions, social & emotional support, & alignment of school systems to meet the needs of each student. Data – Results from the Student Survey reveal that 81% of students ""Agreed/Strongly Agreed"" school staff effectively engage with students regarding their goals, plans, & interests, while an overwhelming 91% expressed that learning opportunities provided were meaningful & engaging. Also, 86% of respondents from the Community School parents perceive the school as a safe environment for their children. Similarly, responses from CONNECTIONS parents indicated unanimous agreement (100%) on the provision of educational materials & tools meeting their needs, along with high satisfaction (92%) regarding the safety of the school environment for their children. (For all LCAP Survey results, please refer to OCDE's 2024 LCAP, Appendix E.)" These survey findings underscore the efficacy of the MTSS framework in fostering a safe school climate and areas for continued growth and improvement to support positive student outcomes. The survey results support ongoing endeavors to uphold a safe & engaging culture where students & families feel welcome as integral members of our school communities. OCDE is committed to sustaining this focus to create learning environments that foster student achievement. Met 2024-06-18 2024 30103060126037 Samueli Academy 6 All students were administered the Challenge Success Student Experience Survey. Approximately 81% of English Learners, Students with Disabilities (SWD), and Socioeconomically Disadvantaged students completed the survey. - 75.6% of Students in Grades 7-12 feel a sense of connectedness - 79% of Hispanic students feel a sense of connectedness - 83.1% of students feel they have another student at school they can go to with a personal problem - 77% of Students report being engaged in school - 50.5% of Students elect to take honors courses - 60.3% of Students agree or strongly agree that their parents expect excellence - 77.7% of students report at least one stress-related health system in the past month (exhaustion, headaches, difficulty sleeping, stomach problems, significant weight gain or loss, tightness in the chest, or difficulty breathing) - 75.6% for 10th grade - 79.2% for 8th grade - Students, on average, report 7.2 hours of sleep per night A significant portion (75.6%) of students in grades 7-12 feel a sense of connectedness, with a slightly higher percentage among Hispanic students (79%). Additionally, a large majority (83.1%) feel they have another student at school whom they can approach with personal problems. This suggests that we generally foster an environment conducive to building social connections and support networks among students. A considerable percentage (77%) of students report being engaged in school. However, we believe there is room for improvement to ensure that all students fully engage in their learning experiences. Identifying the factors contributing to student engagement and implementing strategies to enhance it could lead to improved academic outcomes and overall student satisfaction. About half of the students (50.5%) elect to take honors courses. This suggests a need to explore barriers to participation in honors courses and provide additional support or resources to encourage more students, specifically underrepresented students, to pursue challenging academic opportunities. An insightful finding is that a significant portion (77.7%) of students report experiencing at least one stress-related health symptom in the past month. This includes symptoms such as exhaustion, headaches, difficulty sleeping, stomach problems, significant weight gain or loss, and tightness in the chest or difficulty breathing. Addressing the root causes of stress and promoting mental health and well-being initiatives within the school community is critical to supporting students' overall health and academic success. On average, students report getting 7.2 hours of sleep per night, an improvement of approximately half an hour from last year. While this falls within the recommended range for adolescents, individual sleep needs vary, and some students may not get enough sleep. Continuing to educate students and families about the importance of sleep hygiene and implementing strategies to support healthy sleep habits could improve their overall well-being and academic performance. The school has identified areas for improvement based on our analysis. To enhance student well-being, we will strengthen the advisory program for Social-Emotional Learning (SEL) and partner with additional community organizations to offer support services. Recognizing the importance of parental involvement, specialized workshops will be provided to empower parents with knowledge and skills to support their children effectively. Additionally, the school will analyze honors course enrollment and task the counseling team with creating a recruitment plan to increase participation among underrepresented student groups. These initiatives aim to address identified needs and promote continuous improvement in support of student success. Met 2024-06-26 2024 30103060132613 Vista Heritage Global Academy 6 Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 2024-06-10 2024 30103060132910 College and Career Preparatory Academy 6 As the College and Career Preparatory Academy (CCPA) services students ages 16-25, with 90% of the students being 18-25 (Data Source: DataQuest 2023), the California Healthy Kids Survey is not administered to our students. Instead, CCPA administers its own student survey to gather input for establishing and meeting priorities within the LCAP. The survey results are communicated to the CCPA team, which includes teachers, staff, counselor, administration, and the School Advisory Committee. This data is used to evaluate student support services at the school sites, leading to increased student services, improved technology availability, and expanded collaboration with community partners, providing students with more pathways to careers. "Key Learnings from the Survey Results: • 87% of CCPA students surveyed felt the school was preparing them for college and/or career pathways. • 92% of CCPA students surveyed felt that their school provides them with textbooks and learning materials to meet their needs. • 92% of CCPA students surveyed felt that the school staff works with them to help them do their best. • 90% of CCPA students feel that at least one adult at CCPA cares about them. These findings indicate that students generally feel well-supported and prepared by CCPA for their future academic and career endeavors. Meaning of Disaggregated Results: The disaggregated results and other data collection methods reveal several strengths and areas for growth within CCPA: • Strengths: High levels of student satisfaction with college and career preparation, strong availability and adequacy of learning materials, positive perceptions of staff support and engagement, and a significant presence of caring adults in students' lives. • Areas for Growth: Continuous improvement in technology availability and expanding collaboration with community partners to further enhance student outcomes. • Challenges and Barriers: Ensuring equitable access to resources and support for all student groups and increasing engagement and support for the small percentage of students who may not feel adequately prepared or supported. " "Revisions, Decisions, or Actions for Continuous Improvement: In response to the survey results, CCPA has implemented several actions to enhance student support services, technology availability, and collaboration with community partners. These actions include: 1. Increased Student Services: Expanding mental health and wellness services and integrating the Community Resource Specialist into Student Intervention Team (SIT) meetings to provide individualized resources to students with low attendance and address their needs. 2. Technology Availability: Enhancing access to technology by providing more devices and improving internet connectivity by giving students hot spots. 3. Community Partnerships: Strengthening partnerships with federally-funded workforce partners and community colleges to offer more career pathways and dual enrollment opportunities for students. These measures aim to address the areas for growth identified in the survey and ensure that all students feel supported and prepared for their future endeavors. The implemented actions have already shown positive results, as evidenced by the high levels of satisfaction reported in the survey. Overall, these efforts ensure that CCPA continues to engage underrepresented families effectively, gather diverse input to support informed decision-making, and continuously improve the educational program to meet student needs." Met 2024-06-18 2024 30103060133785 Oxford Preparatory Academy - Saddleback Valley 6 OPA facilitates surveys developed in- house and distributed to Staff, Students, and Parents to gather data as part of the collaborative LCAP development process. Overall OPA students are connected to OPA, want to do well in school and believe that OPA provides a positive learning environment. They care about the school, and feel their teachers set high expectations for them, as well as encourage them to do their best. 77% of students agree or strongly agree that OPA staff helps them when they don’t understand something, 75% of students agree or strongly agree that OPA encourages high academic achievement, 95% of students want to do well in school, and 90% state that teachers and school staff expect students to do their best. Some areas for growth are providing students with opportunities to build relationships, character, respect and engagement in their education to build their desire to come to school. These areas will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Graduate Profile. Areas of identified need are: 52% of students state that OPA staff helps them when they feel upset, 44% of students like coming to school, and 57% of students feel that other students respect them. There will be no changes to existing plans or policies, but there will be a renewed intentionality, amongst staff, in communicating individually with students and families in order to build relationships. Met 2024-06-28 2024 30103060133959 Unity Middle College High 6 Most students surveyed strongly agree that Unity MCHS provides a collaborative educational environment that effectively recruits, trains, supports, and retains highly effective teachers and provides all students the basic services and materials needed to participate successfully in a 21st Century educational experience. They also strongly agree that Unity MCHS provides equity and access for all students in all subgroups, utilizing academic rigor through best first instruction and systematic intervention to ensure that all students graduate college and career ready. While most students generally perceive the school as having a safe and positive climate, the level of agreement was not as strong as the other two areas. To ensure a safe and inclusive environment, Unity MCHS will implement anti-bullying programs and more monitoring around the campus. Unity will continue to support social and emotional learning to build student resilience. This enhances decision-making and positive peer interactions. Resilience also helps students understand the importance of setting future goals, providing them with clear objectives to strive for in life. Much of the work that Unity plans to do is a continuation of the work that was in place for the 23-24 school year. A consistency in staffing, including teachers, instructional aides, and office staff, means that work that was begun in 23-24 will continue in 24-25 and will yield more positive results. Met 2024-06-27 2024 30103060133983 Ednovate - Legacy College Prep. 6 Legacy College Prep priority focused on safety, belonging, and connectedness for both students and staff, given the unique challenges of returning to in-person instruction after over a year of virtual learning. In the 2023-24 school year, Legacy College Prep administered quarterly surveys for students to provide feedback on school climate and safety, which was regularly reviewed and reflected upon by the Ednovate Leadership Team and principals, and shared with the Board through our Strategic Plan dashboard. Student responses have been consistently positive and indicate that students feel safe in their school and part of the community On average, across the four surveys administered over the 2023-24 school year, 86% of students responded favorably to the question “I feel like I belong at this school (I have a sense of belonging at this school).” All qualitative comments are reviewed in detail and followed up upon, as appropriate. Survey results are used as a part of the strategic planning and LCAP process to help us make sure we are continuing to listen to our students and build the best and most rigorous student experience possible. Met There have been no concerns relating to safety at any Ednovate campuses. To ensure continued safety, each school administers quarterly surveys to gather input from students and parents on safety. Additionally, completes Quarterly FIT Walk-thru’s, and have 2024-06-13 2024 30103060134056 Orange County Academy of Sciences and Arts 6 Parent Survey 91% feel the school is safe. 95.8% feel connected to the school community. 90.3% Affirm “The school offers me opportunities to participate in parent meetings and councils.” 36% of Families Responded to Survey Teacher Survey 96% feel the school is safe. 85% feel connected to the school community. OCASA has a strong school community where students and teachers feel safe and connected. N/A Met 2024-06-25 2024 30103060134239 Epic California Academy 6 EPIC Charter School consults with education partners to gather feedback on school climate. Education partners include students, teachers, staff, parents, board members and community members. Education partner surveys are sent annually as part of the feedback process. EPIC teachers frequently meet with students and their families and are encouraged to collaborate with administration regarding any issues or suggestions that are identified by parents or students. Feedback is part of each all-staff meeting to allow for input and feedback from teachers and staff. The overall summary of EPIC’s educational partners feedback is that educational partners are greatly satisfied with the school and support of students, families, and staff. 90% of families agreed that EPIC preparing their student(s) to be proficient in the California State Standards. 94.7% of parents believe EPIC teachers care about their child and help them to be successful. 92.8% of parents believe EPIC is a positive learning environment for their child. EPIC’s school climate survey results and teacher feedback showed that all though EPIC is a non-classroom based school, families and students would like more opportunities for organized field trips to learn in the communities EPIC serves. Feedback also showed that more resources and support for A-G students and teachers would improve our outcomes for learners on the A-G track. Educational partner input provided EPIC with our identified areas of focus, all of which promote student success. Student achievement and scholar/parent engagement/involvement were the top two areas of opportunity. EPIC will implement the California Healthy Kids survey in the 2024-25 school year. Met 2024-06-06 2024 30103060134288 Scholarship Prep - Orange County 6 "Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4. This shows that we need to take the successes of our middle school and distill them down to the younger grades. " Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching. Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities. Met 2024-06-20 2024 30103060134841 Orange County Workforce Innovation High 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 94% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 97% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-04 2024 30103060134940 Citrus Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population(71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-04 2024 30103060137000 Vista Condor Global Academy 6 Teachers have high expectations for me: 95% Agree/Strongly Agree Teachers make themselves available outside of class time: 87% Agree/Strongly Agree Teachers care that I learn: 95% Agree/Strongly Agree Teachers show a personal concern for me as an individual: 94% Agree/Strongly Agree I feel accepted by my teachers in my classes: 94% Agree/Strongly Agree I feel safe on campus: 92% Agree/Strongly Agree I feel a sense of community or belonging in my classes: 96% Agree/Strongly Agree Teachers ask me about my personal goals and plans for life: 74% Agree/Strongly Agree Teachers help me explore career goals: 72% Agree/Strongly Agree The classroom atmosphere supports my learning: 94% Agree/Strongly Agree I ask for help when I need it: 93% Agree/Strongly Agree Teachers encourage me to live a healthy lifestyle: 87% Agree/Strongly Agree I enjoy my teachers: 95% Agree/Strongly Agree Teachers help me learn: 98% Agree/Strongly Agree The survey data largely reveals strength in all areas with the need to improve in connecting with students in the areas of personal goals, plans for life and exploring of career goals. Our staff has analyzed the data and is developing schoolwide strategies to improve our approaches for connecting with students in the areas of personal goals, plans for life and exploring of career goals. Met 2024-06-10 2024 30103060137976 Tomorrow's Leadership Collaborative (TLC) Charter 6 TLC Charter School administered the CA Health Kids Survey (CHKS) to grades 3-6 students. At least 80% of the students who completed the survey were English Learners, Low-Income (FRL), and Students with Disabilities (SWD). The CA Health Kids Survey measures school safety, school climate, SEL areas of focus, engagement, and risk factors. Students at TLC expressed overall positive feelings of academic motivation (73%-88%) and engagement at school. Key indicators demonstrate overall wellness and the absence of substance abuse for students across all grade levels. However, sadness was noted as present (16%-25%), indicating the importance of continued attention to students’ well-being. Students’ sense of connectedness ranged from 50%-80% across upper grades and highlighted a need for the LEA to ensure a welcoming, caring, and safe environment for all students. In addition, our LEA will continue our commitment to providing on-site mental health counseling as needed to students across all grade levels (TK - 6th). Weekly celebrations of positive behavior (C.A.R.E.S. cards ceremonies), support for peer engagement through partner work and projects, and guided play opportunities provided at recess and lunch will also continue to ensure all students can participate, make friends and develop a strong sense of belonging at school. Based on the analysis of these results, our LEA will introduce monthly staff training focused on trauma-informed practices and recognizing signs of trauma in students. In addition, our LEA will provide training and oversight on positive student support, social-emotional learning, and centering student voice. Met 2024-06-18 2024 30103060138800 Suncoast Preparatory Academy 6 This year we sent out two custom designed climate surveys desegregated by student grade span groups. The elementary survey went to students from 1st - 5th grade. The middle school survey went to students in 6th-8th. Our high school students were invited to answer questions from the all stakeholder LCAP survey. We are still in the process of analyzing the data and the window is still open for responses at the time of this writing. The elementary survey responses were evenly distributed between grade levels queried with the least number of responses in 3rd grade and the most in 4th grade. Overall our students felt 100% always safe at school events, safe when doing their school work, and they knew who to talk to if they were worried. Responses were more varied when talking about connection with peers at school events which was anticipated since we are primarily a virtual school. Still, responses remained above the mean with all students feeling somewhat and always connected to peers at events. The middle school survey collected more demographics to disaggregate data. The majority middle school student responses were from the 7th grade with the smallest cohort of responses in 8th grade. All students were english speaking. 45% of students identified as white, 1% asian/middle, 1.5% black/African American, 1.5% hispanic, and the rest declined to state. 90% felt safe at Suncoast events. 85% always no who to talk to when they are worried. Overall they responded that they felt able to tackle unfamiliar topics, feel encouraged to do their best, and have growth mindset markers. Our High School students indicated that they were most interested in graduating and moving on to career technical schools and junior college. Additionally they gave us feedback that they felt safe and supported as they navigated high school choice. Our elementary students are feeling very safe and connected to Suncoast. Their area of need is feeling more connected to peers. Our middle school students are feeling safe and overall have growth mindsets related to their learning. The area of need is more clarity on learning goals and participating in creating their learning goals. Our high school students are strongly motivated to pursue education after Suncoast. CTE is an area of need for this group. We are implementing more series style classes to build relationships between peers and help our middle school students connect with learning goals and support them with planning skills. Our high school department is working to begin the process of creating CTE and will continue to encourage dual college class enrollment for students to help facilitate movement towards their goals. We revised our LCAP to plan for those changes and created metrics to help us track for revisions and continuous improvement. Met 2024-06-26 2024 30103060139352 Sycamore Creek Community Charter 6 Chronic Absenteeism Rate 2022-23 Overall: 20.2% HISP: 23.4% SED: 29.3% WHT: 16.7% SBAC Math from Spring 2023 Percent Meets or Exceeds: Overall: 9.52% HISP: 3.13% SED: 6.66% SWD: 9.09% The Key Findings are that families are very happy with the education that their children are receiving at SCCCS. Families appreciate the community feel of the Public Waldorf Education. It was noted that the Chronic Absenteeism Rate is still higher than it was pre-pandemic. Also, the Charter School needs to work through intervention and tutoring to increase academic achievement especially in Math. The Charter School is focusing on full implementation of the Attendance Plan and Policies to reduce Chronic Absenteeism. The students cannot learn if they are not in school, and the developmental program of SCCCS needs daily attendance. The Charter School began a rigorous intervention and tutoring program in 2023-24 that will continue in 2024-25. Met 2024-06-25 2024 30103060139469 International School for Science and Culture 6 Overall, students feel safe in the classroom and on campus but when asked what are the things they would like to see improvement, comments related to students' behavior showed as the main topics for discussion. ISSAC recognized that the context in which students are returning to campus had an impact on the ways students are interacting with one another, with the campus, and with the facility overall. Students were put in an online environment for almost two years, which could have potentially impacted the way they interact with one another. ISSAC also identified that students are more willing to play with chrome books even during school hours, which sometimes we see students who would like to be sitting in the classroom instead of playing recess. Therefore, ISSAC aims to focus more on team teaching and rotation stations for students to be moving around and develop motivation for having hands-on experiences with their peers. ISSAC is implementing a clear standard of behavior on how to support student social emotional development, how to respect the campus and how to utilize the materials which are shared with all students. Met 2024-06-30 2024 30103060139964 Orange County Classical Academy 6 On April 24th, students in our two highest grades, 7th and 8th grade, were prompted to engage in feedback directed to offer their input into the LCAP. A summary of that feedback was then discussed with OCCA Upper School Student Council to arrive at a deeper understanding of student voice. Students expressed appreciation for the virtue and purpose driven mission of the school. Areas of recommended attention were school culture, clearer and more consistent discipline enforcement, finding more effective ways to engage students on the practical importance of virtues, and building on the successes of the House System to give students more agency and opportunities for healthy student involvement and competition. Students expressed great appreciation for the virtue focused mission and culture of the school and were most emphatic about ways to better realize that mission among students going forward. This year, among our Department Chairs we included a Department Chair for Student Culture responsible for further developing our student governance and events program. Among the responsibilities of the Chair was to develop and execute a new House System for Student Governance which succeeded in increasing student ownership and opportunities for greater student engagement this year. Next year, we plan on building on that success by including more House projects and events relating to service to the community, and other opportunities to live out our school’s virtues and mission in life and practice. Met 2024-06-13 2024 30103060140822 Irvine International Academy 6 Based on the results of our annual Family and Student survey, several strengths and areas of progress have been identified at our school. The survey revealed that over 86% of students highly value their relationships with teachers, indicating the success of our efforts in fostering strong connections in the classroom. Additionally, an impressive 95% of students reported feeling that our school is a safe place, reflecting the effectiveness of our safety protocols and initiatives. Furthermore, more than 86% of students stated that their teachers have established a positive community, showcasing the inclusive and welcoming atmosphere within their classrooms. In terms of areas for progress, the survey data suggests the need for further enhancement in student-teacher relationships, despite the majority of students valuing their current connections. To address this, ongoing professional development opportunities will be provided to educators, focusing on strengthening these relationships and improving overall student engagement. While the survey indicated that the majority of students perceive our school as safe, we recognize the importance of continuously sustaining and improving safety measures. Regular reviews of safety protocols, drills, and collaboration with stakeholders will be conducted to ensure the ongoing security and well-being of our students. Lastly, the survey data highlights the importance of strengthening community building efforts. Although teachers have successfully established a positive community, there is room for further improvement in facilitating student engagement and interaction. By exploring opportunities for stronger connections across grade levels and interests, we aim to promote a deeper sense of community throughout the school. These survey findings will serve as a valuable guide for our school's continuous improvement, enabling us to build upon our strengths while addressing areas that require further attention. Met 2024-06-18 2024 30103063030723 OCSA 6 Each year, OCSA conducts a survey of parents and students to assess the academic and conservatory instructional programs, student supports, and school culture and safety. This data is used to supplement the data reported on the California School Dashboard, and make expenditure decisions related to the annual LCAP. Furthermore, the data collected is used in end-of-year conservatory program evaluations to inform conservatory directors and school administrators of the effectiveness of previous initiatives as well as school conditions and climate feedback to make informed decisions for the next school year and beyond. This year’s survey was conducted in March and April of 2024 as part of the annual feedback process. 651 parent responses and 1532 student responses were collected during the survey window. Overall, the data collected from parents and students was overwhelmingly positive. Areas of celebration 1. Continuously learning in academic classes - 93% of parents, and 84% of students agreed or strongly agreed with this statement 2. Receive appropriate support in their academic classes - 85% of parents, and 81% of students agreed or strongly agreed with this statement 3. Learning in a creative, safe, and productive environment - 95% of parents, and 87% of students agreed with this statement 4. Grown as an artist since coming to OCSA - 91% of parents, and 88% of students agreed or strongly agreed with this statement 5. Curriculum reflects cultural beliefs, race/ethnicity, and identity - 91% of parents, and 80% of students agreed or strongly agreed with this statement 6. Preparation to practice self-awareness, empathy, and balance - 93% of parents, and 84% of students agreed or strongly agreed with this statement 7. OCSA is a welcoming and inclusive environment - 95% of parents, and 85% of students agreed/strongly agreed with this statement Areas of Growth 1. Parents feeling well informed about what is going on in their child’s academic classes - 26.5% of parents felt they were not well informed about their child’s academic classes, the highest negative percentage for all parent survey questions 2. Student enjoyment going to academic classes - 36.3% of students reported they did not like going to their academic classes, the highest negative percentage for all student survey questions. 3. Student grades accurately reflecting knowledge and abilities - 33% of students responded that they did not believe their grades were an accurate representation of their knowledge and abilities 4. Students receiving timely feedback in their academic classes - 31.5% of students reported not receiving timely feedback in their academic classes. This is a significant contrast in the data for conservatory classes (only 10.1% of students reported the same thing in conservatory classes) More than anything, the data confirms that efforts made to support the whole student (access to a broad course of study and social/emotional support) are having a significant positive impact for OCSA students. Both parent and student data support this assessment. However, more work is needed to align teachers to ensure that students have a consistent and equitable experience, and receive formative feedback in their journey to achieve mastery of content and skills. Professional development for teachers around universal supports and building strong connections with students will continue to further align teachers within curricular areas and across the entire school. Met 2024-06-26 2024 30647660000000 Lowell Joint 6 "In the most recent school climate survey administered in the 2023-2024 school year, we received 1,212 responses from students in grades 3-8, a significant increase from the 357 responses in the previous year. Additionally, parent responses provided further insights into perceptions of school climate. From the parent survey, 95% or more of parent respondents marked “Agree” or “Strongly Agree” with the statement, “I feel welcome at my student’s school.” This is slightly higher than the previous year's 94%, showing a continued high level of parental satisfaction and engagement. Additionally, 98% or more of parent respondents marked “Agree” or “Strongly Agree” with the statement, “I receive information about my student’s academic performance through report cards, progress reports, email, parent-notification letters, and/or parent conferences/phone calls.” This is an increase from 95.78% last year, indicating improved communication efforts. Furthermore, 92% or more of parent respondents marked “Agree” or “Strongly Agree” with the statement, ""Our school is safe, orderly, and well disciplined."" This is a slight increase from 91.58% the previous year, reflecting ongoing efforts to maintain a positive and safe school environment. From the student survey, 82.1% of students (36.8% “Strongly Agree” and 44.6% “Somewhat Agree”) indicated that they feel safe at school. This is consistent with last year's data, where 82% of students felt safe at school. Additionally, 78% of students (55.1% “Somewhat Agree” and 22.9% “Strongly Agree”) indicated that they like school. This marks a slight decrease from the previous year, where 95% of students said they were happy to go to school. However, the increase in survey responses may account for more diverse feedback and highlight areas for further improvement. Furthermore, 81% of students (52.3% “Strongly Agree” and 28.8% “Somewhat Agree”) indicated that they know an adult at school they can talk to if they need help, reflecting strong student-teacher relationships. Lastly, 90% of students (57.1% “Strongly Agree” and 32.9% “Somewhat Agree”) indicated that teachers treat them with respect, showcasing positive teacher-student relationships. The current survey of students, which is done through Goggle Forms, was not set up to gather personably identifiable information to disaggregate by student groups. We can draw some conclusions based on responses from the elementary sites versus the intermediate site and by grade level, but the survey will have to be revised in order to pull out variance among student groups." The analysis reveals several key differences between the elementary schools and Rancho-Starbuck. The percentage of students who strongly agree that they like school is higher in elementary schools compared to Rancho-Starbuck. Both elementary schools and Rancho-Starbuck show a good number of students feeling successful, but elementary students have a slightly higher percentage of strong agreement. The feeling of safety is strong in both groups, with slightly higher strong agreement at the elementary level. Elementary schools and Rancho-Starbuck both have high percentages of students who feel respected by teachers, with Rancho-Starbuck having a slightly higher percentage of strong agreement. The perception of clear rules and behavioral management is strong in both, with a bit more consistency in elementary schools. There are also some differences across grade levels. Younger students (grades 3-5) generally exhibit higher levels of strong agreement that they like school compared to older students (grades 6-8). Specifically, grade 3 students show the highest levels of strong agreement in liking school, with a gradual decrease as grade levels increase. Students in grades 3-5 also demonstrate higher levels of strong agreement in feeling successful at school, whereas grades 6-8 students show lower levels of strong agreement. The perception of having high standards for achievement is relatively consistent across all grades, but slightly higher in the lower grades. Additionally, younger students (grades 3-5) feel more strongly that their schools set clear rules for behavior, with this perception slightly decreasing in the higher grades (grades 6-8). Respect from teachers is perceived positively across all grades, but younger students (grades 3-5) tend to have higher levels of strong agreement compared to older students (grades 6-8). Similarly, the sense of safety at school is strong across all grades, with younger students showing higher levels of strong agreement. The presence of an adult at school that students can talk to if they need help is consistently high across all grades, though there is a slight drop in strong agreement in the higher grades, particularly in grades 6-8. As Principals are analyzing their site specific data, we will look at the raw data to determine if disaggregating by student group is possible to determine if there are any student groups that are experiencing negative aspects of school climate more than others. Changes to the survey will allow for this disaggregation next year. 81% of students responding to the survey felt that they had an identified adult on campus if they needed to go to someone for help, which is a slight decrease from 82.6% last year. This is progress from earlier years but still not back to pre-pandemic levels of over 90%. This decline is concerning in terms of student connectedness on campus. Anecdotally, students are happy to be back and adjusting well, so additional conversations with students and support personnel are necessary to understand the root causes of these school climate concerns. To address these issues, the District has taken significant steps. We have hired three counselors and another psychologist for the coming year, and this year we hired a Behavioral Specialist to provide additional support. Care Solace remains a third-party vendor to help families navigate the healthcare system in connecting with mental health services. The District will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. Met 2024-06-17 2024 30664230000000 Anaheim Elementary 6 AESD utilizes the School Climate survey in order to better understand the climate and culture of our schools. It’s administered annually in the spring to 3rd - 6th graders at every school. In 2023-2024, 4,852 students participated. Results of the survey were shared with the LCAP committee as well as with each school site. The survey measures students' perceptions of their School Climate and Culture along with self reported Social Emotional Learning skills. The following shows the percentage of students answering favorably to the survey questions for each dimension. School Climate and Culture Indicators: “Teacher-Student Relationships” (71.7% favorable) “Sense of Belonging” (62.1% favorable) “School Climate” (62.1% favorable) “School Safety” (54.4% favorable) “Engagement” (55.7% favorable) Social-Emotional Learning Indicators: “Self-Management” (65.7% favorable) “Social Awareness” (60.8% favorable) “Emotion Regulation” (51.5% favorable) Based on analysis of the 2018-19 survey results, the following indicators were selected as focus areas within the LCAP and continue to be areas of need: “Student Engagement” which measures how invested and attentive students are in class. The percent of students scoring the favorable range for Student Engagement will increase from 55% to 58%. Actual 2023 Results: 55.7%. “Sense of Belonging” which measures how much students feel they are valued members of the school community. The percent of students self reporting in the favorable range for Emotion Regulation will increase from 62% to 65%. Actual 2023 Results: 62.1%. Based on student Climate Survey Results and staff LCAP Survey results, two full-day opportunities to attend “Understanding and Addressing Student Behavior” trainings will be offered. Tier 1 programs including Second Step, Positive Behavior Intervention System, Restorative Practices, culturally responsive teaching, asset-based pedagogy, and classroom management strategies will continue to be supported throughout the year. Tier 2 and 3 support for students experiencing escalated behaviors was increased in 2023-24 and will continue. This includes staffing of Community Support Teams as well as training on Behavior Action Plans. Met 2024-06-12 2024 30664230131417 Vibrant Minds Charter 6 "VMCS administered the California Healthy Kids Survey (CHKS) to our scholars in Grades 3-6 for the first time in 2023-24. All four grade levels were selected because of the anticipated attrition in terms of receiving parents' active permission to administer the survey. Additionally, with one classroom per grade level with a maximum of 128 scholars total, it was felt the larger number would result in more accurate data. However, with the small sample, disaggregation by subgroup was unsupportable. The number of scholars in each grade level who completed the survey was: * Grade 3 -- 22 * Grade 4 -- 22 * Grade 5 -- 25 * Grade 6 -- 20 It was noted that our 5th grade scholars experienced a higher level of frequent sadness than the State (26% vs. 19%) and less feelings of wellness (57% vs. 72%). In ""Other Indicators,"" our 5th grade scholars responded in a similar manner as the State, with the exception of being harassed at school (78% vs. 44%), parents asking about school (70% vs. 82%), and clean and neat school building (63% vs. 72%). Other findings based on responses from all grade levels include the following, which is the percentage of scholars who responded to key school climate areas with a ""Yes, most of the time"" or ""Yes, all of the time."" SCHOOL ENGAGEMENT AND SUPPORTS School connectedness -- Gr. 3 (87%), Gr. 4 (66%), Gr. 5 (69%), Gr. 6 (74%) Academic motivation -- Gr. 3 (88%), Gr. 4 (88%), Gr. 5 (87%), Gr. 6 (72%) School boredom -- Gr. 3 (50%), Gr. 4 (55%), Gr. 5 (43%), Gr. 6 (58%) Caring adults in school -- Gr. 3 (80%), Gr. 4 (68%), Gr. 5 (68%), Gr. 6 (60%) High expectations in school -- Gr. 3 (91%), Gr. 4 (83%), Gr. 5 (90%), Gr. 6 (74%) Meaningful participation -- Gr. 3 (38%), Gr. 4 (44%), Gr. 5 (45%), Gr. 6 (32%) Facilities upkeep -- Gr. 3 (89%), Gr. 4 (67%), Gr. 5 (63%), Gr. 6 (79%) Parent involvement in schooling -- Gr. 4 (69%), Gr. 5 (67%), Gr. 6 (76%) Social/emotional learning supports -- Gr. 3 (75%), Gr. 4 (80%), Gr. 5 (74%), Gr. 6 (74%) Antibullying climate -- Gr. 3 (59%), Gr. 4 (50%), Gr. 5 (64%), Gr. 6 (46%) SCHOOL SAFETY AND CYBERBULLYING Feel safe at school -- Gr. 3 (100%), Gr. 4 (60%), Gr. 5 (61%), Gr. 6 (58%) Feel safe on way to and from school -- Gr. 3 (70%), Gr. 4 (75%), Gr. 5 (57%), Gr. 6 (89%) Been hit or pushed -- Gr. 3 (71%), Gr. 4 (65%), Gr. 5 (65%), Gr. 6 (42%) Mean rumors spread about you -- Gr. 3 (61%), Gr. 4 (85%), Gr. 5 (61%), Gr. 6 (68%) Called bad names/target of mean jokes -- Gr. 3 (65%), Gr. 4 (65%), Gr. 5 (78%), Gr. 6 (74%) Saw a weapon at school -- Gr. 3 (6%), Gr. 4 (5%), Gr. 5 (13%), Gr. 6 (5%) Cyberbullying -- Gr. 3 (17%), Gr. 4 (25%), Gr. 5 (61%), Gr. 6 (26%) SCHOOL DISCIPLINARY ENVIRONMENT Rule clarity -- Gr. 3 (83%), Gr. 4, Gr. 5 (78%), Gr. 6 (63%) Students well behaved -- Gr. 3 (56%), Gr. 4 (24%), Gr. 5 (39%), Gr. 6 (24%) Students treated fairly when break rules -- Gr. 3 (22%), Gr. 4 (19%), Gr. 5 (48%), Gr. 6 (42%) Students treated with respect -- Gr. 3 (100%), Gr. 4 (67%), Gr.5 (78%), Gr. 6 (63%)" Because the sample was so small, disaggregation by subgroups was determined to be inappropriate. Also, the scholars who completed the survey were primarily Hispanic/Latinx, and there were minimal data differences between this statistically significant subgroup and the total. One of our major findings was that the scholars' perspectives as conveyed by the survey were very different from the parents' or staff's perspective. When we observe our scholars on a daily basis, they appear to be excited to come to school, highly engaged in the academic learning and enrichment experiences, and reluctant to transition from one grade level to the next or from elementary to junior high school because of their connectedness with our school. However, on the survey, there were areas of surprise. When we discussed the results with scholars and staff, it became clear that there were some misinterpretations of questions, false leads, and incorrect completions. Also, there was not an emphasis by all classroom teachers about the importance of being high reflective and accurate when responding to the survey items. And, this appeared to result in a carelessness of completion, including leaving a number of items unanswered. Below are a few examples of our key learnings after analyzing the survey results. Our insights will be fleshed out by following through on some of the survey responses through dialogues with scholars via focus groups. * We would expect scholars to acknowledge that there are many caring adults at or school. The fact that percentages decreased as scholars advanced in grade levels is cause for concern. * With our emphasis on Project-Based Learning with meaningful focus questions, we were surprised that scholars did not feel they had meaningful participation in learning. This is an area in which we will dig more deeply. * We would have expected more favorable responses when it came to an anti-bullying climate. However, our scholars continue to perceive any form of unkindness as bullying. We need to help our scholars make the distinction between bullying and unkindness. * Too many scholars claimed they had been hit or pushed at school by peers. In truth, we know there is very little hitting, although we have a few scholars who are struggling with self-regulation and are highly visible and physical on campus. However, because our playground is small, there is frequent unintentional bumping into each other. * There have been no weapons or substance abuse on campus. So, even the small percentages in this area are a reflection of false information. * Due to the staff's experiences at other school sites and districts, we know our scholars' overall behavior is more appropriate than in most school settings. However, because we do have high behavioral expectations, our scholars may believe they are not as well-behaved as they are. If true, this is an area that we wish to rectify since our scholars deserve to feel proud of their overall positive behaviors. One of the major take-aways was that our scholars need to be acknowledged for what they are doing right behaviorally. While we need to hold them to high, but realistic, expectations, we also need to let them know when they are close to meeting or have met the standard. And when they do not meet expectations, we need to work on their behaviors with a growth mindset. The behavior of a few scholars with Tier 3 self-regulation and behavioral needs should not impact our scholars' perspective of the overall school. An over-generalization can become a form of self-fulfilling prophecy. Because the adults know that we have well-behaved scholars in general, the scholars need to also know this. * It is unclear how the unfavorable results should be interpreted when it comes to being teated fairly when rules are broken. This is something that will be explored through dialogues with scholars. To receive more valid and reliable data in the 2024-2025 school year, the following practices will be in place: * Throughout the year, we need to help our scholars understand the meaning of different terms (e.g., teasing vs. bullying, bothering vs. harassment, feeling safe vs. unsafe, etc.). Helping them to have a more accurate understanding of terms and phrases used in the California Healthy Kids Survey will ensure less confusion when responding to some of the items on the survey. * We need to determine an ideal time to administer the survey. This year, it was taken in the midst of the state-mandated SBAC assessments, and it was difficult to get the scholars motivated and focused. * There will be more follow-up with the parents to get permission slips from the scholars so there is increased representation. The small sample size makes it difficult to feel confident about the results. * A member of the Leadership Team will administer the surveys so there is a consistency in approach, especially if we wish to survey our scholars in Grades 3-6. This includes building value for the completion of the survey. * There will be a clearer explanation of the Likert Scale so scholars feel more comfortable in selecting from the range of options. This was a new experience for our scholars, and they lacked confidence in responding. While the first year of implementing the survey may not have gone as smoothly as we had hoped, we believe it is a worthwhile form of gathering data about our scholars' perspectives. We believe it will need to be supplemented with other forms of data collection, such as the PBIS Survey we have used in the past, more open-ended responses through the use of written prompts, and dialogues with scholar focus groups. Met Vibrant Minds Charter School is attractive to families because of our small and inclusive school environment, rigorous academic program, plethora of enrichment opportunities, and demographic diversity relative to other schools in the area. Our staff membe 2024-06-12 2024 30664236027379 Palm Lane Global Academy 6 As part of its engagement with stakeholders, Palm Lane, created and mass distributed surveys to all stakeholders in an effort to capture a valid measure of students and family connectedness to the Palm Lane community. Staff Survey: PLGA encompasses a STEAM-based approach to learning that engages students and promotes integration of science, technology, engineering, and mathematics. The school community is centered on facilitating strong relationships through the implementation of Vista's signature practice, Way of Council.Commitment to the implementation of engaging classroom activities remains a priority among teachers and staff. Staff surveys revealed a desire to integrate the arts within the academic program, in addition to planning for and delivering lessons tailored to meet the individualized needs of students. Enhancing access to differentiated instruction, specifically within the Workshop model remains a goal. Student: PLGA students revealed a sense of safety among campus and report an appreciation and familiarity of the arts. Data derived from student surveys revealed a desire to increase academic discourse and levels of engagement within classroom activities, and across the curriculum. Parent: Parent surveys expressed the importance of small school environment which promotes a sense of family and close knit school community. Fostering a school environment centered on positive relationships remains a high priority among parents and families. Increased opportunities for students to develop athletic skills and expose students to various sports is desired. Staff: Increased professional development within the arts to allow for cross curricular lessons and increased project-based learning. Improved communication and collaboration with Palm Lane's after school program will allow for consistency among the school day and after-school program. Student: At the onset of each trimester, students will work with teachers and staff to collaborate on personal academic goals and identify modes of engagement in which they best relate to. An increase in small group instruction and the implementation of project-based learning will enhance opportunities for students to engage with the curriculum and within Vista's signature practices. Parent: A continued partnership, focused on an emphasis with developing skillsets within different sports will be a collaborative goal with Active Education. Palm Lane will develop a cheerleading team during the 24-25 school year, and increase enrichment opportunities during the after school program. Palm Lane will strive to increase stakeholder survey participation to allow for results to encompass a larger scale sample. Met 2024-06-10 2024 30664310000000 Anaheim Union High 6 The Anaheim Union High School District (AUHSD) believes in the wellness and success of the whole child. One where students have a voice and purpose in what they believe and learn. Our data collection process provides students a platform to express their perceptions, responses, and beliefs on school connectedness, resiliency, protective factors, and risk behaviors. AUHSD administers the California Healthy Kids Survey every 2 years and an LCAP Survey annually. District-wide, we had approximately 14,862 students participate in the LCAP survey. The following are student response rates from the 2023-2024 LCAP surveys related to school climate: 87% feel accepted at their school for who they are 79% reported they get what they need to be successful in all of their classes or more than half their classes 81% reported they are cared for and treated with kindness in all of their classes or more than half their classes 64% reported they care about other students at their school 69% reported they have at least one adult they can go to at their school to ask for help 76% reported their teachers have high expectations for them in all of their classes or more than half their classes AUHSD focuses on the wellness and mental health of both students and staff. AUHSD continues to improve the school climate by implementing resources such as Capturing Kids’ Hearts and working with OC Human Relations to provide Restorative Justice Specialists to support our schools. These programs help promote skill development, self-managing classrooms, decrease discipline issues, focus on building community and fostering respect, resolving conflict, and pursuing equality. AUHSD continues to implement “Heads Up Check Up”, which allows our mental health professionals to proactively identify and assess students that are potentially in crisis. To support students' mental health and wellness we have Licensed Clinical Social Workers (LCSW) assigned to every school site. The LCSW’s also provide support and professional development related to Mental Health/Mental Wellness to staff, students, and families. Additionally, the district has three Clinical Social Worker District Leads to further support schools. In AUHSD, students are encouraged to have a voice and purpose. Classroom instruction focuses on the 5C’s (Communication, Collaboration, Creativity, Critical Thinking, and Compassion/Kindness) and Career Preparedness Systems Framework (CPSF) to improve academics, increase student engagement, and increase positive behaviors. AUHSD implements Positive Behavior Intervention Supports (PBIS) at each school, a focus on Multi-Tiered Systems of Support (MTSS), and fully implemented school safety teams. To also improve upon students feeling a positive connection to their school, each high school has a student ambassador that leads their respective school’s Raising Students Voices and Participation (RSVP) Program. RSVP students work alongside the administration of their school to learn more about their campus and how they can make an impact on their site. Students develop self-advocacy and leadership skills and learn the process of how changes can be made at their site and district level and therefore, contributing and informing the LCAP. They are encouraged to be civically engaged and participate in service opportunities. RSVP is student led and plays a vital role in empowering student voices to make lasting district wide change. Student safety continues to be a priority as National tragedies in schools and communities contribute to this area of concern. AUHSD focuses efforts to ensure that students, parents, and community members feel safe at school and in our communities. In doing so, AUHSD has added six School Resource Officers in partnership with the our local police department, increased the number of Campus Safety Aides (CSAs) district-wide (including three roving CSAs and one Lead CS), increased the number of surveillance cameras on campuses, and provided an anonymous Safety and Wellness web-based reporting platform. Additionally, consistent collaboration with city officials has improved communication and strengthened the relationship between school site safety teams and our school community. Met 2024-06-13 2024 30664490000000 Brea-Olinda Unified 6 The Brea Olinda Unified School District annually implements two tools, the California Healthy Kids Survey (CHKS) and Panorama Survey, to assess culture and climate. The 22-23 administration of CHKS included participants in grades 5 (255), grade 7 (453), grade 9 (376), grade 11 (320) and the continuation high school (61). When broken down by race/ethnicity, the three largest participant demographic groups for grades 5, 7, 9 and 11 were: Hispanic/Latinx, Asian/Asian American, and White. The continuation high school differed and had the following top three demographic group participants: Hispanic/Latinx, Multiracial, and White. The CHKS Elementary Main Report for 22-23 provides a breakdown of survey data for grade 5 and indicated that in the area of School Climate the students feel academically motivated, that adults have high expectations, and a sense of school connectedness. Additionally, they feel safe while at school and while traveling to and from school. They indicated that rules are clear and that students are treated with respect. In reference to Substance Abuse, Routines and Wellbeing, a total of 14% of students indicated that they had engaged with alcohol or drugs at least once, 1% have used marijuana or cigarets, and 2% have used a vaping device. While over 80% of students indicated eating breakfast, over 20% indicated going to bed late. In reference to Wellbeing, 78% answered favorable. The CHKS Secondary Main Report for 22-23 provides a breakdown of survey data for grades 7, 9, 11 and the continuation high school. Students at all secondary levels expressed High Expectations by Adults and Academic Motivation. School Connectedness consistently scored between 50-60% in all four groups. The continuation school highlighted the upkeep of facilities but this scored low, between 14-25%, at the other grade levels. Over 50% of the students in grades 9, 11 and the continuation high school felt safe at school but only 48% responded favorably in grade 7. The percent of secondary students who indicated being in a fight was less than 10%. In reference to Substance Abuse, the percent of students engaging in alcohol, drug, cigarettes, and vaping devices increases as students move up in grade and is highest at the continuation high school. Over 50% of secondary students indicated they have breakfast routines but later bedtimes increases as students got older. There was an increase in the percent of students experiencing emotional distress and feelings of sadness/depression as students moved up in grade and to the continuation high school. Conversely, the percent of students indicating optimism and life satisfaction decreased. BOUSD administered the CHKS survey in the spring of 2024 and this data will be analyzed as part of the Plan-Do-Study-Act continuous improvement process. The analysis of the CHKS for Elementary and Secondary indicated the following strengths: * High Adult Expectations * Academic Motivation * Feeling Safe at School The analysis of the CHKS for Elementary and Secondary indicated a need to focus on the following: * School Connectedness- including positive relationships with adults and consistent school attendance * PBIS implementation- including consistent student discipline practices * Student Engagement- including academic engagement * Multi-tiered System of Support (MTSS) Implementation- including academic, social emotional and behavioral supports In order to address School Connectedness, BOUSD has engaged with the attendance program SI&A to support monitoring student attendance and provide interventions prior to a student becoming chronically absent. Additionally, the professional development focus for 23-24 and 24-25 has been about building relationships with students based upon knowing their names and their needs. Training will continue in the areas of social emotional learning and culturally relevant practices. The addition of two elementary counselors has demonstrated an increase in student connectedness and will continue into the 24-25 school year. The implementation of PBIS is different at each of the 9 school sites in BOUSD. The Director of Special Education and Student Services has been working with each site to accurately capture the progress of each site in order to determine an action plan that includes professional development and support from instructional coaches. Training for site administrators in the areas of incident investigations and student discipline best practices have occurred and will continue into the 24-25 school year. Student engagement is an academic of focus for the district and this includes the implementation of Universal Design for Learning, high impact instructional strategies, and integration of 21st century skills to support college and career readiness. Brea Olinda High School has utilized Instructional Rounds to support staff in learning from colleagues and to improve the use of engagement strategies. Other sites have engaged in preliminary Instructional Rounds and this will continue into the 24-25 school year. Additionally, the thoughtful integration of technology to support learning is being discussed. This includes the use of Artificial Intelligence and the development of guidelines for students and staff. In order to meet the diverse needs of students, it is essential that all sites develop a strong Multi-Tiered System of Support (MTSS). Three BOUSD schools (two elementary and the continuation high school) have completed county-supported MTSS training and in 24-25 a third elementary will complete this work. The establishment of a district MTSS team will provide guidance around professional development needs, calibration of best practices, and collaboration around resources. This team met inconsistently in 23-24 but will be re-established in the 24-25 school year. Met 2024-06-27 2024 30664560000000 Buena Park Elementary 6 The Buena Park School District is dedicated to fostering a positive, inclusive, and supportive school climate across all its campuses. To measure school climate, the District uses two primary evaluative measures. The first is the LCAP online survey that is administered annually to students during the winter. In addition to a survey, focus groups are conducted for deeper context and understanding of the issues. The LCAP survey asks questions related to college/career opportunities, counseling services and school safety. Another way the District monitors local climate is through a social-emotional survey, which is given to students twice per school year, once in the fall and once in the spring. One key area the survey focuses on is student-to-school connectedness. By continuing to seek student input, the District aims to maintain a positive, resource-rich school climate for all students. In reviewing survey feedback, we found that when it comes to college/career opportunities, 94% of middle school students confirmed that their schools offer elective classes designed to help them explore future career interests, indicating a supportive framework to for career exploration. In addition to college/career offerings, 96% of middle school students stated that their schools provide opportunities to take honors or advanced courses, which are crucial for academic advancement and college preparation. Students have access to school-based counseling delivered by the school psychologist, site counselor, or by the other agency partners available at each school site. Of students surveyed, 88% say that they can access counseling services when needed. Parents support this as well with 91% of parents saying their child/children can get counseling services when needed. In addition to counseling services, middle schools have dedicated wellness spaces that are accessible to all students. When it comes to school safety, 92% of students and 90% of parents state that adequate safety measures are in place to keep staff and students healthy. Many students feel a strong sense of belonging or connected at school. In this year’s survey, 89% of students say that teachers and adults make them feel welcome, 82% of teachers and adults encourage students to share stories relating to their experiences from their family and culture. A large majority of students in grades 3-5 (88%) and grades 6-8 (82%) feel supported by friends, family, and school adults. While the data shows a strong response to the programs currently in place, the Buena Park School District believes firmly in continuous improvement. For college/career opportunities we are focused on strengthening greater access to specialized programs related to core subjects and enrichment activities for students with disabilities, English learners, foster youth, and low-income students. There is also a dedicated college/career week district-wide to promote college/career readiness. The District will continue to provide a counselor at every school site to build upon the counseling program we currently have so that students and staff are supported. School safety continues to be a top priority and will always seek ways to make our school environments physically and emotionally safe. Despite high scores for school connectedness, the District is committed to further cultivating a welcoming environment through improved staff interactions and facility enhancements. In addition, we aim to strengthen our PBIS and MTSS programs to build better rapport with students. Finally, with the addition of a School Engagement Outreach Clerk, we are prioritizing building relationships with families to reduce chronic absenteeism. These initiatives reflect our dedication to addressing areas of need and fostering continuous improvement. Met 2024-06-24 2024 30664640000000 Capistrano Unified 6 Capistrano Unified School District (CUSD), along with other districts in California, survey their students about eating habits, physical exercise, drug use, violence, and other health-risk behaviors by administering the California Healthy Kids Survey (CHKS). The CHKS, sponsored by the California Department of Education (CDE), is a statewide survey of resiliency, protective factors, risk behaviors, and school climate, and provides information to better understand the relationship between students’ health behaviors and academic performance. Students in grades 5, 7, 9, and 11, their parents and school staff were asked to complete the survey. In January/February 2024, 9,677 CUSD students participated in the CHKS. The overall participation rate was 75%. Students in grade 5 require active consent by state law, meaning parents must submit a form indicating that their child is allowed to participate. The active consent requirement has been an ongoing factor that contributes to the relatively lower 57% participation rate at the elementary level. Students in grades 7, 9, and 11 do not have active consent requirements, but parents are given the option to exclude their child from participating and students are told that they have a right to opt out of all or any part of the survey. This year, the participation rate at middle school was 83% and 78% at high school. All surveys were voluntary and anonymous. The survey measures key school climate indicators, which provide descriptions of key factors that are known to influence learning success in schools. Most factors are calculated by averaging the percentage of respondents indicating agreement “all of the time” or “most of the time” on the group of questions for that specific category. For example, a value of 72 on School Connectedness means that on average 72% of students report “Yes, all of the time” or “Yes, most of the time” across the 5 School Connectedness survey items. “Low Violence Victimization” is calculated by averaging the percentage of students who report “No never” on the survey items. Elementary School Student Summary: A total of 1,655 CUSD students in grade 5 completed the survey across 35 elementary school sites. Overall, the participation rate for grade 5 students has been steadily increasing from 46% in 2018 to 57% in 2024. Participation rate continues to be challenging due to the active consent requirements, however, only 5 CUSD elementary sites were below the target 50% participation rate, an improvement from 14 in 2021. Participation rate is crucial to producing reliable results for school sites. Site staff teams continue to look for new ways to increase parent consent. School Climate Indicators--Part I: Survey data shows increases in Perceived School Safety and Low Violence Victimization from 2023. However, there was a 1% decrease in reported School Connectedness, Caring Relationships, High Expectations and Meaningful Participation. Academic Motivation remained unchanged. School Climate Indicators--Part II: Perceived Rule Clarity increased by 1% and Positive Behavior and Parental Involvement in Schooling remained consistent. The final four indicators had a 1% -3% decline in reported results from 2023. Middle School Student Summary: A total of 2,519 CUSD students in grade 7 completed the survey across 14 middle school sites. The participation rate for grade 7 students was 83%. School Climate Indicators--Part I: Survey data shows declines of 1% -5% in most of the climate indicators (School Connectedness, Academic Motivation, Caring Relationships, Meaningful Participation and Perceived School Safety) from last year except Two or Fewer Absences/Month, which had a 1% increase and High Expectations remained unchanged. School Climate Indicators--Part II: All climate indicators declined 2%-5% (Low Violence, No Harassment, No Mean Rumors, No Fear of Being Beat Up, Parent Involvement, and Facilities Upkeep) from 2023 except No Substance Use, which remained unchanged. -High School Student Summary: A total of 5,449 CUSD students in grades 9 (2,710) and 11 (2,739) completed the survey across 7 high school sites. The overall participation rate was 78%. School Climate Indicators--Part I: Survey data shows a 3% increase in Perceived School Safety. However, there was a 1% decrease reported from the previous year, in Two or Fewer Absences, Caring Relationships, High Expectations and Meaningful Participation. School Connectedness and Academic Motivation remained unchanged. School Climate Indicators--Part II: All climate indicators (Low Violence, No Harassment, No Fear of Getting Beaten Up, Parent Involvement, No Substance Use and Facilities Upkeep) increased 1%-5%, except for No Mean Rumors which remained unchanged from the previous year. Based on the most recent survey, the 2024-2025 LCAP has revised Goal 1 around Student Engagement and School Climate. Goal 1: Empower students and educational partners to be skilled communicators, engaged citizens, and inspired leaders to promote and support student engagement and school climate. Specific actions in the LCAP include School Counselors at each site, Credit Recovery Program, Cultural Proficiency, Intramurals and Music Activities, CUSD Cares - Wellness and Emotional Support, Positive Behavioral Interventions and Support, Alternatives to Suspension, Foster Youth and Homeless Support, Bilingual School Community Liaison, Bilingual Communication Support, Family Resource Center, Parent Institute for Quality Education, Additional Translation Services, and Multilingual Communication and Engagement Tools. Met 2024-06-12 2024 30664640106765 California Online Public Schools Southern California 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 30664640123729 Community Roots Academy 6 The Kelvin local climate survey was used to gather data from stakeholders in the areas of Conditions for Teaching and Learning, School Climate and Culture, School Safety, School Connectedness, and Empowerment. 86% of approximately 400 students in grades 4th through 8th grade participated in the survey, which included more than 80% of our English Language Learners, students in Special Education, and socio-economically disadvantaged students in grades 4th—8th. The survey's key findings were favorable. Ninety-nine percent of families reported that students had access to the resources needed to help them learn. Over 90% of families reported favorably in response to school climate and culture, reporting that school is a safe and friendly environment for students and parents. While 85% reported that their child has access to the emotional support required, 98% reported their child feels safe at school. Overall, student responses were also favorable. At least 70% of all students in grades 4th - 8th reported favorably in all areas (overall, school connectedness conditions for teaching and learning, school safety, and empowerment). There was a slight drop (68%) in school connectedness for English language learners; however, there was an increase (81%) in the conditions for teaching and learning. Socio-economically disadvantaged students had an increase in favorable responses across the board, 80% or greater, with 100% answering favorably for school safety. There were some differences in 4th and 5th grade responses versus middle school (6th - 8th) grade student responses. 80% or more in 4th - 8th grade reported receiving support from teachers when they needed help with school work; however, only 59% of students in 4th - 5th and 47% in 6th - 8th reported feeling comfortable sharing my options in my classroom. This made us wonder if students were answering regarding sharing their opinions with the teacher or their peers. Similarly, although the overall feeling of safety was high (74% favorable), 82% of students in 4th -5th and 75% of students in 6th - 8th reported favorably in physical safety, but this dropped to 77% and 56% for emotional safety. For the 2024/25 school year, the school is strengthening our SEL instruction in the classrooms. We are creating an SEL team that includes the Directors, counselors, teachers, and support staff to design and plan a robust SEL program that will launch at the beginning of the school year and provide training for our staff and resources to parents throughout the year. The Directors will update the school’s Behavior Framework over the summer to relaunch with staff, students, and families in the Fall. The updated behavior framework will include SEL competencies, restorative practices, community circles, and a tiered ladder of consequences. Another area for improvement is in the area of leadership and empowerment. We will engage more students across the grade levels with leadership opportunities by extending our Buddies Program, relaunching Junior Coaches, and providing onsite community service projects. Parent engagement is a key component in all aspects of continuous improvement for the 2024/25 school year. We will engage parents on academics, SEL, attendance, school safety, technology, and systems for support throughout the year via guest speakers, PPO meetings, informational workshops, and book clubs. Met 2024-06-10 2024 30664640124743 Oxford Preparatory Academy - South Orange County 6 OPA facilitates surveys developed in- house and distributed to Staff, Students, and Parents to gather data as part of the collaborative LCAP development process. Overall OPA students are connected to OPA, want to do well in school and believe that OPA provides a positive learning environment. They care about the school, and feel their teachers set high expectations for them, as well as encourage them to do their best. 77% of students agree or strongly agree that OPA staff helps them when they don’t understand something, 75% of students agree or strongly agree that OPA encourages high academic achievement, 95% of students want to do well in school, and 90% state that teachers and school staff expect students to do their best. Some areas for growth are providing students with opportunities to build relationships, character, respect and engagement in their education to build their desire to come to school. These areas will continue to be a focus and are being addressed through PBIS, MTSS, and the implementation of the OPA Graduate Profile. Areas of identified need are: 52% of students state that OPA staff helps them when they feel upset, 44% of students like coming to school, and 57% of students feel that other students respect them. There will be no changes to existing plans or policies, but there will be a renewed intentionality, amongst staff, in communicating individually with students and families in order to build relationships. Met 2024-06-28 2024 30664640140061 OCASA College Prep 6 Local Climate Survey 2023-24 Parent Survey 79.5% feel the school is safe. 82.1% feel connected to the school community. 97.5% Affirm “The school offers me opportunities to participate in parent meetings and councils.” 47.5% of Families Responded to Survey Teacher Survey 96% feel the school is safe. 85% feel connected to the school community. Generally, families and teachers feel the school is safe and they feel connected to our school community. There is an opportunity to increase parents feeling the school is safe. The school will physically move campuses for the 2024-25 school year to a more secure location. Met 2024-06-25 2024 30664646117758 Journey 6 A variety of locally designed climate surveys were administered through the 2023-2024 school year (brief check-ins by classroom teachers in weekly class meetings) and followed up by administration of a the SAEBRS (Social, Academic, and Emotional Behavior Risk Screener in Illuminate Education) in fall of 2023 and winter/spring of 2024. The SAEBRS is a brief, norm-referenced tool for screening all students to identify concerns about school climate and also an an indicator for those who are at risk for social-emotional behavior (SEB) problems. Results from the surveys and screener indicate a positive school climate at Journey School. Areas of strength - students feel seen heard and known by school staff and feel that they an express themselves freely on campus and without judgement from staff and/or peers. Identified needs include the following. Boys feel like they are in trouble more than girls, despite their perspective that both boys and girls break the same rules. Some students feel like bullying is not addressed quickly enough or effectively. "Journey School will continue to provide professional development related to discipline and creating a supportive school climate. The school is currently using an approach called ""Conscious Deisclpline"" and it directly supports positive behavior and related school climate. Journey School will continue to support staff in understanding and support of LGBTQ+ students and will provide adequate training for engaging in this topic. Likewise, continuing to keep parents and community members informed on these initiatives and including them as much as possible as educational partners." Met 2024-06-25 2024 30664646120356 Opportunities for Learning - Capistrano 6 OFL Capo used the result data from the CA Dashboard, 23-24 School Climate Survey and Fall/Spring LCAP Survey results to determine areas of strength and growth for the school. The review of state and local indicators confirms that OFL Capistrano maintains a positive school climate with strengths in various areas. Low suspension (0%) and dropout rates (2.9%) indicate a supportive and conducive learning environment. Family surveys highlight teacher-student relationships as a notable strength, contributing to a positive classroom atmosphere. Additionally, students report feeling physically secure, and staff demonstrate a commitment to valuing and respecting diversity within the school community. Moreover, the school's efforts to create a safe learning environment are recognized and appreciated by 90.54% of parents, with effective intervention options in place to support student well-being. Positive student experiences with school activities and interventions underscore the school's dedication to fostering academic success and overall student welfare. Notably, 88.24% of students report feeling safe and have not experienced online bullying. Educational partners have indicated their support for ongoing efforts to strengthen our school community, ensuring it remains safe and positive. Moreover, they have pinpointed specific areas for improvement that align directly with our goal of fostering a secure and collaborative learning environment (LCAP Goal 3). Survey results have highlighted key aspects that they would like to focus on which include improving peer-to- peer relationships, addressing online safety concerns for the 11.76% of students reporting these issues , and enhancing student and staff relationships with a particular focus on respect and enjoyment in the school environment. These insights will guide our efforts to create a more supportive and cohesive educational setting and directly influence the inclusion of LCAP Goal 3 and its associated actions. Met 2024-06-24 2024 30664720000000 Centralia Elementary 6 Centralia Elementary School District is committed to providing a positive school climate across all school sites within the district. The District has engaged in a process to include all educational partners to provide input and perspectives regarding student learning, resources, cultivating positive school climate and maintaining clean and supportive learning environments. In February of 2024, a survey was conducted and included students, staff, and parents/community. There were 2,698 students who completed the survey. Overall, student sentiments remain high in School Climate as indicated by the distribution of positive responses in the LCAP Student Surveys. 96% percent of students in grades 2-6 felt their school provided the resources needed to learn while at school. 94% percent of students who were in grades 2-6 felt that their teachers have high expectations for them to learn, and 94% of students who were in grades 2-6 reported that they know school attendance is important to their education. Overall student sentiments remain high as indicated by both the distribution of positive responses and the increase in the percentage of students with positive responses. Current student survey responses show that 89% agree/strongly agree that they feel safe while at school and 90% agree/strongly agree that they feel proud to belong to their school. In addition, 95% of students indicated that their teachers are helpful and available for questions. School principals/teacher leaders led focus groups with student representatives to follow up on selected questions from the LCAP Student Surveys including perceptions of school safety, recognition, Visual and Performing Arts (VAPA) and Science Technology Engineering Arts Math (STEAM) programs, conditions of school facilities, and respect of diversity of families. In the area of school safety, students proposed more communication and understanding of physical safety including facilities and disaster preparedness, emotional safety including connectedness and engagement practices, and creating a positive environment, and lastly health and wellness including health and safety protocols, social emotional learning activities and mental health awareness and support. Many items are covered in the safety plans of the school; however, increased communication of all aspects of safety will be presented to students to increase their understanding and knowledge of all the safety measures taken to support their academic journeys at school. In addition, STEAM, VAPA, and Expanding Learning Opportunities Program (ELOP) have been enhanced to provide students with engaging learning opportunities during and after the school day. The District will continue to provide our students the opportunity to provide input on school climate to ensure that all resources and supports are utilized for maintaining a positive school climate at all district schools. Met 2024-06-12 2024 30664800000000 Cypress Elementary 6 The Cypress School District administers an annual school climate survey to all students annually. The survey administered during the 2023/24 school year yielded the detailed data depicted below in the “Criteria” section. The Cypress School District continues to prioritize ensuring the safety and connectedness of all students. District-wide, all school sites implemented a social learning curriculum. Additionally, the district offered counseling and implemented growth mindset strategies at all schools. The survey results provide a comprehensive overview of the strengths, growth areas, challenges, and barriers within the schools in the district. The survey indicates a high level of student engagement, connectedness, and safety. The survey results reveal that students primarily agree or strongly agree with the statements used to measure these areas. Highlights include: • Understanding of school expectations • Awareness of rewards and consequences • Feeling connected to the school community • Feeling the school is a positive learning environment • Awareness of family involvement opportunities • Trusting school staff • Awareness of adult support availability • Perceiving the school as safe The district's schools excel in fostering student engagement, building strong relationships and connectedness, and ensuring safety. High percentages of positive responses support these strengths. However, continuous efforts are needed to maintain and enhance these areas. In the area of relationships, student data indicated that only 79.6% of students positively responded that school staff learn about family strengths, cultures, languages, and goals for their children. This suggests room for growth in cultural competency and family engagement. Addressing this could further strengthen the school community and support student success. The survey results reveal that schools in the district are performing well in fostering student engagement, building strong relationships and connectedness, and ensuring a safe environment. These strengths are supported by high percentages of positive responses in various areas. However, continuous efforts are needed to maintain and further enhance these areas, ensuring all students feel supported, connected, and safe in their educational environment. By implementing the following, we aim to sustain and build upon our current strengths in student engagement, relationships, and safety: • Social-emotional learning curriculum • Family involvement events, • Celebration of culture and diversity • Multiple communication channels • Student recognition programs The introduction of a new social-emotional learning curriculum, increased family involvement events, celebration of cultural diversity, and enhanced staff training in cultural competency are crucial steps. These initiatives will ensure that all students feel supported, connected, and safe, further strengthening our school community and supporting student success. Met Engagement At least 84% of students responded that they agree /strongly agree with statements that the district uses to determine student engagement and connectedness: 92.4% know the school expectations (rules) 84.8% believe the consequences are fair 93.9 2024-06-20 2024 30664980000000 Fountain Valley Elementary 6 Fountain Valley School District is committed to providing a safe, supportive, and nurturing environment that promotes the engagement of parents and students, as well as school connectedness. FVSD utilizes the California Healthy Kids Survey (CHKS), administered to 5th- and 7th-grade students annually, to gain insight into the experiences of students on school campuses, as well as the overall social-emotional well-being of students. The District received results from the 2022-23 California Healthy Kids Survey in July 2023 and shared those results with school administrators during professional development activities. The survey enables school administrators, teachers, and student leadership groups to analyze data in order to improve school climate and school connectedness among students and families. This 2023-24 school year, under the leadership of the Director of Student Services and Safety, a grades 3-8 social-emotional wellness survey was administered to students providing with a wider and larger sample of feedback. In addition, School Climate Teams were formed with a broad range of members including administrators, school counselors, behavior intervention aides and teachers to focus on the importance, opportunity, and impact of school connectedness among students in grades 3-8. School Climate Teams will continue to grow, strengthen and thrive in continual years. "The 2022-23 CHKS School Climate Indicators Report reported that FVSD 5th-grade students reported 78% of students experiencing ""school connectedness"" and 60% of 7th-grade students experiencing ""school connectedness"". In addition to the CHKS survey the grades 3-8 Social Emotional Wellness Survey was provided to students grades 3-8 and responses stated that 84% of elementary students ""feel connected to school"". Of this 84% of elementary students grades 3-8, disaggregated subgroups of students were identified as 79% of elementary English Learners reporting ""feeing connected to school"", and 76% of students with disabilities reporting ""feeling connected to school"". In the middle school grades 6-8 responses from the Social Emotional Wellness Survey included 78% of middle school students ""feeing connected to school"". Of this collective group grades 6-8, disaggregated subgroups of students identified as 75% of English Learner students ""feeing connected to school"", 72% of students with disabilities ""feeing connected to school"", and 69% of Black/African American students ""feeing connected to school"". In addition to student feedback, the LCAP Community Input Survey addresses School Climate and Connectedness. Responses from the LCAP Input Survey include: •My child/student's school focuses on improving student attendance by communicating regularly with parents. = 94% favorable responses •My child/student's school communicates rules effectively and holds students accountable for their actions in appropriate ways. = 88% favorable responses •My child/student's school provides support for students that experience bullying. = 88% favorable responses •I understand types of social-emotional supports are available to students at my child/student's school such as counseling, peer mediation, connection to community resources, etc. = 85% favorable responses •My child/student's school encourages students to participate in extracurricular activities such as clubs and sports-related activities. = 87% favorable responses •My child/student feels safe and connected to their school. = 95% favorable responses •My child/student's school is clean and well maintained. = 93% favorable responses •My child/student's school has facilities with up-to-date technology. = 93% favorable responses •My child/student's school school places a high priority on school safety. = 93% favorable responses" Improving school climates and continuing the development of the School Climate Teams continues to be an area of focus across the Fountain Valley School District. Throughout the 2024-25 school year, the district leadership team will continue to work closely with principals, school counselors, and school staff to continue improving school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to school connectedness, attendance and suspension, as well as schools continuing to share practices that they identify through the school leadership team process for improving social-emotional outcomes for students. Met n/a 2024-06-20 2024 30665060000000 Fullerton Elementary 6 The Fullerton School District partnered with WestEd, which is a California non-profit organization that provides research and evaluation services, among other products for education. This partnership involved administering valid, reliable, and reading-level appropriate school climate student surveys. The surveys gathered feedback from students in the 4th through 8th grades across all school sites. Students were given a linear scale of 1 to 4 to rate each question, with a score of 4 showing the highest level of confidence. In addition, the Fullerton School District also administered the California Healthy Kids Survey to students in 5th and 7th grade. Both surveys focused on three general areas: academic rigor, connectedness, and safety. "The local survey data across three key aspects—academic rigor, student connectedness, and safety—shows that most student groups generally perceive these elements positively ""most of the time,"" with average scores around 2.8 to 2.9. However, specific groups such as Special Education and Foster Youth report slightly lower perceptions in all areas, indicating a need for targeted interventions. While most groups feel similarly about the academic rigor and safety provided by their schools, Foster Youth and economically disadvantaged students feel slightly less connected and safe, respectively. Homeless students stand out by feeling safer than their peers, with the highest safety score of 3.0. These insights suggest that while schools generally provide a supportive environment, there are opportunities to enhance the experience for vulnerable groups to ensure equity in students' academic and emotional well-being." To address the disparities revealed in the survey data on academic rigor, student connectedness, and safety, the District will continue to focus on targeted interventions for groups based on the local survey data. To gather more information on areas of focus, the District will collect qualitative data through focus groups, including a student advisory committee, to better understand the unique challenges faced by students. This will allow schools to develop and implement tailored support programs that enhance academic rigor, strengthen school connections, and improve safety perceptions, especially for vulnerable student populations. This includes regular monitoring of specific students who are chronically absent and students struggling academically. Site administrators will be provided time at management meetings to review individual student data to check for progress. These efforts are crucial to adapt interventions effectively and ensure that all students benefit from an equitable and supportive school environment. Furthermore, enhancing community-building activities and events will foster a stronger sense of belonging and safety among all student groups, with a particular focus on inclusivity for our most vulnerable students. Met The Fullerton School District has implemented multiple systems and resources to provide learning support for students, including the placement of Response to Intervention teachers in English language arts and mathematics, among other investments. Second, 2024-06-18 2024 30665140000000 Fullerton Joint Union High 6 DATA: The District utilizes two measures, the annual Local Control Accountability Plan (LCAP) survey, and the FJUHSD Wellness Survey, to garner input from students in relation to their perceptions of school climate, related to school safety and connectedness. Based on the data here is a summary of the findings of the student climate surveys: Most students feel safe at school (94%). Most students (80%) indicate they know the procedures to report bullying at school. Most students feel they have an adult at school they can count on (77%) Most students feel their school cares about them (72%) Most students feel like the school facilities and grounds are neat, clean, and kept in good repair (82.6%) Most students feel mentally/emotionally safe at school (72.9%). A majority of students agree they feel welcomed at school (87%). MEANING: The District has implemented annual and ongoing training for all staff on the prevention of sexual harassment, their responsibilities in reporting suspected child abuse reporting, and in the identification and prevention of discrimination. 43% of students report that stress almost always or frequently makes them feel like giving up on their goals. 30% of students indicated that they do not feel connected to the school community. After analysis of the student responses, it became clear that there is a difference between offering opportunities and students joining them. USE: An area for continued growth, anti-bullying training for staff and students, is part of each school's professional development efforts every year. Anti-bullying and related cyber security/social media bullying have been discussed in all English classes in the past. However, the systematic practice of presenting anti-bullying lessons dropped off during Distance Learning. The District will work with school administration to encourage anti-bullying instruction for all students. There is room for growth in making students mentally/emotionally safe and resilient at school. Mental Health Specialists have been hired for a total of six Mental Health Specialists serving the District school sites. This is in addition to the 21 school psychologists supporting students across the District. Schools will work with students and staff to address the two most identified barriers to student participation: cost and time after school. Met 2024-06-11 2024 30665220000000 Garden Grove Unified 6 Building a positive school climate is necessary for school success. GGUSD administers the Strategic Plan Survey annually to all students in grades 3-12, and the California Healthy Kids Survey (CHKS) biennially to students in grades 6, 7, 9, and 11. Both surveys measure perceptions of school safety and connectedness. The data below is from spring 2023-24 Strategic Plan Survey administration and spring 2022-23 CHKS administration (grades 5, 7, 9 and 11 every other year). The Strategic Plan Survey contains similar items to CHKS, and collects responses from a much larger sample size, from over 26,000 students in grades three through twelve. The Strategic Plan Survey contains items that measure “school safety and connectedness,” which include the following districtwide results for 2023-24: I feel safe at school. (89% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (91% agree/neutral) Students feel a part of the school. (88% agree/neutral) Latino Subgroup: I feel safe at school. (88% agree/neutral) I do not feel bullied at school. (89% agree/neutral) Students are proud to attend their school. (91% agree/neutral) Students feel a part of the school. (87% agree/neutral) Asian Subgroup: I feel safe at school. (89% agree/neutral) I do not feel bullied at school. (91% agree/neutral) Students are proud to attend their school. (92% agree/neutral) Students feel a part of the school. (89% agree/neutral) White Subgroup: I feel safe at school. (88% agree/neutral) I do not feel bullied at school. (88% agree/neutral) Students are proud to attend their school. (88% agree/neutral) Students feel a part of the school. (86% agree/neutral) SED Subgroup: I feel safe at school. (88% agree/neutral) I do not feel bullied at school. (90% agree/neutral) Students are proud to attend their school. (91% agree/neutral) Students feel a part of the school. (88% agree/neutral) Results from the 2022-23 CHKS display similar results to the Strategic Plan Survey in regard to school safety and connectedness. 94% of students in grade 5, 89% in grade 7, 92% in grade 9 and 92% in grade 11 report feeling very safe/safe at school or neutral about the question. 68% of students in grade 5 report a high to moderate level of school connectedness. 52% of students in grade 7, 54% in grade 9 and 53% in grade 11 reported a high to moderate level of school connectedness. Resulting in an overall average of 57% of students reporting a high to moderate level of school connectedness. Questions addressing school safety were rated high by all students and by students in each significant subgroup. The question addressing school connectedness, students feel part of the school, was rated lower by students in the Latino and White subgroups. GGUSD continues to expand its mental health support team to support the socio-emotional needs of all students. Reallocation of school-based mental health support time and School Community Liaison time based on enrollment and targeted subgroups will be implemented to provide more equitable resources for students and families post-pandemic. GGUSD has implemented numerous programs and initiatives to increase overall school safety and improve school climate. Every school offers a schoolwide anonymous tip line, STOPit, to report bullying or other mental health concerns. Programs and professional development to support student safety and student mental health/counseling include Restorative Practices, Positive Behavioral Interventions and Support (PBIS), school-based counseling, social worker supports and outreach staff at the five GGUSD Family Resource Centers located in each Board Trustee Area. Met 2024-06-18 2024 30665300000000 Huntington Beach City Elementary 6 On the CHKS, 71% of 5th grade students and 94% of 7th grade students participated in the most recent survey administration during the 2023-24 school year and the results reflected the following: Indicator: Feel Safe at School Grade 5 Overall: 89% Asian/Asian Am- 92% Hispanic/Latinx- 86% White- 91% Mixed (two or more) ethnicities- 87% Something else- 85% Grade 7 Overall: 62% Asian/Asian Am- 60% Hispanic/Latinx- 62% White- 66% Mixed (two or more) ethnicities- 49% Something else- 56% Indicator: School Connectedness Grade 5 Overall: 80% Asian/Asian Am-78% Hispanic/Latinx- 85% White-82% Mixed (two or more) ethnicities-77% Something else- 74% Grade 7 Overall: 58% Asian/Asian Am-59% Hispanic/Latinx- 61% White-61% Mixed (two or more) ethnicities-51% Something else- 50% Areas of strength include feelings of safety and connectedness at the elementary level. Students who identify as mixed or some other ethnicity perceived less safe and less connected when compared to their peers. Area of needed improvement is at the middle school level. When compared to elementary students, middle school students feel less safe and less connected by 27% and 22% respectively. Again, students who identify as mixed or some other ethnicity are lower in feelings of safety and connectedness when compared to their peers. In 2024-2025, districtwide focus will be on supports for developing positive school climate which is reflected in the Local Control Accountability Plan (LCAP) and in the strategic plan. The actions contained in the LCAP will support this area of focus. Met 2024-06-18 2024 30665300134221 Kinetic Academy 6 The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from spring 2024 CHKS administrations. The data includes the percentage of students who AGREE/STRONGLY AGREE to questions related to feeling connected to school, feeling safe at school, and feeling connected to caring adults at school. Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grades 4-5: 59% 83% 78% 95% Grades 6-8: 80% 80% 81% 82% The responses indicate that students feel safe, connected to staff, and motivated. Kinetic strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in social-emotional learning and restorative practices. LCAP goals include support for meeting the social and emotional needs of students. One challenge Kinetic encountered was lower survey participation of elementary students. This was due to parents not consenting to their student's participation. It is believed that misinformation regarding the content of the survey was communicated through parent circles, making parents wary of providing consent. To address this, Kinetic will provide clear guidance to all parents on the survey's contents, including links to the California Healthy Kids Survey website as well as sample surveys for parent review. Kinetic feels it is important for all kids to participate and have a voice in reflecting on the school climate. Kinetic will implement a school-wide social-emotional learning (SEL) curriculum to build confidence and efficacy in students. SEL lessons will incorporate class community discussion circles to further build school connectedness. Met 2024-06-13 2024 30665480000000 Huntington Beach Union High 6 "Huntington Beach Union High School District (HBUHSD) is committed to providing a safe and supportive environment that promotes engagement and school connectedness. The Annual Survey of parents, students, and staff was administered in February 2024, which collected information on perceptions of school safety and connectedness. The online survey was available in English, Spanish, and Vietnamese. A favorable response would be a rating of ‘agree’ or ‘strongly agree.’ The percent of respondents indicating a favorable response to the survey item is shown below. (Change from prior year is referenced in parentheses.) • Students feel safe at their school. 84% Students (+4%), 92% Parents (+6%), 90% Staff (+5%) • Students are happy to be at their school. 80% Students (+1%), 92% Parents (+2%) • Teachers care about students and their learning. 86% Students (+1%) • The learning environment at the school is positive and supportive. 90% Parents (+5%) • Students feel connected to their school. 69% Students (+2%) • The school is supportive of student wellness and has programs that address social-emotional needs. 97% Staff (+3%) • Students have sufficient opportunities to engage in school programs/activities. 88% Students (-1%), 90% Parents (+6%), 97% Staff (+3%) The most recent published data from the California Healthy Kids Survey (CHKS) is from the 2021-22 administration. This survey also measures student perceptions around school safety and connectedness. A favorable response would be a rating of ‘agree’ or ‘strongly agree.’ The percent of respondents indicating a favorable response to the survey item is shown below. This data was collected in a post-pandemic setting, and should be interpreted with caution. Results are being reported as part of the Local Indicators per California Education Code 52052. School Connectedness by Race/Ethnicity American Indian or Alaska Native, Grade 9: --, Grade 11: 68% Asian or Asian American, Grade 9: 57%, Grade 11: 52% Black or African American, Grade 9: 56%, Grade 11: 51% Hispanic or Latinx, Grade 9: 55%, Grade 11: 50% White, Grade 9: 61%, Grade 11: 54% Mixed (two or more) ethnics, Grade 9: 62%, Grade 11: 53% Something else, Grade 9: 61%, Grade 11: 44% All Students, Grade 9: 55%, Grade 11: 53% School perceived as safe or very safe by Race/Ethnicity Asian or Asian American, Grade 9: 50%, Grade 11: 54% Black or African American, Grade 11: 42% Hispanic or Latinx, Grade 9: 56%, Grade 11: 50% White, Grade 9: 56%, Grade 11: 56% Mixed (two or more) ethnics, Grade 9: 59%, Grade 11: 57% Something else, Grade 9: 56%, Grade 11: 45% All Students, Grade 9: 58%, Grade 11: 52%" Students need social-emotional and wellness support, especially those who are more likely to lack resources for seeking support outside of the school system. These supports include social-emotional learning, building relationships, community-building activities, and increased access to mental health/wellness services. The district remains committed to providing supports and services to increase student safety, social-emotional and mental health, and connectedness to school. The district aims to provide equitable access to programs, services, and resources. The data collected in this survey was analyzed and included in the 2024-25 LCAP revision process. Additionally, the data are further disaggregated and distributed to school sites for analysis in their continuous improvement processes. Areas related to school climate were discussed during the LCAP development process. LCAP Goal 3, Action 1: Wellness – The action was revised for the next LCAP cycle to include consideration of staff wellness, resources for socioemotional learning, and site discussions around promoting student wellness. The district has also embraced the community schools model for increasing equitable student learning outcomes and supporting student needs by strengthening family and community foundations with approaches that sustain mental and behavioral health through alignment of resources. LCAP Goal 3, Action 3: School Connectedness - The action was revised to promote student voice as a strategy for contributing to student engagement, trust, and equity. Additional feedback received from our educational partners has been compiled and shared with district and site leadership for consideration in planning site-level action plans. Met 2024-06-25 2024 30665550000000 Laguna Beach Unified 6 The District annual LCAP Survey, designed in partnership with Qualtrics Research, is conducted in order to gather critical student perception data related to school climate. According to the LCAP Student Survey, 85% of respondents reported LBUSD provides a positive learning environment, (11% indicated neutral responses), and 96% of students surveyed provided positive or neutral responses when asked if they feel safe at school. 84% of student respondents indicated having at least one adult on campus who supports them (10% indicated neutral responses). 92% of students surveyed reported positive or neutral feelings when asked if staff members provide meaningful school work, while 89% of respondents indicated positive or neutral feelings when asked if they regularly participate in challenging learning activities. When asked about feelings regarding social-emotional supports, 95% of students indicated positive or neutral feelings about students receiving access to supports to address social-emotional concerns. When examining specific student group data related to school climate, collected via the annual community survey, 85% of students identified as English learners in grades 5-12 indicated a positive learning environment for all voices and 94% of participants expressed positive or neutral responses related to caring adult relationships at school. 92% of students in special education programs indicated that teachers care about them, and 100% of students from this group expressed they feel safe at school. 77.5% of students served through special education programs indicated positive or neutral feelings related to support of diversity, equity, and inclusion. Additional outreach and layers of support will continue to be offered to students from significant groups to ensure high levels of connection and positive relationships with adults and peers on campus. Annual survey data addressing areas of school climate and safety show that over the past three years, there has been a consistently high perception of school staff caring for students. This demonstrates a strong foundation of trust and support within the school community. Education partner views related to the District’s commitment to supporting diversity and equity within the community have seen an upward trend, as has the proportion of survey respondents feeling that the school provides a safe environment for all voices. Annual community partner survey data addressing social-emotional strength, connectedness, and student agency conveys positive perceptions of trust and respect towards staff, which have shown a slight increase over the years. Acknowledgment of students' strengths and interests also improved, while perceptions of a positive learning environment for all students have remained high. Areas for growth, based on annual survey responses, include continued efforts to provide support for students when they are upset, and ongoing prioritization of relationships between students and adults to ensure students feel supported and have someone they feel comfortable talking to about their concerns. LBUSD staff will continue to focus on maintaining a supportive school environment and fostering trust and respect between students and staff, as these are foundational to a positive school experience. LBUSD continues to focus on elevating inclusion and belonging on all school campuses by committing to identifying, analyzing, and refining diversity, equity, and inclusion (DEI) practices. Community partner input revealed many elements of a positive DEI culture in Laguna Beach Unified. Across all demographics and grade levels, students feel largely included, have a sense of belonging, and feel connected to school. Based on District annual survey results, 96% of participating students and 95% indicated positive or neutral feelings when asked if school staff care about students. This information provides valuable feedback to our District and school teams, as to where outreach efforts should continue to evolve and improve in response to the ever-changing needs of students. Programs such as peer mentors and afterschool clubs and programs focused on social-emotional learning and wellness will continue to be expanded and refined. Students receiving special education services, students who are English learners, students from economically disadvantaged homes, and foster and homeless youth will continue to receive additional personalized services in response to individualized needs. The collective goal is to maintain or improve climate survey outcomes in all areas, working collaboratively with staff, student leaders/focus groups, in addition to parent advisory groups, in order to discuss recommendations for fostering a positive and inclusive school climate for all students enrolled in Laguna Beach Unified. Met 2024-06-10 2024 30665630000000 La Habra City Elementary 6 LHCSD strives to ensure that all students will feel that school is a safe, inclusive, and supportive environment with strong adult relationships and a sense of belonging, especially for students who are foster youth, experiencing homelessness and/or low-income. LHCSD opted to utilize a student engagement survey given to all students in grades 6-8 (Spring 2024) to measure the school climate through the lens of students. Additionally, all students in Grades 5 and 7 were given the California Healthy Kids Survey. Areas of Strength- 80% of students responded they almost always/always feel safe at school. 91% of students strongly agree/agree they feel comfortable using educational technology. 80% of students reported being highly engaged/engaged at school (6th grade 82%, 7th grade 79%, 8th grade 77%). 77% of students almost always/always feel supported by their teachers. 95% of students reported almost always/always being kind to their teachers and classmates. Areas of Need- 49% of students see how what they're learning relates to the outside world (6th grade 55%, 7th grade 50%, 8th grade 44%). 65% of students feel respected at school (6th grade 66%, 7th grade, 64% 8th grade 61%). In response to the information received, LHCSD has increased support for students in the form of school counselors at each school site and ongoing SEL lessons provided by classroom teachers. LHCSD will continue to provide a robust support team for students in SEL-based areas and utilize innovative ways to positively impact the overall school experience for all students. Met LHCSD recognizes the negative impact that learning conditions during the pandemic had on the mental health and well-being of our students. Strengths for LHCSD include students indicating that almost always/always or often: they are kind to classmates and 2024-06-27 2024 30665890000000 Magnolia Elementary 6 Magnolia Elementary School District administers an annual school climate survey to students in grades 4-6. A total of 1,451 students participated. This is an increase of 111 students as compared to the 2022-23 school year and an additional 386 students as compared to the 2021-22 school year. January 2024 administration of the survey yielded the following findings from the student survey: •99% of students reported that they feel their school has safe buildings and safe places to play. This is a 22% increase as compared to the 2022-23 school year. •98% of students report that help is readily available when they need it. This is a 1% slight decrease as compared to the 2022-23 school year. •98% of students report that it is very important for them to attend school every day. This is an 8% increase as compared to the 2022-23 school year. •89% of students report that students in the school are kind to each other, 32% responding with the highest rating, and 57% with a moderate rating. •97% of students report that their school has areas that meet their needs - classroom, library, playground, cafeteria. This score maintained from the previous school year. •95% of students report that the school staff members at their school are friendly and helpful. This is a 1% decrease as compared to the 2022-23 school year. •99% of students report that their teacher, or another adult, helps them when they don't understand something in class. This score maintained from the previous school year. •87% of students report that they feel comfortable going to a staff member at their school when they have a problem. This score maintained from the previous school year. •87% of students report that they if they feel sad or worried they know who to go to for help. This is a 1% increase as compared to the 2022-23 school year. •87% of students report that they like to come to school. This is a 4% decrease as compared to the 2022-23 school year. •98% of students report that they believe they have the knowledge, skills, and tools to be successful in school and in life. This is a 1% increase as compared to the 2022-23 school year. While these findings reflect positive attitudes among students related to school, they also reveal an ongoing need to strengthen our Multi-Tiered System of Support (MTSS), as well as cultivating social emotional competencies and student skills in the area of collaboration, problem solving, and conflict management. Magnolia School District has adopted the Second Step Social-Emotional Learning program and Calm Classroom Mindfulness program for implementation in all District schools at all grade levels. A district-wide “Kindness” initiative will also serve to further strengthen this area. A District Intervention Process Task Force piloted a new platform called Educlimber that integrates student academic and behavioral data that will assist the District in strengthening and enhancing service delivery and progress monitoring for both academic and behavioral supports. Assessments and resources for providing more intensive interventions to support students with behavior needs are also being developed. The COVID-19 pandemic had an impact on Magnolia School District's chronic absenteeism rate. The District followed all state and public health guidelines in regards to quarantine practices to keep children and staff safe. The impact resulted in a higher rate of student absences. As a result, Magnolia School District qualified for Differentiated Assistance. Magnolia School District will addressed Chronic Absenteeism by the following actions: •Invite all students to Saturday Academy on the following dates: March 11 and 25, 2023, and April 1, 2023. Continue in 2023-24 school year. •Revise the Student Attendance Review Board (SARB) process to include more intervention opportunities and education for parents and families and include additional early warning systems. •Relaunch the Student and Attendance Engagement Teams to support with parent outreach and support for students struggling with chronic absenteeism. •Complete and progress monitor Truancy Interventions for the Student Attendance Review Team (SART) meeting. On the 2022 CA School Dashboard, Magnolia School District received a Low Status Level in Suspension Rate. This status level signifies that MSD is implementing strategies to support students who may be experiencing difficulties in school and are not being suspended (0.8% of students were suspended at least one day). District and school teams continue to work together to better address issues related to chronic absenteeism and suspension and provide strategies to decrease the percentages in both areas, including strengthening social emotional learning, Positive Behavior Interventions and Supports (PBIS), parent education components, home-school communications, strategies for promoting student attendance, and early intervention programs. A District-level attendance coordinator is in place to coordinate and support schools in their School Attendance Review Team (SART) and School Attendance Review Board (SARB) process to address family needs related to chronic attendance issues. A process is in place to recognize improvement in attendance, and an early alert system has now been established to reach out to families in the early stages of repeat absences. As a result of these actions, the 2023 Dashboard illustrated a decrease in Chronic Absenteeism Rate - 26.4% (this is a decrease of 3.4% from the previous year). The plans for the 2024-25 school year include the bulleted action above and one additional item: •Implement the MSD Attendance Handbook with all school staff. This action will support the sustainability of the positive actions that contributed to a decrease in chronic absenteeism. Met 2024-06-27 2024 30665970000000 Newport-Mesa Unified 6 School Safety: The percentages of students reporting feeling safe at school all or some of the time are as follows: grade 5-77%, 7-58%, 9-68%, 11-71%. School Connectedness: Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. School connectedness declined markedly after elementary school. According to the State CHKS data, Newport-Mesa has less of a decline than that of the state average. The percentages of students reporting feeling connected at school all or some of the time are as follows: grade 5-74%, 7-58%, 9-60%, 11-63%. Caring Adults: The percentages of students reporting interactions with caring adults all or some of the time are as follows: grade 5-71%, 7-56%, 9-56%, 11-65%. There was a decline in how connected students were to a perceived caring adult from elementary to secondary. This coincides with the time when students attend multiple classes with different teachers instead of having one primary teacher. The data is similar to that of school connectedness. High Expectations: Research shows that when schools (or families or communities) provide three developmental supports—caring adult relationships, high expectations, and opportunities for meaningful participation–students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. The percentages of students reporting high expectations from adults in school all or some of the time are as follows: grade 5-85%, 7-72%, 9-70%, 11-73%. Based on this survey a significant number of students believe that NMUSD has high expectations for their students. Respondents self-report their identification with six racial/ethnic groups. In one study of CHKS data, both academic performance and school well-being—the degree to which students feel safe at, supported by, and connected to the school—varied consistently and persistently across schools by racial/ethnic groupings. They were highest in schools with large proportions of white and Asian students, as well as in middle- and high - income schools. This suggests that school climate factors related to student well-being may play a role in racial/ethnic group differences in achievement. Research shows that school connectedness is associated with multiple positive academic, social-emotional, and health outcomes. It also shows that youth who feel safe at school, experience caring adults, and have opportunities for engagement and other developmental supports are more likely to feel connected to the school. Research shows that when schools (or families or communities) provide three developmental supports—caring adult relationships, high expectations, and opportunities for meaningful participation–students are more likely to report more positive academic, social-emotional, and health outcomes, including higher grades, school connectedness, attendance, and perceived safety. Based on this survey a significant number of students believe that NMUSD has high expectations for their students. NMUSD will continue to focus on student wellness in the 2024-25 school year at all grade levels and across the district and will work to better understand the disparities between student subgroups. Met NMUSD has administered CHKS annually since 2020-21. The most recently available results from the 2023-24 school year were presented to the local Board of Education and the public on June 25, 2024. In this presentation, 2022-23 and 2023-24 results were inc 2024-06-25 2024 30666130000000 Ocean View 6 The Ocean View School District is committed to providing a safe, supportive, and nurturing environment that promotes engagement and school connectedness. Students in second through eighth grade participate in a locally developed survey. The anonymous confidential surveys measure student perception of school safety and connectedness. Results are shared with site administrators and provide valuable information when planning student support. During the Spring 2024 administration, in response to “Do you feel safe at school? 86.2% of 2nd/3rd, 78.9% of 4th/5th, and 67.3% of 6th-8th grade students selected Most of the Time/Always. In response to, “Do you feel the teachers and adults at your school care about you?” 87.2% of 2nd/3rd, 78.5% of 4th/5th, and 70.0% of 6th-8th grade students selected Most of the Time/Always. In response to, “Do you feel the teachers and other adults at your school listen to you?” 75.4% of 2nd/3rd and in response to, “Do teachers and other adults treat students at your school with respect?” 81.6% of 4th/5th, and 75% of 6th-8th grade students selected Most of the Time/Always. In response to, “Does your school teach students to treat each other nicely?” 93.7% of 2nd/3rd and in response to, “Are students at your school taught that bullying is not allowed?” 82.9% of 4th/5th and 71.9% of 6th-8th grade students selected Most of the Time/Always. OVSD is focused on improving school climate by addressing student voice and belonging. Surveys and trends in discipline, attendance, and suspension highlight the need for stronger social and emotional instruction. Efforts include enhancing Positive Behavioral Interventions and Supports (PBIS), Restorative Practices, bully prevention, and school attendance to boost students' sense of safety and connection to their school. Ocean View School District is identified for Technical Assistance and will continue to work with the County Office of Education partners to identify and support all schools and accelerate improvement districtwide for Foster Youth to exit Differentiated Assistance Status (DAS). Based on the 2023 CA School Dashboard, Districtwide Foster Youth scored Red in ELA, and Red in Suspensions. Overall, California Dashboard and district suspension data, indicate an increase due to inconsistencies of schoolwide practices and misalignment of practices across the District. As a result, district staff and principals meet monthly to analyze data, discuss and implement alternative means to suspensions, and determine the best interventions for students in need. Increased counseling support has been provided at the middle school sites to assist with academic and behavioral challenges. Additionally, monthly meetings of School Climate Leads facilitate the sharing of positive climate strategies to promote a supportive environment across OVSD's school sites. The various articulation meetings have made a significant difference in aligning districtwide practices among our schools. To support increased attendance, principals individually meet monthly with district staff to analyze monthly attendance data and discuss barriers to attendance, and strategies to support students in need. Additionally, principals and district staff meet routinely to discuss attendance data and to generate ideas to incentivize and promote positive attendance. A community family meeting for Foster Youth families was held in October 2023, to gain insight into ways to reduce barriers to school and support behavior. Principals were then provided these insights to implement and help support Foster Youth families. OVSD is implementing various evidence-based instructional strategies, offering professional development for staff, and continually evaluating student progress to enhance services and ensure academic success and well-being for all students. Additionally, OVSD principals and district staff participate in workshops and training sessions provided by the Orange County Department of Education on improving attendance, discipline, and Restorative Practices. Met 2024-06-25 2024 30666210000000 Orange Unified 6 OUSD selected the Each Mind Matters School Climate Student Survey, licensed through OCDE, as its local performance indicator for school safety and connectedness. The State Board of Education requires districts to administer a climate survey to students in at least one grade every two years, addressing school safety and connectedness. The voluntary survey was conducted from March 8, 2024, to February 22, 2024, among 5th, 8th, and 12th graders. Elementary and middle school students needed active participation, while secondary students used passive permission. A total of 2,307 students participated. The survey aims to provide data to assist district and site administrators in enhancing students’ safety, respect, and sense of connectedness at school. Our goal is to foster a positive school climate on every campus. Key findings include: There were no areas identified as needing improvement and OUSD students reported an 11.9% increase in interest in attending college. With continued focus on programs such as AVID, AP, IB, and CTE, we anticipate further growth in this area. The survey covers five main dimensions: 1) Safety: Norms and rules, physical, social, and emotional security, cyberbullying. 2) Teaching and Learning: Support for learning, social and civic learning. 3) Relationships: Respect for diversity, and social support among students and between students and adults. 4) Institutional Environment: School connectedness, physical surroundings. 5) Behavioral Health: Stress and anxiety, depression. Overall, the survey results show that students' perceptions of their social, emotional, and physical needs being met are similar to those in 2022. Additional insights: 51% of students felt that all adults enforce the same rules. 61% of students reported that cyberbullying or harassment is not a problem. Mental health counselors are available daily at all sites. There was a decrease in the belief that the school promotes social-civic knowledge and responsibilities. Schools received a copy of their data and overall district data to inform their SPSA. Our Board received an overview and summary of results in June. We will explore other climate surveys through a task force to better meet the needs of our community and plan to administer a survey or a new one in the 2024-25 school year. Met 2024-06-26 2024 30666216085328 Santiago Middle 6 Santiago continually solicits feedback on the school climate and culture. As an MTSS Initiative, Santiago has a team of educators who focus solely on maintaining a culture of kindness and inclusivity. In the most recent WASC accreditation cycle, the culture and climate of Santiago was noted as one of the upstanding strengths of the school. In addition to feedback provided for WASC, Schools to Watch and other surveys, Santiago employs an annual Culture/Climate Survey through the University of Michigan and OCDE. This survey provides specific information on the student/parent feedback regarding Santiago's Culture/Climate. In addition to WASC-provided feedback, Santiago utilizes data from the LCAP Survey to support areas of growth and strengths within the Culture/Climate priority. The data is disaggregated by the MTSS team and a plan is put into place to address growth areas on a regular basis. "Through a variety of surveys and modes of feedback, Santiago attains the following information that helps to drive future direction of the school. The following information was gathered from the most recent WASC, LCAP and Culture/Climate Survey provided to students/parents in the 2023-2024 school year: 98.4% students/parents believe Santiago provides a good education 94.3% students/parents say ""I (my child) look(s) forward to going to school each day 97.6% students/parents feel safe at Santiago 97.6% students/parents are confident that the staff and administration of Santiago puts the needs of the students first 96.2% students/parents attest that there is a trusted adult they/their student can go to if needed 91% of students/parents say they have heard of fights/drug use in middle school, but not at Santiago " Santiago's open-door policy, in conjunction with surveys and solicited feedback, provides multiple opportunities for families and stakeholders to provide feedback. The administrative team, along with staff, addresses all feedback and continually implements needed changes. Our focuses for the 2024-2025 school year include: Continued focus on supervision Continued focus on safety protocols Continued focus on building relationships with students and employing restorative justice practices/ MTSS Met Santiago continually gets great feedback in person, on surveys and via social media. 2024-06-26 2024 30666216094874 El Rancho Charter 6 "Students were encouraged to complete the LCAP survey as well as a Trimester 1 and Trimester 2 student-only survey. Our goal is to help all students feel connected to school, whether it is a connection to a teacher and/or friends. Questions in the LCAP survey included: El Rancho works with my child to help them do their best in school, El Rancho promotes a caring and friendly environment, El Rancho is clean, safe, and in good condition. The student specific survey included: What is your favorite class, what class is most challenging, is there an adult on this campus you feel you could turn to if you needed help, do you feel you have friends or a group you to belong to when at school, El Rancho promotes a caring and friendly environment, and El Rancho is clean, safe, and in good condition. The breakdown of those surveyed (186 total responses) in the LCAP, 65.6% (126) represented parents and 29.6% (56) represented students, and 4.8% (9) represented other (certificated employees, classified employees, and community members). Based on the LCAP responses 90.3% agree that El Rancho works with their child to help them do their best in school, 94% agree that El Rancho promotes a caring and friendly environment, and 94.6% agree that El Rancho is clean, safe, and in good condition. Of those surveyed, the race/ethnicity breakdown included: American Indian or Alaska native (2.7%), African American or Black (3.2%), Chinese (4.9%), Hispanic or Latino (22.7%), Japanese (3.8%), Korean (2.7%), Other Asian (19.5%), Native Hawaiian or Other Pacific Islander (3.2%), White (45.4%), Prefer Not to Respond (14.6%). The Trimester 1 (1,006 student responses) survey data included a variety of responses from the student's favorite class to most challenging class. The results to ""if there an adult on this campus you feel you could turn to if you needed help"", 43.1% said yes, 33.7% said maybe and 23.2% said no. When asked ""do you feel you have friends or a group you to belong to when at school"", 95.4% (960 students) said yes and 4.6% said no. The Trimester 2 (1,037 student responses) survey data included a variety of responses from the student's favorite class to most challenging class. The results to ""if there an adult on this campus you feel you could turn to if you needed help"", 51% said yes, 31.6% said maybe and 17.4% said no. When asked ""do you feel you have friends or a group you to belong to when at school"", 97.1% (1007 students) said yes and 2.9% said no. Finally two additional questions were asked. Does ""El Rancho promotes a caring and friendly environment"", and is ""El Rancho is clean, safe, and in good condition."" The survey results showed 48.4% (502 students) agree, 44.4% (460 students) somewhat agree, while 7.2% (75 students) disagree that El Rancho promotes a caring and friendly environment. The survey results also showed 46.4% agree (481 students), 45.4% (471 students) somewhat agree, while 8.2% disagree that El Rancho is clean, safe, and in good condition." "From the three survey's given, El Rancho focused primarily on the two trimester survey's. Based on the difference between Trimester 1 and Trimester 2 results, we saw an increase of students who have both connected more with teachers and friend groups. This year each teacher started the year with activities/survey's that focused on students interests outside of school. These class activities connected students with new students and their teachers. We did identify students who did not have a teacher or friend group they connected with and set them up with an invisible teacher mentor. Our invisible mentor effort started last year and we continue to use it as a connection between students and staff. In addition, students were able to leave comments (positive or negative) for both the ""El Rancho promotes a caring and friendly environment"", and is ""El Rancho is clean, safe, and in good condition."" The staff was able to look through the data and look for common themes to address." El Rancho has always made it a priority to connect to our students. Next year we plan to have a dropdown for a student's favorite class and most challenging class in order to look for trends. In addition, we plan to continue the trimester student surveys and look at data over time. The challenge is we are a 7th-8th grade school so we have a new group of incoming 7th grade students each year. As a staff, we will continue to look for ways to connect with students and their interests to make a personal connection. Met 2024-05-29 2024 30666470000000 Placentia-Yorba Linda Unified 6 The local climate survey data provides insights into students' perceptions of safety, belonging, and support from adults at school. Disaggregated by grade level, the data reveals the following: Feeling Safe at School: 83% of 5th graders 71% of 8th graders 73% of 10th graders 76% of 12th graders Sense of Belonging: 79% of 5th graders 72% of 8th graders 71% of 10th graders 68% of 12th graders Perception of Adult Support: 87% of 5th graders 75% of 8th graders 70% of 10th graders 78% of 12th graders These survey results indicate a strong sense of safety among 5th graders, with a decline in middle school before improving slightly in high school. Similarly, while a high percentage of 5th graders feel supported by adults, this perception declines in 8th and 10th grades but shows improvement by 12th grade. The analysis of the local climate survey data reveals the majority of students across all grade levels report feeling safe at school. Notably, 83% of 5th graders and 76% of 12th graders feel safe. The data show a strong perception of adult support, particularly among younger students, with 87% of 5th graders and 78% of 12th graders feeling that adults care about them. There is a declining trend in students' sense of belonging as they progress to higher grades. While 79% of 5th graders feel they belong, this percentage drops to 68% by 12th grade. The survey also reveals a notable drop in feelings of safety and belonging in middle school (8th grade), with only 71% feeling safe and 72% feeling they belong. When this data was further disaggregated by student groups, we found varying degrees of belonging felt by students across different grades and backgrounds. While a considerable number of students feel a strong sense of belonging, there are notable groups who feel disconnected or ambivalent, such as our English learners and Foster Youth. These insights highlight the importance of continuing and expanding efforts to create an inclusive, supportive, and welcoming school environment for all students, especially those from diverse linguistic backgrounds and foster youth. These student groups will be targeted for inclusion in the new focus groups being held at the school sites. PYLUSD will address this school climate data and enhance school safety by reviewing and improving school security measures, revisiting and choosing a comprehensive anti-bullying program with reporting mechanisms and interventions, and continuing with emergency preparedness drills. A comprehensive discipline plan will also be developed to address student behavior and provide a sense of safety for all students. At the district level, we will be employing the John Hopkins Early Warning System, which utilizes the ABC Framework for identifying students needing early intervention to create more inclusive school environments in which students are provided the support needed to succeed. Additional student surveys will be administered and school site program participation and offerings will be reviewed. School counselors will meet with students not typically involved in these programs and address any existing disproportionality. Student focus groups will also create opportunities for input to increase their voice and agency. We will be establishing a mentorship program where district office staff will connect with students at the site. Finally, we will be creating summer bridge programs for incoming middle school students and incoming high school students to set students up for success when transitioning to the next grade span and school environments. At the site level, our schools will continue to run check-in/check-out and mentoring as a component of their PBIS programs. Positive office referrals will continue to be utilized at elementary schools, GEAR UP classes will be offered at secondary schools, OC Grip partnerships will expand at select schools, and Breaking Down the Walls assemblies at the high schools will continue. The WEB and Link Crew at the middle and high schools will remain an important support for students transitioning from one grade span to another. Met 2024-06-18 2024 30666700000000 Santa Ana Unified 6 Spring 2024 Panorama Results % Responded Favorably regarding Safety All: Elementary (Grades 4-5): 66%, Secondary (Grades 6-12): 72% ELs: Elem.: 63%, Secondary: 67% LTELs: Elem.: NA, Secondary: 71% SED: Elem.: 66%, Secondary:71% Foster: Elem.: 59%, Secondary: 68% SpEd: Elem.: 64%, Secondary: 69% M-V: Elementary: 65%, Secondary: 69% % Responded Favorably Regarding Sense of Belonging All: Elem.: 74%, Secondary: 56% ELs: Elem.: 73%, Secondary: 55% LTELs: Elem.: NA, Secondary: 51% SED: Elem.: 74%, Secondary: 56% Foster: Elem.: 68%, Secondary: 57% SpEd: Elem.: 72%, Secondary: 55% M-V: Elem.: 73%, Secondary 54% The District has continued Restorative Practices training and supporting sites with their implementation of PBIS and Social Emotional Learning (SEL). Additionally, six sites have been trained in Capturing Kids’ Hearts, to build capacity for providing safe spaces and creating positive and healthy relationships with students. School counselors work to ensure that students feel a sense of belonging and safety. They deliver lessons on bully prevention, conflict resolution, and healthy relationships, to foster empathy, respect, and understanding among students. Small group counseling on social skills and restorative circles provide personalized support and create a safe space for open dialogue and mutual understanding. These efforts promote a culture of inclusivity and respect within a nurturing community where students feel valued and equipped to handle conflicts and build positive relationships. Our We Care-Suicide Prevention Campaign included over 70 task force members which included school staff, community members, and the Santa Ana Mental Health Collaborative. The task force updated the We Care Toolkit, a resource website, and collaborated with our FACE department to provide a Wellness Resource Fair on a high school campus that welcomed over 850 attendees. The implementation of coordination of services teams (COST) at all school sites is focused on improving MTSS referrals, needs identification, and appropriate interventions and supports.Six sites administered an SEL screener (DESSA) to identify students’ social-emotional strengths and needs for support. The following social-emotional wellness supports and interventions for students and the community are recommended to move forward over the next 4 years: Continue professional learning and alignment of systems to build an integrated, comprehensive framework focused on the individual student's needs: academic, behavioral, and social success. Specifically, expand the utilization of Capturing Kids’ Hearts and DESSA to help sites create safe spaces and build positive relationships with students. Continue to build out our continuum of services that address behavior, social-emotional development, health, and well-being in alignment with the strategic plan. Met 2024-06-25 2024 30666700101626 Edward B. Cole Academy 6 Overall, students report feeling safe and supported at the EBCA campus. Key data outcomes include Student Teacher-Student Relationships scoring in the 80th-99th percentile compared to others nationally (per Panorama Survey interface). Further examples of student results include: 76% of students reported a favorable view of Rigorous School Expectations, 80% of students responded that it was not likely for them to be bullied online by someone from their school, and 88% of students responded that their teachers are respectful towards them. EBCA adopted Leader In Me this year. Another year of implementation and focus will positively impact student confidence in going to adults for support. For 2024-25, the school will emphasize the importance of everyone being respectful to one another daily. All staff will continue to empower students as leaders through the Leader In Me teachings. Met 2024-06-17 2024 30666700106567 Nova Academy Early College High 6 LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”. A focus area of potential improvement identified through surveys responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. A focus area of potential improvement identified through surveys responses is “Sense of Belonging / School Connectedness”. Compared to previous years, fewer respondents indicated that they feel like they are part of the school or close to people at the school. Met 2024-06-26 2024 30666700109066 Orange County Educational Arts Academy 6 OCEAA administered the CA Healthy Kids Survey to students in grades 5-8 every other year. The last time that the CHSK was conducted was in 2021-22. OCEAA Administration did find that for most of the indicators, there was a decrease from the 2017-18 results. We are currently administering two tools to measure climate for students: Panorama and a Students Needs Assessments Survey. In the Panorama survey, 85% of Lower Elementary and 90% of Middle School students report that they have supportive relationships. The Students Needs Assessment Survey reports the following: 91% of students can find support from an adult, OCEAA integrates the principles of Positive Behavioral Interventions and Supports (PBIS), mindfulness, social-emotional learning and multicultural education, with the Crew curriculum. Panorama data affords schoolwide data to both calibrate school culture and climate, and to define trends that require group targeted support; a full-time counselor and a Coordinator for Climate and Culture. For 2024-2025, OCEAA will continue focusing on the aspects of growth identified in Panorama data through the design of Theories of Action goals: growth mindset through self-assessment practices.Current data indicates growth mindset for Lower Elementary is 53% and Middle School is 51%. OCEAA continues its partnership with EL Education (ELED). New crew curriculum has been created for all grades with daily meetings, providing professional development in implementing Crew, and transitioning from teaching PBIS school-wide behaviors (organized, respectful, careful, responsible) to school-wide character traits (courage, compassion, perseverance, integrity and collaboration). Disaggregated data showed that parents showed similar responses in the Needs Assessment Survey for EL students and non-EL students for most pieces of data. There was some significant difference in the support received during SLCs. Continue supporting all families during SLCs. Met 2024-06-12 2024 30666700135897 Advanced Learning Academy 6 Spring 2024 Panorama Results % Responded Favorably regarding Safety All: Elementary (Grades 4-5): 66%, Secondary (Grades 6-12): 72% ELs: Elem.: 63%, Secondary: 67% ? LTELs: Elem.: NA, Secondary: 71% SED: Elem.: 66%, Secondary:71% Foster: Elem.: 59%, Secondary: 68% SpEd: Elem.: 64%, Secondary: 69% ? M-V: Elementary: 65%, Secondary: 69% % Responded Favorably Regarding Sense of Belonging All: Elem.: 74%, Secondary: 56% ELs: Elem.: 73%, Secondary: 55% ? LTELs: Elem.: NA, Secondary: 51% ? SED: Elem.: 74%, Secondary: 56% Foster: Elem.: 68%, Secondary: 57% SpEd: Elem.: 72%, Secondary: 55% M-V: Elem.: 73%, Secondary 54% Advanced Learning Academy has continued Restorative Practices training and supporting sites with their implementation of PBIS and Social Emotional Learning (SEL). Our two School counselors, one at each site, work to ensure that students feel a sense of belonging and safety. They deliver lessons on bully prevention, conflict resolution, and healthy relationships, to foster empathy, respect, and understanding among students. Small group counseling on social skills and restorative circles provide personalized support and create a safe space for open dialogue and mutual understanding. These efforts promote a culture of inclusivity and respect within a nurturing community where students feel valued and equipped to handle conflicts and build positive relationships. Our We Care-Suicide Prevention Campaign included many activities to bring awareness which included school staff, community members, and the Santa Ana Mental Health Collaborative. The implementation of coordination of services teams (COST) is focused on improving MTSS referrals, needs identification, and appropriate interventions and supports.Six sites administered an SEL screener (DESSA) to identify students’ social-emotional strengths and needs for support. Advanced Learning Academy will continue to work on helping students feel connected to the school. Our school counselors will provide lessons on SEL based on the data and the needs of each campus. Lessons on topics such as bully prevention, conflict resolution, and healthy relationships will be administered. Our mentoring time during the school day will be used to check in with students during circle check-in. This helps to build the relationship between students and teachers as well as give insight into how students are feeling and obtain support from the counselor or others when needed. Met 2024-06-27 2024 30666706119127 El Sol Santa Ana Science and Arts Academy 6 The local climate survey data (Tool: California Healthy Kids Survey) reveals several key insights into the experiences of students based on their gender, race, and ethnicity, along with their living situation. Engagement and support show positive trends but highlight areas needing attention, particularly in middle school. 6th-8th grade Safety perceptions are positive. Nevertheless, ongoing working with students to always be at their best is important. Although there are no substance issues, ongoing prevention efforts are important to help students understand the importance of healthy choices. Routines such as breakfast consumption decline in higher grades, suggesting the need for health promotion. Finally, social and emotional health issues peak in Grade 7, indicating the importance of targeted mental health support. Data was disaggregated by the following categories: Gender Breakdown ( School Engagement/ Safety), Race/Ethnicity Breakdown (School Engagement/ Safety), and Living Situation Breakdown. The data set has been included below. Gender Breakdown Both male and female students report similar levels of school connectedness, with females slightly higher. Efforts to enhance school connectedness should continue to be inclusive and supportive for both genders. Females are about 8% higher Female students show higher academic motivation compared to male students. Implement strategies to boost academic motivation among male students. Both genders feel relatively safe, with males reporting a slightly higher perception of safety. Continue to ensure a safe environment for all students. Female students report higher instances of harassment or bullying at 20%. Strengthen anti-bullying programs and support services, especially for female student Race/Ethnicity Breakdown Hispanic or Latinx students show consistent levels of school connectedness, with a slight increase in Grade 8. Focus on maintaining and improving connectedness for all There is a significant increase in academic motivation from Grade 6 to Grade 8 for Hispanic or Latinx students. Implement programs that support academic motivation, particularly in early grades. The perception of safety is highest in Grade 7 ( 87%) for Hispanic or Latinx students but slightly decreases in Grade 8. ( 84%) Ensure consistent safety measures across all grades. Bullying experiences peak in Grade 7 for Hispanic or Latinx students. Focus on anti-bullying initiatives in middle school. Bullying experiences peak in Grade 7 for Hispanic or Latinx students. Focus on anti-bullying initiatives in middle school. Living Situation Breakdown Students living with one or more parents or guardians feel safest in Grade 7, with a slight decrease in Grade 8. Continue to ensure a safe environment for all students. Bullying experiences peak in Grade 7 for students living with one or more parents or guardians. Continuing to create programs that will focus on middle school students. Conclusions: The findings from the student survey highlight a positive sense of connection and support within the school environment. Students reported feeling connected to their peers and valued having trusted adults they can turn to for guidance and support. Additionally, students enjoyed connecting with friends and appreciated the challenges presented in their academic journey. The survey results underscore a nurturing and engaging school climate where students feel supported, challenged, and valued as part of the school community. Based on reflections on prior practice, we have made targeted changes to our planned goals, metrics, target outcomes, and actions for the coming year. Specifically, we have expanded our wellness initiatives to include comprehensive mental health support services, with proactive involvement and collaboration from the wellness team. Additionally, we are introducing new measures such as satisfaction surveys and focus groups to assess these programs' effectiveness better. In response to feedback and data analysis, we are refining our restorative practices approach by providing additional training for staff and implementing a peer mediation program for students. Our partnership with UCI and other agencies in the community will continue, allowing us to leverage resources and expertise to enhance student support. Furthermore, we are introducing case carriers to closely follow students' progress, ensuring personalized support and intervention. These changes aim to strengthen our support systems, promote positive behavior, and create a safer and more conducive learning environment for all members of our school community. This year, El Sol Academy completed its first year with a full-time school counselor and behavioral aide to support SEL initiatives and work closely with teachers and families to provide strategic and just-in-time support. Student and Staff Wellness: Implementing wellness initiatives, including mental health awareness campaigns, counseling services, and wellness workshops, has been highly effective in promoting student and staff well-being. Surveys and feedback from stakeholders indicate increased awareness of mental health issues, improved access to support services, and enhanced coping skills among students and staff. Student Discipline: Implementing restorative practices, student support systems, and proactive interventions has improved student discipline positively. Disciplinary incidents have decreased, and student behavior and engagement have seen a noticeable improvement. Feedback from staff indicates greater satisfaction with the effectiveness of restorative approaches in resolving conflicts and fostering a positive school culture. Maintaining Safe and Clean Facilities: Specific actions aimed at maintaining safe and clean facilities, such as establishing regular cleaning schedules, providing adequate supplies, and implementing reporting systems, have effectively ensured a safe and conducive learning environment. Routine inspections have promptly identified and addressed maintenance issues, contributing to overall facility safety and cleanliness. The specific actions implemented to date have been highly effective in making progress toward promoting student and staff wellness, improving student discipline, and maintaining safe and clean facilities. We hope these adaptations will result in positive outcomes, including increased awareness of mental health issues and improved student behavior. As we move forward, we remain committed to Met 2024-06-13 2024 30666960000000 Savanna Elementary 6 The California Healthy Kids Survey conducted this year revealed overwhelmingly positive feedback from our student body across various metrics, with data disaggregated by student groups to ensure comprehensive insights: *High Expectations and Encouragement: An impressive 99% of students felt that teachers and other adults at the school believe in their potential and encourage them to perform at their best. *Respect and Treatment: Similarly, 99% of students reported that they are treated with respect by their teachers and school staff, indicating a strong culture of mutual respect within the school community. *Safety Perception: 98% of students expressed that they feel safe at school, underscoring the effectiveness of our safety protocols and the supportive environment fostered by the school. *Care and Support: 97% of students felt that teachers and other adults genuinely care about their well-being, highlighting the strong, supportive relationships between staff and students. These high percentages reflect a positive school climate where students feel respected, supported, and safe. The consistency across various metrics demonstrates a well-rounded and nurturing environment that benefits all student groups. The analysis of the California Healthy Kids Survey data highlights several areas of strength and opportunities for growth: Areas of Strength *Positive School Climate: The overwhelmingly high percentages in various categories reflect a positive school climate where students feel respected, supported, and safe. This consistency across different metrics demonstrates a well-rounded and nurturing environment that benefits all student groups. *High Expectations and Encouragement: With 99% of students feeling that teachers and other adults at school believe in their potential and encourage them to perform at their best, it's clear that the school fosters a culture of high expectations and support. *Respect and Safety: The fact that 99% of students reported being treated with respect and 98% felt safe at school underscores the effectiveness of our safety protocols and the strong culture of mutual respect within the school community. *Caring Relationships: 97% of students felt that teachers and other adults genuinely care about their well-being, highlighting the strong, supportive relationships between staff and students. Identified Needs and Opportunities for Growth *Social Emotional Learning: 69% of students felt they were taught to be responsible for their actions, and 68% felt they were not taught to understand how other students think and feel. This indicates a need for more comprehensive education on empathy and social-emotional learning to help students better understand and relate to their peers. Action Plan *Continuous Monitoring and Evaluation: We will continue to monitor and evaluate our safety protocols, making adjustments as necessary to maintain a safe and supportive school environment. *Data-Driven Focus: The Savanna School District will maintain a data-driven approach, using insights from the Healthy Kids Survey alongside attendance and discipline records to inform our strategies and interventions. *Enhanced Social-Emotional Learning: Addressing the gap in empathy education will be a priority, with a focus on developing programs and initiatives that teach students to understand and appreciate diverse perspectives and the feelings of others. To foster empathy and social-emotional learning (SEL) among students, we have launched a comprehensive SEL program across all grade levels. This program aims to: *Enhance Emotional Intelligence: Equip students with the skills to understand and manage their emotions, fostering better self-awareness and self-regulation. *Promote Empathy and Understanding: Teach students to appreciate diverse perspectives and understand the thoughts and feelings of their peers, addressing the gap where only 68% felt they were taught how other students think and feel. *Encourage Responsible Behavior: Reinforce the importance of personal responsibility, building on the 69% of students who already feel they are taught to be accountable for their actions. Strengthening Safety and Support Systems *Review and Update Safety Protocols: Regular evaluations and updates to our safety protocols will ensure that the school environment remains safe and supportive for all students. *Enhanced Training for Staff: Professional development programs will be expanded to include training on SEL for both staff and students, ensuring that teachers and staff are well-equipped to support students' social-emotional growth. By implementing these changes, the LEA is committed to addressing the identified areas of need, promoting a positive and inclusive school climate, and ensuring the well-being and success of all students. Met 2024-06-04 2024 30667460000000 Westminster 6 Westminster School District administers the Healthy Kids Survey, below are key findings: 69% of students report School Connectedness 75% of students report Caring Relationships 88% of students report High Expectations 56% of students report Meaningful Participation 80% of students report Social Emotional Learning Supports 90% of students report Home High Expectations 85% of students report Parent Involvement in Schooling Some of the areas of strength include having high expectations from students and parents. Some of the areas to improve on is school connectedness and building caring relationships. Our primary barrier last school year was the continued attendance obstacles. Although Westminster School District developed a robust independent study program, student attendance was inconsistent throughout the year. In response to the survey results, we are increasing our efforts to provide additional parent engagement opportunities as well as opportunities to increase school connectedness through our PBIS programs. These actions are being developed and implemented at this time and we will conduct our data review at the end of each trimester. Met 2024-06-13 2024 30736350000000 Saddleback Valley Unified 6 In the Spring 2024 Panorama Survey on Social Emotional Learning, students in grades 3-12 shared their feelings about school. While younger students generally felt a stronger sense of belonging and engagement, these feelings decreased significantly in older students. The survey highlighted that English Learners, students with disabilities, African American, and Hispanic/Latino students often felt less included and engaged compared to their peers. This data will guide our efforts to create a more inclusive and engaging school environment for all students. Panorama Survey on Social Emotional Learning: School Perception Spring 2024 Gr 3-6: Sense of Belonging • All = 67% • English Learners = 66% • Students with Disabilities = 67% • African American = 61% • Hispanic/Latino = 67% Engagement • All = 62% • English Learners = 57% • Students with Disabilities = 59% • African American = 57% • Hispanic/Latino = 60% Gr 7-12: Sense of Belonging • All = 45% • English Learners = 41% • Students with Disabilities = 46% • African American = 41% • Hispanic/Latino = 42% Engagement • All = 30% • English Learners = 30% • Students with Disabilities = 32% • African American = 31% • Hispanic/Latino = 28% Our data indicates a moderate sense of belonging in the younger grades, with a notable decline as students progress to higher grades, particularly marked in grades 7-12 where both sense of belonging and engagement drop significantly. However, English Learners, African American and Hispanic/Latino students consistently report lower rates of belonging and engagement across all grades, highlighting a significant area of need for targeted support and inclusion efforts. The data underscores the urgency of addressing the sharp decrease in engagement during the transition from elementary to secondary education and suggests a need for interventions that are sensitive to cultural and linguistic diversity to foster an inclusive educational environment. To address the identified needs from the SEL survey, our district is implementing a comprehensive approach by integrating culturally proficient, welcoming, and inclusive practices into all facets of our professional development programs. Recognizing the crucial impact of engagement on student success, we are also emphasizing engagement strategies both within the classroom and through school-wide practices. This dual approach ensures that all educators are equipped to create a welcoming and supportive learning environment and also with effective strategies to actively engage every student. By focusing on these areas, we aim to increase sense of belonging and engagement across all student groups, particularly for our English learners, African American, and Hispanic/Latino students who were identified as facing the most barriers to engagement and sense of belonging. Met 2024-06-13 2024 30736430000000 Tustin Unified 6 Tustin Unified proudly conducts the California Healthy Kids and LCAP Stakeholder surveys. These surveys provide valuable insights and feedback on school climate, enabling the district and its schools to continuously improve and create a positive environment for all students. California Healthy Kids Survey The California Healthy Kids Survey (CHKS) is a comprehensive youth health and well-being survey administered to students in California schools. It assesses a wide range of factors, including school climate, student engagement, safety, health behaviors, and mental health, to inform efforts to improve student outcomes and school environments. Below are the key areas being monitored by TUSD for School Climate: School Connectedness Middle School - 59% School Connectedness High School - 60% Caring Adult Relationships Middle School - 59% Caring Adult Relationships High School - 60% Perceived School Safety Middle School - 58% Perceived School Safety High School - 59% Promotion of Parental Involvement Middle School - 58% Promotion of Parental Involvement High School - 51% LCAP Survey The Local Control and Accountability Plan (LCAP) survey conducted in January 2024 gathered valuable insights from students regarding various aspects of school climate within the Tustin Unified School District (TUSD). The survey responses provide an overall understanding of students' perceptions of their school environment, safety, inclusion, and interpersonal well-being. Here is a detailed breakdown of the data collected: Positive School image 82.9% of students Agree/Strongly Agree that their school has a welcoming environment. Safety 78.1% of students Agree/Strongly Agree that they feel safe at their school. Inclusion/Diversity 88.7% of students reported that TUSD is doing Well/Very Well/Extremely Well in the area of diversity and inclusion. Interpersonal Well-Being 76.7% of students Agree/Strongly Agree that they feel comfortable communicating with teachers and school staff. **Student group analysis is not yet available but will be completed for the 2024-25 school year. The analysis of the CHKS and LCAP survey data reveals that Tustin Unified School District (TUSD) has made significant strides in creating a welcoming and inclusive school climate, as evidenced by high marks in positive school image (82.9%) and inclusion and diversity (88.7%). Additionally, 76.7% of students feel comfortable communicating with teachers and staff, indicating effective interpersonal support. However, there are areas that require further attention. Only about 60% of students feel connected to their school or have caring adult relationships, and safety perceptions are relatively low, with only 58-59% of students feeling safe. Moreover, parental involvement drops significantly at the high school level, with only 51% feeling it is promoted. To address these needs, TUSD should implement targeted programs to foster a greater sense of belonging, such as extracurricular activities and peer mentoring, and provide professional development for staff to build stronger relationships with students. Investigating specific safety concerns and enhancing security measures, as well as exploring barriers to parental involvement and developing strategies to re-engage parents, are also critical. By focusing on these areas, TUSD can further improve student outcomes and ensure a supportive environment for all students. Upon analyzing the California Healthy Kids Survey (CHKS) and Local Control and Accountability Plan (LCAP) survey data, Tustin Unified School District (TUSD) has identified critical areas for improvement in school climate and student outcomes. These insights have prompted a thoughtful reassessment of existing plans, practices, and systems to better support the diverse needs of our student body. Below is a sample of the continued or increased practices to support School Climate: Enhancing School Connectedness and Engagement Recognizing the importance of fostering a sense of belonging among students, TUSD is embarking on new initiatives. These include expanding extracurricular activities and promoting opportunities for student leadership. TUSD aims to deepen connections between students and school community members. Building Caring Adult Relationships To strengthen relationships between students and adults within the school environment, TUSD is prioritizing professional development. Staff will undergo training focused on enhancing communication skills and fostering supportive interactions with students and their families. Improving School Safety TUSD is taking proactive steps to enhance safety protocols and procedures. Through stakeholder collaboration sessions and additional surveys, specific safety needs will be identified and addressed. Measures such as increased supervision, anti-bullying programs, and enhanced security measures will be implemented to ensure a safe learning environment for all students. Promoting Parental Involvement TUSD is developing strategies to increase parent engagement. Flexible meeting times and virtual engagement opportunities will accommodate diverse schedules, while parent education programs will emphasize the importance of ongoing involvement in their children’s education. Regular communication channels will be established to keep parents informed and engaged in school activities. Community School Development TUSD is exploring community school models that integrate academic, health, and social services. Partnerships with local organizations will expand access to resources such as tutoring, after-school programs, and family engagement activities. Mental Health Support TUSD is increasing the availability of mental health professionals within schools. Additional counselors, social workers, and psychologists will provide ongoing support and implement mental health awareness programs. By implementing these comprehensive changes and maintaining a focus on continuous improvement, TUSD aims to address identified areas of need effectively. Integrating data disaggregation and enhancing support systems will ensure equitable outcomes for all students across the district, promoting a nurturing and inclusive learning environment where every student can thrive. Met 2024-06-24 2024 30736500000000 Irvine Unified 6 The district has a history of strong collaboration with our educational partners. Together, we gather feedback on how effectively IUSD supports student learning and fosters positive school climates and student well-being. Currently, IUSD is in partnership with Hanover Research, conducting an annual district-wide survey collecting input and feedback from students, staff, and families. Hanover Research also produces a District Executive Summary summarizing the most significant findings and providing a comprehensive overview of site results and comparisons to previous survey results. In the 2023-24 Annual Survey, 19,641 students (AA= 335; AS= 9,849; HI= 1,118; WH= 3,666; EL= 685; SPED= 578), 5,552 parents, and 1,541 staff participated, showcasing the collective effort in this process. The California Healthy Kids Survey (CHKS) is a vital component of our data collection efforts and is administered every two years to 7th, 9th, and 11th-grade students. The survey was conducted during the 2023-24 school year, providing us with comprehensive insights that are incredibly valuable. A total of 2,801 7th-grade students (AA= 2%; AS= 50%; HI= 11%; WH= 12%; MKV= 1%; SPED= 6%; EL= 7%), 2,346 9th-grade students (AA= 2%; AS= 50%; HI= 13%; WH= 15%; MKV= 1%; SPED= 5%; EL= 6%), and 2,122 11th-grade students (AA= 2%; AS= 50%; HI= 12%; WH= 17%; MKV= 0%; SPED= 7%; EL= 5%) participated in the survey. These contributions have enriched our educational support strategies with a wealth of valuable data. Finally, the District has integrated Social-Emotional Learning (SEL) data to reinforce student connectedness, sense of belonging, and overall well-being. The Panorama Survey was administered during the fall of 2023 and spring of 2024 for the 2023-24 school year. In the fall survey window, 10,429 students in grades 3-6 participated (EL= 2,887; SED= 2,235; SPED= 1,116; AA= 216; AS= 5,664; HI= 1,156; WH= 2,922), and 10,757 students participated in the spring survey window (EL= 3,073; SED= 2,502; SPED= 1,158; AA= 221; AS= 5,825; HI= 1,151; WH= 3,142). For students in grades 7-12, 7,734 students participated in the fall 2023 survey window (EL= 1,712; SED= 1,735; SPED= 925; AA= 192; AS= 3,830; HI= 937; WH= 2,546) and 6,922 students participated in the spring 2024 survey window (EL= 1,517; SED= 1,643; SPED= 798; AA= 162; AS= 3,589; HI= 790; WH= 723). The disaggregated annual survey data by student groups reveals that in general, students share similar perceptions of belonging, community, and connectedness. However, one area of concern is that SPED students (80%) reported lower perceptions of having friends at school compared to other student groups (AA= 90%; AS= 94%; EL= 91%; HI= 93%; WH= 93%). Additionally, there is a consensus among student groups that their schools make efforts to understand their family background and culture, with English learner students expressing the most substantial agreement (ALL= 76%; AA= 72%; AS= 79%; EL= 84%; HI= 79%; WH= 83%; EL= 75%; SPED= 81%). The district staff conducted an analysis comparing the annual survey, CHKS, and Panorama data to examine the perceptions of school connectedness and adult caring relationships among students in grades 7, 9, and 11. Findings from the annual survey data revealed that the sense of community on campus for students in grade 7 was 65% (broken down by ethnicity: AA= 45%, AS= 70%, EL= 67%, HI= 63%, SPED= 64%, WH= 60%), grade 9 at 67% (AA= 62%, AS= 67%, EL= 79%, HI= 63%, SPED= 60%, WH= 72%), and grade 11 at 64% (AA= 40%, AS= 67%, EL= 86%, HI= 71%, SPED= 75%, WH= 63%). It was noted that there was a significant difference in the perception of a sense of community on campus between African American students in grades 7 (45%) and 11 (40%). Other student groups were generally aligned with the overall student population in their sense of community. Furthermore, the annual survey data also indicated that 83% of grade 7 students (broken down by ethnicity: AA= 83%, AS= 86%, EL= 72%, HI= 83%, SPED= 100%, WH= 82%) reported having at least one adult they trust on campus. In contrast, for grade 9, it was 85% (AA= 82%, AS= 86%, EL= 72%, HI= 83%, SPED= 100%, WH= 92%), and for grade 11, it was 86% (AA= No information, AS= 87%, EL= 72%, HI= 86%, SPED= 100%, WH= 91%). The Panorama survey data mirrored these findings. Over the past three years, our District has consistently prioritized supporting underserved groups, including African-American/Black, LGBTQ+, Foster Youth, and students experiencing homelessness. This dedication is evident in the allocation of dedicated Mental Health Specialists to these groups, a decision informed by input from our educational partners and survey data. It is encouraging to note that data from the last two years shows a steady increase in student and parent perceptions of school connectedness and supportive adult relationships. While there are areas that still require attention, the positive trend reflects the effectiveness of the District's initiatives. It is important to acknowledge that maintaining confidentiality poses a challenge for some of our underrepresented groups, such as LGBTQ+, foster youth (FOS), and McKinney-Vento (MKV) students, due to their small size, making data disaggregation challenging. We are committed to promoting best practices that cultivate excellence, foster an inclusive and engaging school environment, and uphold equity, diversity, and inclusion. District teams support schools in addressing school climate and implicit bias to enhance student perceptions of respectful behavior among their peers. We will also continue to implement and expand MTSS, with a focus on enhancing social-emotional learning skills to bridge the skill gap for underperforming students and student groups (AA, FOS, HI, HOM, SED, SWD). Our emphasis on Social-Emotional Learning (SEL) is driven by an analysis of SEL data and CA Dashboard Suspension data, which has revealed gaps in SEL skills among students, leading to increased maladaptive behaviors. The district is actively working to improve the school climate at all school sites. This effort is informed by data from the CHKS, Panorama, and IUSD annual surveys, which have influenced the district's decision to implement specific action items within the LCAP. These action items address social-emotional learning and school climate, which is essential for creating a positive and nurturing learning environment. The District Community Support Mental Health Specialist (MHS) staff will continue to provide targeted support to African-American students and families to address specific barriers to student achievement, attendance, and college/career readiness. Our main goal is to enhance students' sense of belonging, community, and connectedness across all student groups. The action items outlined in the 2024-25 LCAP highlight the Multi-Tiered Systems of Support to achieve this goal. Met 2024-06-25 2024 30739240000000 Los Alamitos Unified 6 "Los Alamitos USD administered the California Healthy Kids Survey (CHKS) to all students in grades 7, 9 and 11. In addition, the District administered a school climate and safety survey to all students in grade 5. The survey results from the surveys are below"" For the CA Healthy Kids Survey (all students): Response Rate: Grade 7 - 84% Grade 9 - 93%, Grade 11 - 88% Felt Connected to School: Grade 7 - 61%, - Grade 9 - 62%, Grade 11 - 56% School Perceived as Safe: Grade 7 - 64% Grade 9 - 66%, Grade 11 - 63% Students Feel Safe at School: Grade 7 - 91%, - Grade 9 - 91%, Grade 11 - 91% For the 5th Grade Survey (all students): Feel Positive About Coming to School Daily: 60% Feel Safe at School: 85% School is Welcoming: 83% Like Being at Their School: 80% For the 5th Grade Survey (Homeless/Foster Youth students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 50% School is Welcoming: 50% Like Being at Their School: 100% For the 5th Grade Survey (Socioeconomically Disadvantaged students): Feel Positive About Coming to School Daily: 54% Feel Safe at School: 69% School is Welcoming: 81% Like Being at Their School: 75% For the 5th Grade Survey (English Learner students): Feel Positive About Coming to School Daily: 100% Feel Safe at School: 100% School is Welcoming: 100% Like Being at Their School: 100%" After analyzing the students survey results for all students in grades 5. 7, 9 and 11, the District sees a slight difference in student perception, overall with all students, on these surveys vs. the staff and parent climate survey that was administered as part of the LCAP. While the data is slightly off, the District is focused on the fact that 91% of all students who were surveyed do feel safe while at school. When you look at the data broken down by subgroups, it is important to note that the subgroup for EL and Homeless/Foster Youth is less than 20 students. Though when you look at this data, you can see that students overall feel positive about coming to school daily and do feel that the school is welcoming. It is also important to not that the survey was completed by a high percentage of students in grades 5,7,9 and 11 (about 89%), but not all students completed the survey. The District plans to share this data with site administrators and will use it as we look to to make any future changes to existing programs, practices or protocols. As a District, we want all students to feel connected to school and promote students to get involved in clubs, activities, athletics and programs at their school site. The District plans to administer this survey yearly with the goal of improving survey results yearly. Met 2024-06-25 2024 30768930130765 Magnolia Science Academy Santa Ana 6 MSASA’s 2023-2024 participation for the Family Survey rose 4.8% (81.4%) higher than the 2022-2023 school year (76.6%) MSASA’s Staff Overall Satisfaction rate jumped by 11% from the 2022-2023 school year (85%) to the 2023-2024 school year (96%) A clean campus and strong community environment was highlighted in the free-responses by the families and students for the 2023-2024 school year Supportive staff and small class sizes were highlighted in the free-responses by the families and students for the 2023-2024 school year School activities, clubs, and after-school opportunities are highlighted by Students, families, and staff MSASA’s Average Student Approval rate dropped by 3% 2023-2024 school year (70%), versus the average approval rate from 2022-2023 school year which was 73% Students want the playground to be updated Relaxation of the dress code Fairness and equality in school policy enforcement More food options We will get together with our food vendor, Sapphire, and create a menu that is more student selected. Look into more professional development opportunities for teachers and paraprofessionals. Ensure there is more staff presence during pick up and drop off. Met 2024-06-17 2024 31103140000000 Placer County Office of Education 6 "PCOE administered the PBIS School Climate Survey to students, families, and staff in January 2024 to measure school climate. The survey results are reported on a scale of 1 to 4, with one reflecting ""strongly disagree"" and four reflecting ""strongly agree."" Students reported an average of 3.38 on items related to school culture; staff reported an average score of 3.07, and Family/Guardians reported an average score of 3.4. It should be noted that due to low student enrollment at the time of the survey, there were not enough students per student group to generate disaggregated data reports for the school climate survey. Student climate survey responses increased significantly compared to previous years. Over the last three years, average student responses have remained below 3 (average scores of 2.9, 2.51, and 2.64). However, in 2024, the average student climate survey response increased to 3.38 out of 4. The survey item rated highest by students at a score of 3.86 was in response to the statement, ""My teachers treat me with respect."" The following highest student climate scores of 3.71 were in response to the statements, ""I know an adult at school that I can talk to if I need help"" and, ""My school sets clear rules for behavior."" Students also had high ratings for items related to school safety and positive student acknowledgment." Positive survey outcomes across staff, students, and families suggest that the actions in the LCAP related to PBIS implementation and the provision of additional counseling services for unduplicated students have effectively supported positive perceptions of the school climate. School staff climate scores were greater than 3 for school safety, physical environment, structure for learning, and staff connectedness. Family/guardian climate scores exceeded 3 for all survey categories except Parental Involvement. The relatively lower score in the area of Parental Involvement is appropriate due to the context of the Court School being operated within a secure Juvenile Detention Facility. The Court School will continue to support a School Climate goal in the 2024-2027 LCAP, including maintenance actions and metrics related to a strong school climate. Actions supporting positive school climate focus on Tier I PBIS systems and practices, Tier II and III social-emotional-behavioral intervention team systems, expanded access to counseling services for all students and expanded access to family outreach and student transition supports provided by the Student Support Practitioner. The LCAP School Climate goal will also include a new action that focuses on the use of culturally relevant literature (Reading with Relevance) to support social-emotional competencies and engagement. Met 2024-06-13 2024 31103140126904 Placer County Pathways Charter 6 "The PBIS School Climate Survey was administered across Pathways Charter School programs, including students, school personnel, and families. Survey respondents rated various school climate items on a scale of 1-4 (1=Strongly Disagree, 4=Strongly Agree). Overall average scores were high across programs and participants. Families: Average 3.6, Students: Average 3.31, Staff: Average 3.44. The most recent (2023-2024) California Healthy Kids Survey (CHKS) administered to students enrolled in Pathways Charter School revealed several meaningful data points. Student responses reflected high levels of confidence that adults in school have high expectations (90% agreed or strongly agreed). Disaggregated data reflected no significant differences between race/ethnicity across student responses related to high expectations (range=90%-94% per student group agreed with the statement). In addition, 86% of secondary Pathways Charter students agreed or strongly agreed that school is a place where they feel safe; however, there was some variation across race/ethnic student groups. 79% of charter students expressed high confidence levels across the ""caring adult relationships"" subscale, with slight variation across student groups. 77% of students expressed high levels of confidence related to school connectedness. However, Hispanic students shared slightly lower ratings in this subscale. High expectations: All students: 90% Hispanic: 94% White: 91% Multiracial: 90% School perceived as very safe or safe: All students: 86% Hispanic: 70% White: 86% Multiracial: 92% Caring adult relationships: All students: 79% Hispanic: 82% White: 83% Multiracial: 79% School Connectedness: All students: 77% Hispanic: 58% White: 84% Multiracial: 75%" The strong responses of the PBIS School Climate Survey across families, staff, and students suggest that the LCAP Goal 3 Actions have positively impacted the maintenance of positive perceptions of school climate across Pathways Charter Programs. CHKS data reflects overall strong responses in several critical areas related to high expectations from adults, school safety, positive relationships with adults, and school connectedness. However, Hispanic/Latinx students expressed slightly lower confidence levels compared to White or Multiracial students in areas related to school safety and school connectedness. The Pathways Charter LCAP will continue to support a School Climate goal for the 2024-2027 LCAP, including maintenance actions and metrics related to student wellness and a strong school climate. Actions supporting positive school climate focus on Tier I PBIS systems and practices, Tier II and III social-emotional-behavioral intervention team systems, expanded access to counseling services for all students and expanded access to supports provided by the Student Support Practitioner within a Community Schools framework. In addition, Goal 3 includes a new action and metric related to utilizing culturally relevant literature (Reading with Relevance curriculum) to increase student engagement and social-emotional learning within instruction. Pathways Charter sites are updating their Tier I school-wide PBIS systems and practices, which will include increased student voice about school expectations, activities, and student acknowledgment systems. These activities are intended to address and improve the school climate gaps across student groups while maintaining overall positive perceptions of school climate. Met 2024-06-13 2024 31667610000000 Ackerman Charter 6 Our local climate survey is distributed to three different groups including parents, students and staff. Data is broken down in multipe ways including sub groups. These may include student groups, charter vs non-charter and gender. As we have improved our absenteeism rates. it is apparent that work needs to continue in this area. We continue to see the same students be absent multiple times during the school year. ACSD Board of Trustees continues to set goals for the improvment of absentee rates. The focus will continue to offer multiple programs that enrich the lives of students including physical education, insturmental music, drama, and choirs. As well as social emotional programs to build students' connection to school. Met 2024-06-20 2024 31667616031009 Bowman Charter 6 Our local climate survey is distributed to three different groups including parents, students and staff. Data is broken down in multipe ways including sub groups. These may include student groups, charter vs non-charter and gender. As we have improved our absenteeism rates. it is apparent that work needs to continue in this area. We continue to see the same students be absent multiple times during the school year. ACSD Board of Trustees continues to set goals for the improvment of absentee rates. The focus will continue to offer multiple programs that enrich the lives of students including physical education, insturmental music, drama, and choirs. As well as social emotional programs to build students' connection to school. Met 2024-06-20 2024 31667790000000 Alta-Dutch Flat Union Elementary 6 "The Alta-Dutch Flat School District administered our own self-generated survey to students and parents in February, 2024. When asked if ""My Learning Improved in the 23-24 School Year,"" 100% of students agreed. When asked if ""My Child's Learning Improved during the 23-24 School Year,"" 100% of parents surveyed agreed. When asked if students feel safe on campus, 78% agreed. When asked if my child feels safe on campus, 94% of parents agreed. When assed if discipline was fair and consistent, 65% of students agreed. When asked if discipline was fair and consistent on campus, 94% of parents agreed. When asked if students were recognized for good behavior choices, 82% of students agreed. When asked if students were recognized for good behavior choices, 100% of parents agreed. Our school is so small that it violates confidentiality when data is disaggregated. " Alta-Dutch Flat School District focused heavily during the 23-24 school year on school climate. All teachers were retrained in PBIS schoolwide standards in June, 2023. We created new school rules, named the BEARS Beliefs: Bears Are Brave, Engaged, Always Kind, Resourceful, and Safe. We explicitly taught the expectations with these school rules to all students throughout the year. Students were recognized at monthly assemblies for their positive behavior choices. All teachers had the expectation to invite parents who would be recognized to the monthly assemblies. We implemented the Parent Square communication system this year. The teachers used Parent Square for classroom communication as well as private communication between parents and teachers. Weekly updates were sent every Friday, via Parent Square, to communicate to parents both what had happened that past week as well as notice for events that were upcoming. Teachers, support staff, and Board members also receive copies of these weekly updates, as well as specific information that pertains to that particular group. Discipline was documented this year through our Aries system. There is a need, based on student and teacher surveys, for clear consequences or fair discipline. Alta-Dutch Flat School District plans to continue implementing PBIS during the 24-25 school year. The team will be trained in Tier 2 systems. This will address the identified need of consequences for students who are sent to the office for referrals. We completed at PBIS FTI on May 20, 2024 and found areas of need to address. We will add photos to support our BEAR Beliefs to provide better access to all students, especially students with disabilities. We will add BEAR Belief to all classrooms, with the expectation being that they will be posted and clearly visible. We will continue staffing a counselor on campus one day a week to meet students' social-emotional needs as they may arise. Counseling may be available for whole-class instruction, small group, or individual based on needs and parent requests. Met 2024-06-26 2024 31667870000000 Auburn Union Elementary 6 AUSD used the 23/24 CA Healthy Kids Survey as the tool to collect data on school climate. The overall score for 7th grade students who felt they had a connection to school personnel was 44%. Of the 44% who feel connected, 40% are Hispanic or LatinX, 46% white, 47% multi racial, and 28% something else. Gender of 7th grade students taking the survey is 52% male, 46% female, 1% nonbinary, and 1% something else. 85f% of parents who took survey agreed/strongly agreed that they felt welcome to participate at their child's school and 52% of families believe that schools allow input and welcome contributions. 20% of parents who took the survey identified as Hispanic/LatinX, 13% while, and 43% two or more races. 81% of staff members who completed the staff survey believe there is promotion of parental involvement. Of that 81% 6% identified as Hispanic/LatinX, 74% white, 13% two or more races, and 6% something else. Key learnings: the survey at the middle school level had a better sampling of students than the elementary survey for the 23/24 results. This was not always true in previous years. One reason for this discrepancy might be the overall climate of the district at the elementary level. At the elementary level, not enough students completed the survey to report data on. 23/24 was the first year after consolidation of school that didn't affect the middle school as much as it did the elementary schools. Additionally, during the 23/24 school year, the school district board voted to convert each of the three AUSD schools into a TK-8th grade model. This once again affected the two elementary schools much more than our one middle school. The 7th grade student subgroups had a strong sampling of all ethnicity groups, which is a strength. Another strength is the involvement of parents throughout the district who completed the survey. 26% parents who identify as Hispanic/LatinX took the survey, 17% of the parents identified as white, and 26% identified as two or more races. Of staff who took the survey 6% identified as Hispanic/LatinX, 74% white, 13% two or more races, and 6% something else. There is a discrepancy between the ethnicity makeup of our students and parents and staff who completed the survey. When the CA Healthy Kids Survey is taken by student/staff/parents, there will need to be a greater emphasis on getting more responses to the survey from all educational partners. This will be accomplished by weekly updates to sites and the community as to grade level participation and incentivization for participation. This will be accomplished by establishing incentives for the school with the highest number of participants broken down by students, parents, and staff. Also reporting out participant data to drive an increase in participation is necessary. A concerted effort and focus by district and sites to increase participation is needed for continuous improvement purposes. Met 2024-06-18 2024 31667950000000 Colfax Elementary 6 During the 2023-2024 academic year, Colfax Elementary adopted the Kelvin Pulse survey as the district's climate survey tool, administering it biannually to students and staff. The survey, targeting students from 4th to 8th grades as well as teachers and other staff, measures perceptions of school safety and connectedness. The data collected will guide school staff in planning instruction and creating engaging, purposeful, and relevant learning environments. The survey results highlighted various aspects of the school's climate, revealing both strengths and areas for growth. Students identified several positive aspects of the school's climate. Notably, 74% of students felt cared for by the adults at the school. Additionally, 81% of students believed that the adults at the school had confidence in their potential, and 80% felt they could maintain focus on their goals even during challenging times. Among teachers, 94% reported a collaborative work culture, and 83% felt their contributions were valued and respected. Furthermore, 90% of other staff members felt a sense of belonging, and 89% acknowledged the school's consideration of bias in interpreting behavior. Overall, 89% of teachers and 93% of other staff members received favorable ratings for safety and connectedness. However, the Kelvin Pulse survey also highlighted several challenges. Only 52% of students felt that their opinions were valued by the school. Despite high staff ratings for safety and connectedness, only 62% of students gave favorable ratings in these areas. These findings indicate that Colfax Elementary maintains high expectations for students, fosters caring relationships, encourages problem-solving and creativity, and ensures a strong sense of safety and connection among staff. These findings also underscore the need to create an environment where upper and middle school students feel more connected and meaningfully engaged. Students expressed a desire for greater inclusion in school decisions and more opportunities to voice their opinions throughout the school day. As students advance from primary to middle school, increasing their meaningful participation and voice will become a key focus for school staff. In response to the survey results, Colfax Elementary staff plan to implement several initiatives to enhance school connectedness, meaningful participation, and student voice in the 2024-2025 school year. Teachers and administrators will shift towards inquiry-based teaching methods, making lessons more student-centered and providing numerous opportunities for students to share their thoughts and problem-solving processes. Students will also have multiple chances to retake assessments and resubmit projects. Additionally, the school will continue the full implementation of Positive Behavior Intervention and Support (PBIS) to establish common language and expectations. A particular focus will be on strengthening the Check In and Check Out program to foster positive interactions, coaching, and mentorship throughout the year. Met 2024-06-20 2024 31668030000000 Dry Creek Joint Elementary 6 Total of 3,162 respondents 4-5 grade: 44% 6-8 grade: 56% Unduplicated: 1979 Yearly, students in 4-8 grade participate in our school climate survey. This year a total of 3,162 students participated, with 4-5 making up 44% and 6-8 making up 56%. Unduplicated students account for 63% of those students. As in prior years' surveys, student social awareness is high. About 90% agree that it is important to treat people with respect (93%), that they are happy for their friends when they do well in school (92%), and that they accept others for who they are, even if they are different (89%). Most students have positive social connections and social support. The finding of high social awareness among students is also consistent over time. Each year, at least 80% of students agree with each item about social awareness. Most students indicate they have friends at school (94%) and agree they care about their community (83%). Around three-quarters indicate that they have at least one adult at school they trust (77%), their teachers believe they will be successful (75%), and adults at school support them when they need help (72%). A little less than 90% of students this year indicate they have never been electronically (89%) or physically (87%) bullied, or it has happened only once. Additionally, most have never, or only once, been verbally bullied (70%). Communication and feedback from our parents and students are key in determining the next steps or additional tiered preventive and supportive measures within PBIS. While our target was to reduce the number of parents feeling that bullying was a problem within the schools, we increased by 10% over the last three years. Encouragingly, 87% of parents feel that their students are safe at school and 79% feel that their student(s) get along with others and respect their differences. However, 58% of 4-8 students report feeling that they belong within the school community. Moving forward, school sites will leverage this data to chart strategic improvements within their School Plans for Student Achievement, integrating these efforts within the broader framework of PBIS as we expect to see an increase in student connectedness. We will also provide learning opportunities and resources regarding bullying to both students and families. Met 2024-06-18 2024 31668290000000 Eureka Union 6 EUSD plans on improving its community outreach efforts by utilizing multiple ways of communicating. It will also remove as many barriers as possible for engaging parents, e.g. providing opportunities to provide input via primary language. Additionally, when hosting events for seeking feedback, EUSD will utilize flexible scheduling. LCAP surveys indicate that EUSD fosters a climate of inclusivity and belongingness. Across all survey groups (parents, staff, and students), the same high levels (over 90% agree and highly agree) of positive feedback on welcoming culture, safety, accessibility, feelings of belongingness, have been obtained. Subgroup disaggregation also indicates the same results. EUSD manifests the following strengths: 1. Counselors and staff make our schools welcoming and students and families indicate feeling included and that they belong to the school community. 2. Parents indicate that EUSD engages in efforts that communicate transparency. 3. Parents indicate that they have a voice and they feel heard. EUSD will continue its efforts to make parents, staff, and students feel included and that they belong in our schools. A dedicated and more focused survey on school climate and culture will also be developed and utilized to gather more targeted feedback. Met 2024-06-12 2024 31668370000000 Foresthill Union Elementary 6 FUSD continues to struggle with engaging educational partners in survey participation. The California Healthy Kids Survey and California School Parent Survey response rates this year remain low, compromising the validity of the survey data and eliminating most student groups from useable disaggregated data. Gaining a better understanding of the community's disinclination toward surveys will be a focus for the 2024/25 school year. There is a sense that locally-generated surveys may have a better response rate than state-level surveys and that smaller, more frequent surveys may be more successful than large, single-event surveys. With that in mind, the following data reflects the opinions of those students/staff/parents who submitted survey responses this year: STUDENT SURVEY DATA (6th/7th/8th grades) - School Connectedness: 53%/57%/56% - Feeling Safe at School: 71%/72%/83% - Chronic Sadness most or all of the time: 10%/13%/11% - If a Student Tells an Adult at School that they are Bullied, the Adult will do Something to Help: 63% - School is Boring: 75% FAMILY SURVEY DATA: - Parental Involvement: 85% - Parents feel welcome to participate at school: 66% - School actively seeks input from parents: 52% - School is a safe place for my child: 74% - Teachers/Grown Ups at School Treat Students with Respect: 90% - School teaches Students to Care About How Others Feel: 89% - If a Student Tells an Adult at School that they are Bullied, the Adult will do Something to Help: 90% STAFF SURVEY DATA: - Students Feel Connected at School: 93% - High Expectations by Adults: 96% - Students Feel Safe at School: 93% - AntiBullying Climate: 81% - Rules are Clear and Fair: 74% - Teachers/Grown Ups at School Treat Students with Respect: 90% - School Teaches Students to Care About How Others Feel: 90% - School Teaches Students to Feel Responsible for How They Act: 75% - Students are Well-Behaved at School: 55% With the caveat that response rates among students and parent preclude a sense of reliability among the data listed above, the disparity of opinions between students/parents/staff reinforces the goals and focus the district has adopted with regard to building trusting relationships, above. Anecdotally, behaviors, mental health and students safety are among the most frequently discussed topics of concern, followed by student motivation/engagement, and academic progress. The inter-relationship of these elements confirm the district's commitment to continue building multi-tiered systems of support for and among all educational partners. The aggregate data from the California Healthy Kids Survey, California School Parent Survey and California School Staff Survey, combined with meaningful input from FUSD's educational partners highlight that issues of social-emotional wellness continue to reflect far-reaching impacts on students', staff and families' sense of culture within the district. Although suspension rates have decreased significantly, referrals for mental health support and behavioral supports among teachers and students remain high. Actions in the 2024/25 LCAP reflect an MTSS approach to targeted supports and inverventions in mental health, positive behaviors/restorative justice practices, and proactive strategies to support ongoing improvements in school culture. Met 2024-06-20 2024 31668450000000 Loomis Union Elementary 6 "An LCAP Student Survey was provided to 5th-8th grade students in spring 2024. Responses were ranked on a 4-point Likert Scale. The percentage of respondents indicates those who marked ""often (3)"" or ""always (4)"" with each of the following statements related to School Climate. Learning, Culture, and Environment: There is an atmosphere of care, respect and responsibility at my school: 85.2% My school has programs that promote positive student behavior: 85.7% Parents and community members are provided with an opportunity to be involved in our school community: 93% Communication: My teacher effectively communicated with me regarding expectations, academic progress and events: 90.9% My school effectively communicates with me regarding expectations, academic progress and events: 91.7% LUSD effectively communicates with me regarding district-wide announcements and events:82.7% Student Achievement & Instruction: My academic needs are being met: 88.8% My social/emotional needs are being met: 84.1% There are high academic standards at my school: 82.9% I am showing progress in my learning: 92.8% Additional Questions: I feel supported in becoming a better learner: 85.2% I feel safe at my school: 84.2% I feel connected at my school: 79.4%" Key learning based on feedback by 5th-8th grade students via the student survey (March 2024) provided both quantitative data as outlined above and qualitative data via short answer. When take in consort, this data indicated that students value continued access to non-academic experiences such as before/after school clubs. Additionally, they felt their peers engaged in maladaptive behaviors that negatively impacted the learning environment. Actions within the 2024-2025 LCAP were drafted to address these identified areas of need based on student input. Before and after school clubs were funded through goal 1 of the LCAP (action 1.5). Social emotional learning at tier I via Second Step curriculum and Restorative Practices as well as tier II interventions via small group counseling are addressed through both the LCAP and grant funding that was secured to specifically address these areas of need. Met 2024-06-13 2024 31668450117150 Loomis Basin Charter 6 There is an atmosphere of care, respect and responsibility at my school: 90.14% My school has programs that promote positive student behavior: 91.43% Parents and community members are provided with an opportunity to be involved in our school community: 99% Communication: My teacher effectively communicated with me regarding expectations, academic progress and events: 91.39% My school effectively communicates with me regarding expectations, academic progress and events: 91.38% LUSD effectively communicates with me regarding district-wide announcements and events: 75.60% Student Achievement & Instruction: My academic needs are being met: 91.39% My social/emotional needs are being met: 81.65% There are high academic standards at my school: 87.43% I am showing progress in my learning: 92.76% Additional Questions: I feel supported at school: 91.92% I feel safe at my school: 88% I feel connected at my school: 81% Key learning based on feedback by 5th-8th grade students via the student survey (March 2024) provided both quantitative data as outlined above and qualitative data via short answer. When taken in consort, this data indicated that students value continued access to non-academic experiences such as before/after school clubs. Additionally, they felt their peers engaged in maladaptive behaviors that negatively impacted the learning environment. Actions within the 2024-2025 LCAP were drafted to address these identified areas of need based on student input. Before and after school clubs were funded through goal 1 of the LCAP (action 1.5). Social emotional learning at tier I via Second Step curriculum and Restorative Practices as well as tier II interventions via small group counseling are addressed through both the LCAP and grant funding that was secured to specifically address these areas of need. Met LBCS additionally holds an International Baccalaureate (IB) Parent Information Night, gives school tours to perspectival student families and gives a School Site Alliance IB Parent Survey in order to make continued progress in improving school climate. 2024-06-13 2024 31668520000000 Newcastle Elementary 6 Newcastle chose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 95% feel that school is a safe place and 91% feel they are treated with respect and are connected to school. The California Healthy Kids Survey will be used moving forward as it is better aligned to gather critical data points than internal and self-created surveys. The greatest need for Newcastle is to implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus. Newcastle will improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2023-24 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person. Met 2024-06-26 2024 31668520109827 Newcastle Charter 6 Newcastle chose not to participate in the California Healthy Kids Survey this year and used internal data instead to measure student connectedness and safety. Survey results indicated that 95% feel that school is a safe place and 91% feel they are treated with respect and are connected to school. The California Healthy Kids Survey will be used moving forward as it is better aligned to gather critical data points than internal and self-created surveys. The greatest need for Newcastle is to implement a survey tool that collects accurate data for all grade levels, especially in the primary grades. Previous methods of collection input for the youngest students (surveys read to the students with emoji responses) have not yielded information that has been useful or meaningful. Data collected in grades 3-5 and 6-8 has been the most impactful in terms of feedback and results. An overarching area of strength is that data collected from students shows a significant increase in feelings of safety and connectedness, which has been echoed through informal data collection during the year in student participation in Site Council, in ASB meetings, in one-on-one interviews with students, and has been felt across all grade levels on campus. Newcastle will improve on climate survey collection processes and data review moving forward, specifically in the primary grades. The idea of a pre-school year and post-school year survey has been discussed and will be used on a trial basis in grades 6-8 to see if responses increase or decrease throughout the school year. Data from the California Healthy Kids Survey will be collected again and compared to previous year's data. Having more accurate data will drive changes in plans, policies, and procedures moving forward. The 2023-24 school year has been the most positive and consistent school years for students, staff, and families since returning to school full-time and in-person. Met 2024-06-26 2024 31668520120105 Creekside Charter 6 We had a 50% response rate on our annual LCAP survey. Parents continue to rank us as high or very high in all categories. Here are some key data highlights: 1. Students feel accepted by their peers. 90% 2. Students have positive relationships with their teachers. 92% 3. Staff are caring towards students. 94% Unduplicated students have the same % as general population. Key Learning: Creekside continues to have very strong relationships with students, and the culture is promoting emotional safety at the school. Identified Need: We need stronger data for underrepresented groups in our surveys for the 24-25 school year. (I.E. Diversify the survey) Need: Behavior of students seems lower than other categories with only 80% of respondents agreeing that behavior of students is appropriate. While this is a high percentage, we need to concentrate on this as a school. We will implement a PBIS model to address behavior issues Met 2024-06-17 2024 31668520121608 Harvest Ridge Cooperative Charter 6 Students in grades 3-8 were surveyed in our On Campus program, which provides on campus instruction four days a week. Of the 72 responses received, over 90% of students report that they feel safe in the classroom, feel safe on the playground, and treat each other respectfully. The respondents also reported that over 98% feel as though the adults care about the students, that adults are kind and friendly to students, that adults are helpful to students, that adults encourage students to do their best, and that adults treat students respectfully. While the overall data reflected student confidence in the program, there is room for improvement for student safety in the playground areas. 25% of students reported that they have been teased or picked on, 19% report that they have been bullied, 31% have reported that they have been hit or kicked, and 31% reported that they have felt left out by other students. Harvest Ridge plans on addressing the issues that are occurring on the playground by hiring an additional instructional aide to help monitor and problem solve as necessary during the lunch/recess times. Harvest Ridge also plans to implement a school wide character recognition program that will recognize and incentivize students demonstrating keys to success both in the classroom and on the playground. Met 2024-06-27 2024 31668520127928 Rocklin Academy Gateway 6 Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy Family of Schools seeks input from stakeholders, including students each year by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2024. Results serve to measure the organization’s progress on state Priority Six, School Climate. Through this survey, we learned that a majority of our 6th-grade students feel both safe and connected at school with percentages of 79% and 70% respectively. Similar data was gathered from our 7th graders with percentages of 71% and 65%. We recognize that the perception of safety is stronger than that of connectedness on campus and plan to implement strategies to increase the feeling of student connectedness across campus. Through this survey, we learned that a majority of our 6th-grade students feel both safe and connected at school with percentages of 79% and 70% respectively. Similar data was gathered from our 7th graders with percentages of 71% and 65%. We recognize that the perception of safety is stronger than that of connectedness on campus and plan to implement strategies to increase the feeling of student connectedness across campus which are described below. "To address areas of need identified through the analysis of local data and key findings, we have done the following the following: • Focused work on analyzing data cohort to better understand both cohort and system needs • Improved comprehensive schedule (particularly Gator Time classes) to increase opportunities for peer connections in 7th and 8th grade • Implemented a new student leadership structure to elevate student voice and agency which will continue to expand next year • Delivered professional learning sessions centered around student-first instruction and relationship-building" Met 2024-06-17 2024 31668860000000 Placer Hills Union Elementary 6 PHUSD identified the CA Healthy Kids Survey as well as Kelvin surveys (school climate survey done 2x/year) as measurements to understand students' connectedness to school, and social / emotional support / engagement. This metric is a part of the PHUSD LCAP, so it is closely monitored and has actionable items attached to it. In previous years, PHUSD had implemented both a wellness center on each school site, as well as a mental health clinician that is shared between the two sites. Student Reported Measures - School connectedness: 41% a decrease of 8%, - Chronic Sadness/hopelessness: 39%, a decrease of 2% - Absenteeism: 19%, an increase of 2% When evaluating this CHKS data and the corresponding academic, attendance, and cultural data, they demonstrate a mixed correlation between student self-reporting and tangible data. We see a decrease in disciplinary referrals across the district, and chronic absenteeism has decreased as well, contradicting some of the self reported measures. The decrease in sadness/hopelessness could contradict our wellness referrals indicators. The 24-25 LCAP takes this information into consideration in a variety of aspects. Continuing student wellness services, and investing in more SEL, recognition, and mental health resources. PHUSD will also adjust metric collection methods to gain a better understand the correlation between interventions and students self reporting of sadness/hopelessness and connectedness. If the district can define and intervene in these negative aspects, future surveys will demonstrate higher rates of connectedness, and continued lower rates of sadness/hopelessness. These will contribute to an overall better climate. Met 2024-06-26 2024 31668940000000 Placer Union High 6 School Connectedness - Grade 9 - 64%, Grade 11 - 59% - White – Grade 9 - 69, Grade 11 - 62 - Hispanic or Latinx – Grade 9 - 58, Grade 11 - 52 Caring Adult Relationships - Grade 9 - 57%, Grade 11 - 65% - White – Grade 9 - 60, Grade 11 - 67 - Hispanic or Latinx – Grade 9 - 48, Grade 11- 59 High Expectations - Grade 9 - 69%, Grade 11 - 73% - White – Grade 9 - 71, Grade 11 - 75 - Hispanic or Latinx – Grade 9 - 62, Grade 11 - 68 School perceived as safe or very safe - Grade 9 - 68%, Grade 11 - 62% - White – Grade 9 - 68, Grade 11 - 64 - Hispanic or Latinx – Grade 9 - 70, Grade 11 - 59 Experienced Bullying/Harassment - Grade 9 - 36%. Grade 11 - 31%% - White – Grade 9 - 30, Grade 11 - 29 - Hispanic or Latinx – Grade 9 - 42, Grade 11 - 35 Cyberbullying - Grade 9 - 25%, Grade 11 - 27% - White – Grade 9 - 23, Grade 11 - 26 - Hispanic or Latinx – Grade 9 - 28, Grade 11 - 24 In looking at data from the CHKS survey, it is clear that our schools are viewed as safe spaces. Students consistently marked that they feel safe or very safe. Although incidents of harassment/bullying and cyberbullying do occur, the data examined showed that incidents related to race, ethnicity, religion, gender, gay, lesbian, bisexual, immigrant status and physical or mental disability were extremely low with an average of 90% or higher reporting that they had never experienced this. The category of “any other reason” garnered the highest occurrences, yet 80% or more of the students reported having not experienced this. Although the overall sense is that students report feeling safe at school and incidents are on the lower side, this is still an area of focus for our district and school sites. Any feeling of concern on the part of our students to attend school and feel that it is a place they can be comfortable and belong is a concern of ours and one that we continue to put our energy towards. Caring relationships and knowing that there are trusted adults on campus that students can identify with are of great importance to PUHSD. This is an area where we strive to excel. Although the data shows that students report they are connected to school, have staff that cares about them and have high expectations for them, our numbers have dipped slightly in the area of connectedness. This is an area that we continue to work on and gather input from our students about through avenues such as Student Voice meetings, Student Council, Advisory Groups, and our STOPit App to name a few. An anti-bullying/respect committee was established to bring stakeholders together from all sites to examine ways to increase respect on campus and decrease incidents of harassment/bullying types of behavior. The idea for such a committee was born out of conversations with students during Student Voice and Student Engagement meetings. The committee includes district administration, site administration, counselors, mental health specialists and Student Intervention Specialists-Behavior. Thus far, the committee has conducted staff and student surveys, examined curriculum to support systemic change on campuses, and received Trauma-Informed training. We are currently working on professional development opportunities for staff and have also included Leadership teachers in the discussion to start bringing in the student component to help design and support needed changes on campus. We are being very deliberate in how we approach this concern as we are working to create lasting systemic change and an improved culture shift on all of our campuses. This work will continue into next year. Information from internal surveys as well as the CHKS data will be utilized to address our identified areas of concern. Additionally, PUHSD will continue to focus on relationship building through our Quality Schools philosophy All staff new to the district receive training in these tenets and the guiding principles are threaded through our district and site initiatives. These tenets help to create school cultures that emphasize belonging, which would in turn address the need to be more intentional about making sure students feel connected to the school. Each site's development and focus on their character pillars and implementation of character education in all aspects of the student’s educational journey is also a focus area designed to assist in improving relationships and school connectedness. Met 2024-06-18 2024 31668940138081 Maidu Virtual Charter Academy 6 MVCA administered the California Healthy Kids Survey to all 9th and 11th grade students, staff, and parents. Unfortunately, even after repeated attempts to have students complete the survey, only a small percentage of students responded. For those who did respond, the results showed significant positive numbers for caring adults, being happy at the school, and high expectations. However, we know that many of our students come to us with pre-existing issues of anxiety and social-emotional distress and choose MVCA because comprehensive sites are often contributing to their anxiety. We continually try to connect with our students in different ways, including activities outside of the classroom (Maidu Meetups). We have seen an increase in student attendance and engagement at these meetups during the 2023-24 school year. Additionally, our teachers create very engaging online courses and are flexible and accommodating to student needs. Part of the MVCA model is that MVCA teachers act as advisors and help students academically, socially, and emotionally, contributing to increased student engagement and success. Finally, MVCA's tiered re-engagement plan has proven successful in identifying students who need additional support and providing them access to that support. (See above) (See above) Met 2024-06-18 2024 31669100000000 Roseville City Elementary 6 "RCSD collected elementary and middle school data via the California Healthy Kids Survey( CHKS). Additionally, all schools organized sessions with 4th and 5th graders at the elementary level and small group discussions involving middle school students. These listening sessions were designed to actively involve students in sharing their perspectives on climate concerns and to gather insights and ideas to improve the school environment. Each session addressed every aspect of the LCAP goals, encompassing academic, behavioral, social-emotional, communicative, infrastructural, and financial stability domains. 85% of students felt safe at school, and 90% felt secure on their way to and from school. School perceived as very safe or safe by subgroup (CHKS 2023): •American India/Alaska Native - 64% •Black/African American - 83% •Hispanic or Latinx - 69% •White - 68% •Mixed ethnics - 59% •Something else - 69% Caring Adult relationships-""Pretty much true"" or ""Very much true."" (CHKS 2023) •American India/Alaska Native - 83% •Black/African American - 84% •Hispanic or Latinx - 76% •White - 80% •Mixed ethnics - 73% •Something else - 74% " Based on the 2022-23 CHKS survey, 85% of students felt safe at school, and 90% felt secure on their way to and from school. Almost every subgroup on the same statistically relevant survey showed that about 62% perceived school as very safe or safe, with 70% being the highest desired threshold. However, through listening circles representative of these groups, students expressed that they felt school was safe. While middle school students will miss technology at school due to the no electronic device policy, they believe that drama and issues on campus often stem from technology, particularly cell phones, leading to less cyberbullying. The data also show that students have connections with caring adults on campus. However, students also shared that there are opportunities for growth by offering more clubs and activities during lunch and after-school times, focusing on activities without cell phones beyond the typical sports and regular clubs. In recent years, the district has employed data-driven strategies to enhance student engagement, exemplified by implementing on-campus listening circles. These circles have proven instrumental in gathering valuable insights into students' needs, particularly regarding lunch preferences and participation in extracurricular activities such as clubs, sports, and other activities. Additionally, students have been empowered to voice safety concerns, enabling the district to allocate resources more effectively. The district is poised to launch parent education sessions during the 2024-2025 academic year to bolster social media literacy. These sessions aim to dispel misconceptions about online behavior, mitigate social media-related anxieties, and nurture healthier digital habits among students. By augmenting the understanding of parents and guardians, the partnership between RCSD and families will be fortified, fostering a nurturing educational environment. Furthermore, while parental perceptions indicate a high prevalence of bullying on middle school campuses, student data does not corroborate this finding. Therefore, two initiatives will be undertaken over the next year. Middle schools will continue to develop strategies to build positive school cultures where students and parents feel safe. Staff will share positive strategies to build school culture and invite parents to more middle school activities. Secondly, the Local Control Accountability Parent Advisory Committee, LCAP PAC, which includes both parents and students, recommends that future student and parent surveys include more specific questions about bullying—such as timing (to and from school), online incidents, and in-class occurrences—to better assist schools in targeting these situations. RCSD recognizes the importance of improving communication to highlight our campuses' positive opportunities and successes. Efforts will be made to ensure that parents accurately understand student resources. This will be achieved through enhanced counseling opportunities, teacher meetings, and other avenues of engagement, facilitating parents' ability to connect their children with the support systems offered by the school sites. Met 2024-06-20 2024 31669280000000 Roseville Joint Union High 6 The 2023 CHKS data shows that 9th and 11th-grade participants gave School Engagements and Supports high marks as “agree” or “strongly agree” when it came to school connectedness, caring adult relationships, and high expectations. Students also perceived school as safe or very safe 66% at the time of the survey. Some students experienced some form of harassment or bullying, including 28% of 9th-grade students and 26% of 11th-grade students. As for Substance Use and Physical/Mental Health, the numbers were in the 10% range when it came to alcohol or drug use or being very drunk or high at school. Cigarette usage was also very low; however, vaping has increased. "Strength: The students reported that the schools have high expectations of their students and that teachers want their students to do their best. More than half believed their teachers thought they would be a success. Overall, students gave high marks “agree” or ""strongly agree” when it came to feeling happy about school, their teachers, being safe, and being close to the people at the school. Growth: While students reported they understood their teachers and the school had high expectations for them, regarding participation in activities at school, students were mixed on their involvement from not at all to very much so. The data shows the students dividing themselves into quarters. A noteworthy data point was that 75% or more of the students felt like they did not have a say in helping to decide school activities and rules, say how things work, etc. There was little voice that was given on behalf of the students to the larger school community and the decisions that were made." Based on the results, actions that need to be implemented include opportunities for students to learn how to cope with hopelessness and chronic sadness; education around how to stop bullying, intimidation, and a person’s rights to a harassment-free educational setting; and in reverse, the harasser needs to be educated on diversity, inclusion, and tolerance. Additionally, we will need to find ways to include more student voice and choice to increase their agency and role as a responsible member of the school community. In curriculum and instruction, there needs to be more learner-driven instruction options where the student can engage with their learning more rather than being lectured or dictated to. Perhaps collaborative strategies such as working on a problem-solving project will increase critical thinking and teamwork aspects of learning and will motivate students. When making decisions on campus about school activities and how things work on a school campus, it would be beneficial to include students as part of the group or committee making these decisions to ensure their voices are being heard and included. Met 2024-06-11 2024 31669280121418 John Adams Academy - Roseville 6 The local climate survey data for John Adams Academy provides valuable insights into the school's environment and how it supports its diverse student body. The survey data indicates high levels of overall satisfaction among students, parents, and staff. Many respondents appreciate the academy's focus on classical education and leadership development, which aligns with its mission to cultivate virtuous leaders. The data is disaggregated to reflect the experiences of students from different racial and ethnic backgrounds. This helps in understanding how each group perceives their sense of belonging, support from teachers, and their engagement in school activities. The academy pays close attention to ensuring that minority groups feel included and supported. Students from various economic backgrounds are considered, providing insights into how economic diversity impacts their school experience and access to resources. The survey includes data on students with special needs and English learners, focusing on how these groups are integrated into the classroom and the support systems available to them. Experiences by gender are analyzed to ensure that both male and female students feel equally valued and supported within the school community. Many students and parents report feeling safe and welcomed at John Adams Academy. This is consistent across various student groups, indicating a strong, inclusive community. High academic expectations are a hallmark of the academy. Students feel challenged but also supported by teachers and staff, a sentiment echoed by both parents and students in the surveys. Some groups, particularly underrepresented families, have expressed a need for more transparent communication and greater opportunities to provide feedback on school decisions. The academy recognizes this and is working on enhancing these aspects to foster better engagement and representation. There are ongoing efforts to ensure equitable access to academic and extracurricular resources for all student groups, particularly for those from lower socioeconomic backgrounds or those requiring special education services. These insights from the local climate survey data guide John Adams Academy in its continuous efforts to improve and tailor its support systems to meet the needs of all its scholars and their families. By regularly analyzing and responding to this data, John Adams Academy aims to maintain a supportive and inclusive environment that fosters academic and personal growth for every scholar. Met 2024-06-27 2024 31669280141622 New Pacific School - Roseville 6 In the spring of 2024, New Pacific Roseville conducted a survey among students in grades 3-8 to assess their perceptions of school connectedness and safety. The results were as follows: School Safety and Connectedness: 88% of students overall felt connected and safe. 80% of special education students felt connected and safe. 83% of SED (socioeconomically disadvantaged) students felt connected and safe. 80% of Hispanic students felt connected and safe. 100% of EL (English Learner) students felt connected and safe. 80% of African American students felt connected and safe These findings highlight the varying levels of connectedness and safety perceptions among different student groups. One key insight from the survey is the insufficient number of respondents, attributed to the survey being conducted late in the year and the sample not representing accurately the school's demographic composition. It is encouraging that the majority of students feel safe and connected, and is possibly due to increasing the ability for the teachers to communicate and request counseling services for scholars. The process was streamlined to include a digital request form as well as verbal. The counselors received 71 requests for services from educators that connected them to 62 unique students. The counselors were also able to meet with 100% of our homeless and foster youth on a regular basis to ensure that they felt connected and supported. The staff implemented morning circles and closing circles every day in each class. The goal of this time was to increase student connectedness and allow a space for them to discuss important topics that may be academic and non-academic. Another strength to highlight is the 100% of EL students surveyed felt safe and connected The 2024 LCAP includes several actions related to improving school connectedness and social emotional learning. New Pacific Roseville will administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. Homeroom teachers will use that data to monitor the connectedness and feelings of safety for their students. They will then work with individual students, small groups or the whole class to plan activities and conversations to increase students' sense of safety, support and connectedness. Met 2024-06-13 2024 31669440000000 Tahoe-Truckee Unified 6 In the recent district-wide survey conducted by Hanover Corporation, the following percentages of students reported feeling that social-emotional support is available at district schools: - All students: 81% - English Learners (EL): 86% - Students with Disabilities (SWD): 88% - Students with Economic Disadvantages (SED): 83% We discovered that our students do feel connected to at least one adult at their school. Additionally, we found that students feel they have access to social-emotional support. Based on the surveys and reports, we have decided that we would like to pilot a universal social-emotional learning (SEL) curriculum district-wide. Evaluate the current and potential Social Emotional Learning systems to ensure consistency district-wide. This will be done through the Social-Emotional Learning Committee. Mini DESSA administration and Data Analysis will be carried out at the elementary level, while What’s Up Wellness will be used at the secondary level. Take inventory of the current SEL curriculum and start evaluating its implementation and fidelity. Additionally, consider initiating a pilot program for potential adoption. Met 2024-06-26 2024 31669440121624 Sierra Expeditionary Learning 6 Based on internal student culture and belonging surveys, approx 65-80% (depending on question) of students have feelings of belonging, believe the staff cares for and is interested in them, and feel supported by their peers. Only 15% feel they are ever bullied, and then only rarely. There are always ways to improve students' feelings of belonging and being cared for by staff. Additionally, to have any students feeling bullied is too many, so work remains on reducing that number. A review of the school dress code and enforcement is currently in process. We continue to evaluate our curriculum and disciplinary processes to help reinforce and build students' and staff capacity to support others. Met 2024-06-10 2024 31669510000000 Western Placer Unified 6 Western Placer Unified School District implemented the Youth Truth survey during the 2023 - 2024 school year. Grades 3 - 12 are included in this survey and results are broken down by Elementary (grades 3 - 5), middle (grades 6 - 8), and secondary (grades 9 - 12). Results are broken down by school, grade level, genders, and/or race/ethnicity. School sites are using this data set to inform their decisions on campus for school climate and use data sets to drive their SPSA's. This data is a baseline data set and will be used for overall school improvement. In addition, all schools now have a Student Senate that worked this year on school safety and culture. This data will help inform senators to create action plans at their sites to improve school climate and safety at their respected campuses. Elementary Can you be yourself with other students? Overall 55%, White 56%, Two Races 57%, Hispanic 55%, Asian 59%, Black 86%, American Indian 80%, Middle Eastern 20%, girl 47%, boy 63% Do you feel like an important part of your school? Overall 30%, White 33%, Two Races 23%, Hispanic 27%, Asian 16%, Black 21%, American Indian 20%, Middle Eastern 20%, girl 27%, boy 34% Are students friendly to you? Overall 45%, White 48%, 43% Two Races, Hispanic 45%, Asian 38%, Black 50% American Indian 40%, Middle Eastern 20%, girl 40%, boy 51% Do you feel safe at school? Overall 64%, White 64%, Two Races 51%, Hispanic 65%, Asian 69%, Black 71%, American Indian 60%, Middle Eastern 60%, girl 66%, boy 63% Middle Most Students are friendly to me. Overall 55%, White 54%, Hispanic 56%, Asian 61%, Black 56%, American Indian 50%, Multiracial 42%, Pacific Islander 53%, Middle Eastern 75%, girl 54%, boy 59%, self describe 40% I really feel like a part of my school's community Overall 40%, White 43%, Hispanic 42%, Asian 37%, Black 37%, American Indian 45%, Multiracial 29%, Pacific Islander 35%, Middle Eastern 62%, girl 40%, boy 45%, self-describe 23% I can usually be myself around other students. Overall 54%, White 56%, Hispanic 51%, Asian 53%, Black 59%, American Indian 58%, Multiracial 42%, Pacific Islander 65%, Middle Eastern 62%, girl 50%, boy 61%, self-describe 45% I feel safe during school. Overall 54%, White 59%, Hispanic 45%, Asian 66%, Black 54%, American Indian 58%, Multiracial 42%, Pacific Islander 47%, Middle Eastern 69%, girl 59%, boy, 55%, self-describe 35% High School Most students are friendly to me. Overall 59%, White 60%, Hispanic 60%, Asian 68%, Black 45%, Multiracial 53%, Pacific Islander 46%, Middle Eastern 70%, American Indian 50%, girl 60%, boy 62%, self-describe 33% I really feel like part of my school's community. Overall 43%, White 43%, Hispanic 37%, Asian 46%, Black 31%, Multiracial 44%, Pacific Islander 40%, Middle Eastern 52%, American Indian 59%, girl 42%, boy 43%, self-describe 18% I can usually be myself around other students. Overall 50%, White 51%, Hispanic 51%, Asian 47%, Black 49%, Multiracial 53%, Pacific Islander 27%, Middle Eastern 65%, A Elementary Belonging - Overall students report average to slightly above average belonging at Elementary school sites compared to other schools. Overall we would like to see an increase in connectiveness for all students, subgroups score similar overall with the exception of Middle Eastern students who report our lowest overall scores. Overall girls report a lower connectiveness then boys at the elementary level. Middle Belonging - Overall students report in the average range for belonging and safety at middle school, however we are on the lower side of the average in comparison to other school sites. When data is broken down by race the data is similar, but we do see lower scores for girls and students who self-describe. WPUSD lowest sub score is being a part of the schools community. WPUSD needs to increase this across the secondary sites. High School Belonging - Overall students report in the average range for belonging and safety for high school, however we are on the lower side of the average in comparison to other school sites. When data is broken down by race the data is similar, but we do see lower scores for students who self-describe and Pacific Islanders. WPUSD needs to focus on creating better connections for students to feel a part of the school community. This school year we started the WPUSD student senate. This group of students represents all school sites and has senators from the 3rd - 12th grade. Senators meet and go over school site data to work to create a better school climate. The senate creates a true student voice and they work directly with teachers and administration to look at school issues and create action plans for improvement. This past spring each school site senate presented their plans for the next school year. These plans will be reflective in the schools goals and SPSA's moving forward. Our district continues to hone its work in the area of Youth Development. The youth development framework identifies five supports and opportunities that youth need to become healthy, productive adults: safety, relationships, youth participation, community involvement, and skill building. Close to 200 staff members have participated in a four-day Youth Development Institute and 15 staff have been further trained as trainers of youth development. Schools have worked diligently to improve safety and relationships with and for students. By the start of the 2024-2025 school year, all comprehensive schools will be implementing Positive Behavioral Interventions and Support (PBIS) initiatives at their school sites. Revisiting (or establishing, in some cases) the components of PBIS will allow schools to re-establish structures and procedures that positively impact school culture. Based on parent feedback, WPUSD will also continue its focus on mental health, piloting some classroom-based curricula that focuses on building skills in self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. We will also utilize a screener in grades 6-12 to proactively identify students in need of support prior to them being in crisis, and we will continue our partnerships with local universities to work with counseling interns and with Wellness Together to continue providing small group and one-on-one services for some students. We are adding an additional wellness center at Twelve Bridges High School for the 2024 - 2025 school year. We have three full-time School Resource Officers who assist with issues related to attendance, school safety, and tobacco use (vaping); one officer’s main role is to address the increase in vaping at our secondary schools. Met 2024-06-18 2024 31669510135871 John Adams Academy - Lincoln 6 The local climate survey data for John Adams Academy provides valuable insights into the school's environment and how it supports its diverse student body. The survey data indicates high levels of overall satisfaction among students, parents, and staff. Many respondents appreciate the academy's focus on classical education and leadership development, which aligns with its mission to cultivate virtuous leaders. The data is disaggregated to reflect the experiences of students from different racial and ethnic backgrounds. This helps in understanding how each group perceives their sense of belonging, support from teachers, and their engagement in school activities. The academy pays close attention to ensuring that minority groups feel included and supported. Students from various economic backgrounds are considered, providing insights into how economic diversity impacts their school experience and access to resources. The survey includes data on students with special needs and English learners, focusing on how these groups are integrated into the classroom and the support systems available to them. Experiences by gender are analyzed to ensure that both male and female students feel equally valued and supported within the school community. Many students and parents report feeling safe and welcomed at John Adams Academy. This is consistent across various student groups, indicating a strong, inclusive community. High academic expectations are a hallmark of the academy. Students feel challenged but also supported by teachers and staff, a sentiment echoed by both parents and students in the surveys. Some groups, particularly underrepresented families, have expressed a need for more transparent communication and greater opportunities to provide feedback on school decisions. The academy recognizes this and is working on enhancing these aspects to foster better engagement and representation. There are ongoing efforts to ensure equitable access to academic and extracurricular resources for all student groups, particularly for those from lower socioeconomic backgrounds or those requiring special education services. These insights from the local climate survey data guide John Adams Academy in its continuous efforts to improve and tailor its support systems to meet the needs of all its scholars and their families. By regularly analyzing and responding to this data, John Adams Academy El Dorado Hills aims to maintain a supportive and inclusive environment that fosters academic and personal growth for every scholar. Met 2024-06-27 2024 31669513130168 Horizon Charter 6 2024/2025: Horizon will include subgroup data. The 2023/2024 data allowed students to report anonymously and the data did not include their subgroup status. 88% of Students Reported: Horizon has made significant progress to improve the student engagement of ALL students. 84% of Students reported: Horizon has sufficient strategies in place to improve the student engagement for ALL learners. 87 % of Students reported: Horizon has sufficient strategies in place to improve community engagement 81 % of Students reported: Horizon has sufficient strategies in place to improve family engagement . 85 % of Students reported: Horizon has sufficient strategies in place to improve Communication. 85 % of Students reported: I feel safe online and able to express myself 58 % of Students reported: I feel well connected to other students 87% of Students reported: I feel well connected to my Horizon Teachers. 75% of Students reported: If I need support socially or emotionally I know how to get support from the Horizon staff. 81% of Students reported: There are ample opportunities to engage in social events in my Academy. 91% of Students reported: I feel well informed about school-related activities and events. 82% of Students reported: I would recommend Horizon to other students. Overall, students report they are satisfied with their experience at Horizon. However, this is the first year we asked more specific data from students regarding how they feel across a range of climate indicators. We have also introduced a new index to measure student wellness and HOPE. The data has been used to create interventions and develop social emotional programs. Additional curriculum has been selected to pilot to further support our collective capacity to understand student's needs and improve a strategic response. An area which has generated a more intensive objective for improvement is student:student connections. 58 % of students expressed they do not feel well connected to other students. This data combined with weekly 1:1 interactions and meetings with Teachers have prompted several new goals moving forward with an intention to improve social interaction opportunities, diversify the opportunities, improve online engagement in classes, and improve communication regarding opportunities. Additionally, we are exploring new ways to include civic engagement and public service as a means to improve student:student connections and their sense of belonging to a caring community. We are engaged in an intensive effort to build communication and relationships between all community members: families, students, staff, and administration. All metrics indicate improved communication and engagement outcomes. Data demonstrates more information is needed to inform program improvement in this area including disaggregated data by student group and by region. The following strategic goals have been developed to improve outcomes: Expand the use of social emotional assessments and data to provide timely support and develop programs Create a family engagement, continuity and recruitment plan Improve direct support for families Increase communication methods to align with student, family preferences Diversify, improve and promote engagement opportunities for students Improve data collection around engagement and participation mindful of equity objectives Improve communication of family and student engagement opportunities Increase family participation in school planning, shared decision making Met 2024-06-05 2024 31750850000000 Rocklin Unified 6 Rocklin Unified School District (RUSD) continually seeks input from all educational partners, including students. Each year, students take the California Healthy Kids Survey, and a representative group participates in a forum to share their perceptions of learning, connectedness, safety, and fairness. In fall 2023, the survey was administered to grades 5, 6, 7, 8, 9, and 11. During the 2023-24 school year, 61% of 5th graders, 73% of 6th graders, 87% of 7th graders, 94% of 9th graders, 92% of 11th graders, and 73% of non-traditional school students completed the survey. Key findings included 60-80% of students feeling connected to the school, with a decrease in connectedness as grade levels increased, except for students at Victory High School. Additionally, 68-88% of students felt safe at school, with elementary students generally feeling safer than secondary students. Overall, there was an increase in students’ perception of safety, motivation, and connectedness, and a decrease in responsiveness to negative peer interactions. Key learnings from the survey data indicate several strengths and needs. Strengths include a general increase in students' perception of safety, motivation, and connectedness. However, the data reveals a need to address the decreasing sense of connectedness as students progress to higher grade levels. This trend is particularly notable in secondary schools, where students feel less safe compared to elementary students. Additionally, the decrease in responsiveness to negative peer interactions suggests a need for enhanced interventions in peer relationships and conflict resolution. To address identified needs, RUSD will continue implementing the Multi-Tiered System of Supports (MTSS) to support students academically, socially, emotionally, and behaviorally. Specific actions include the ongoing use of Positive Behavioral Intervention and Supports (PBIS), Restorative Practices, and school-based therapy through our partner Wellness Together. Partnerships with Rocklin Police, Fire, and EMS agencies will be maintained, along with training and implementation of de-escalation strategies. These measures aim to improve student engagement, connectedness, and safety, with expected positive outcomes through consistent and effective implementation over time. Met 2024-06-20 2024 31750850117879 Maria Montessori Charter Academy 6 MMCA conducts an annual survey with its students which asks questions related to student perceptions of school safety and connectedness. Students from different grades and student groups were surveyed. An analysis is below. Students rated the school on a 1-5 scale (1 being strongly disagree, 5 being strongly agree). The three questions included the following: “I feel welcome at my school,” “I feel safe at my school” and “I feel like people care about me at my school.” The minimum criteria we set is a 3/5. As can be seen below, the school scored well above that minimum threshold: Student Wellness Survey (1-5, 1= strongly disagree, 5=strongly agree). Target Threshold 3 or greater; did school meet threshold for each grade level and each question (yes or no) for these 3 core questions: “I feel welcome at my school.” “I feel safe at my school” “I feel like people care about me at my school.” 4th Grade Yes Yes Yes 5th Grade Yes Yes Yes 6th Grade Yes Yes Yes 7th Grade Yes Yes Yes 8th Grade Yes Yes Yes School met intended targets. While not derived from our school climate data, we have increased student counseling time to help some students with their SEL related learning needs. Met 2024-06-24 2024 31750850119487 Western Sierra Collegiate Academy 6 Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, Rocklin Academy Family of Schools seeks input from stakeholders, including students each year by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2024. Results serve to measure the organization’s progress on state Priority Six, School Climate. Through this survey, we learned that a majority of our 7th-grade students feel both safe and connected at school with percentages of 76% and 70% respectively. Similar data was gathered from our 9th graders with percentages of 80% and 62% and 11th graders with 74% and 62%. Through the process of analyzing the CA Healthy Kids Survey data, we recognize that the perception of safety is stronger than that of connectedness on campus and that there was an increase in perception of safety among our 7th and 9th graders. We strongly believe that it is very important for students to feel safe and connected at school so want to make improvements in both of these areas. Because the CHKS is anonymous, we are not able to disaggregate the data by student group. We plan to implement strategies to increase the feeling of student connectedness across campus which are described below. To address areas of need identified through the analysis of local data and key findings, we have done the following the following: •Created SEL teacher lead positions who took on the task of developing and refining SEL lessons •SEL leads modeled effective implementation of SEL by pushing into Pack Time classes with co-teachers •Improved Pack Time to include systematic “one-on-one check-ins” which allowed teachers and students to establish and maintain authentic trusting relationships •Established buddy program between incoming 7th and 10th graders to bridge the high school and middle school gap and provide a safe environment, 6 meetups throughout the year to maintain that relationship •Next year, the Buddy Program will evolve into Link Crew •Implemented start-of-the-year assemblies to share the negative impact of bullying/harassment on each other along with the disciplinary consequences. Met 2024-06-17 2024 31750856118392 Rocklin Academy 6 Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. For this vision to come to fruition, it is important that students feel safe and connected at school. To measure perceptions of connectedness and safety, Rocklin Academy Family of Schools seeks input from stakeholders, including students each year by participating in local surveys. One of these is the California Healthy Kids Survey which was administered in grades 6, 7, 9, and 11 in the winter of 2024. Results serve to measure the organization’s progress on state Priority Six, School Climate. Through this survey, we learned that a majority of our 6th-grade students feel both safe and connected at school with percentages of 81% and 70% respectively. We recognize that the perception of safety is stronger than that of connectedness on campus and plan to implement strategies to increase the feeling of student connectedness across campus which are outlined in prompt 3. The CA Healthy Kids Survey data helped us recognize some very important information about school conditions and climate. We are pleased that over 80% of survey participants indicated that they feel safe while at school. With 70% indicating they feel connected at school, we believe there is still work to be done to improve this area. Because the CA Healthy Kids Survey is anonymous, we do not have data disaggregated by student group. "To address areas of need identified through the analysis of local data and key findings, we have done the following the following: •Refine the method by which you gathered data from students on the CHKS to increase participation • Paper permission slips, instead of digital increased the number of students who were cleared to participate • Shared data in the school safety plan so parents knew the importance of participation •Additions to PBIS • Added lessons on perspective-taking and identifying feelings in others to increase positive student relationships with peers and adults on campus • Organized upper-grade volunteers in primary classrooms to build relationships between older students with adults who are supervising the volunteer program and older students with younger students to improve cross-age student relationships" Met 2024-06-17 2024 32103220000000 Plumas County Office of Education 6 NA NA NA Met NA 2024-06-21 2024 32669690000000 Plumas Unified 6 The implementation of the California Healthy Kids Survey (CHKS) has proven to be a valuable tool in assessing the well-being and health of students in our district. This survey has been successfully administered to collect comprehensive data on various aspects of students' physical, emotional, and social well-being. By gathering information on factors such as school climate, student engagement, and mental health, the CHKS enables us to identify areas of strength and areas for improvement within our district. The data obtained from the survey serves as a foundation for evidence-based decision-making and targeted interventions to support the overall health and academic success of our students. Through the implementation of the CHKS, we are better equipped to create a safe, supportive, and nurturing environment for all students in our district. The 22-23 survey can be found here: https://drive.google.com/file/d/1FBKTDYkjgG27RVvQ6xSY7Y6-aJ3HYzIv/view?usp=drive_link In addition to established survey instruments like the California Healthy Kids Survey, Plumas Unified administers monthly surveys to 3rd-12th grade students. These surveys cover a variety of areas aimed at measuring school connectedness, Social-Emotional earning (SEL), and overall well-being. This ongoing data collection ensures that we have real-time insights into the evolving needs and experiences of our students. The Cal Hope Fall Survey indicates the following highlights: Belonging: CRC, CES, GES Challenging Feelings: CRC, CES Positive Feelings: CRC, CES School Climate: CRC, CES, GES Self Management: GES Supportive relationships: CRC, CES, GES, QJSHS The same survey identified the following areas for focus: Belonging: CJSHS Challenging Feelings: PJSHS, QJSHS Positive Feelings: GJSHS School Climate: CJSHS Self Management: CJSHS Supportive Relationships: CJSHS Through the analysis of data described in Prompt 1, we have gleaned significant insights into the multifaceted landscape of our school community, identifying both needs and areas of strength across various student groups. One key learning from our analysis is the critical importance of fostering a sense of belonging among our students. The Cal Hope Fall Survey highlights that while there are positive indicators of belonging at CRC, CES, and GES, there is a notable area for focus at CJSHS. Disaggregating the data further reveals that addressing this need is particularly crucial for students at CJSHS. Furthermore, the survey underscores the significance of addressing challenging feelings, with specific attention needed at CRC, CES, PJSHS, and QJSHS. By disaggregating this data, we can tailor interventions to support students experiencing these emotions, ensuring they have the necessary resources and support systems in place. Conversely, our analysis also illuminates areas of strength within our school community. Positive feelings are prevalent at CRC and CES, indicating a supportive environment conducive to student well-being. Additionally, supportive relationships are a cornerstone across several campuses, including CRC, CES, GES, and QJSHS. This underscores the importance of nurturing these relationships to bolster student resilience and success. Moreover, while CJSHS may require focused attention in certain areas such as belonging, challenging feelings, positive feelings, school climate, and self-management, it's crucial to recognize that this data provides valuable insights for targeted interventions and support strategies tailored to the unique needs of CJSHS students. In summary, our analysis of the disaggregated data underscores the significance of fostering belonging, addressing challenging feelings, and nurturing supportive relationships across our school community. By leveraging these insights, we can implement targeted interventions to support student well-being and create a positive school climate conducive to academic success and personal growth. In response to the analysis of local data and the identification of key learnings, Plumas Unified has determined several changes to existing plans, policies, and procedures to address areas of need and drive continuous improvement across our educational community. First and foremost, recognizing the importance of fostering a sense of belonging among our students, we are implementing targeted interventions at CJSHS to enhance programs and initiatives aimed at promoting inclusivity and connection. This includes revising existing policies to ensure that all students feel valued and supported within the school environment. Furthermore, in light of the identified challenges surrounding students' emotional well-being, we are enhancing our SEL curriculum and support services across all campuses. This includes providing additional resources and training for educators to effectively address challenging feelings and promote positive coping strategies among students. Additionally, to strengthen supportive relationships within our school community, we are implementing initiatives to facilitate meaningful connections between students, staff, and families. This includes expanding mentoring programs, peer support groups, and family engagement activities to foster a sense of belonging and connectedness. Moreover, recognizing the importance of continuous improvement, Plumas Unified is committed to regularly reviewing and revising our policies and practices based on ongoing data analysis and feedback from stakeholders. This includes soliciting input from students, parents, and staff to ensure that our efforts are responsive to the evolving needs of our school community. In summary, Plumas Unified is taking proactive steps to address areas of need identified through data analysis, including revising policies, enhancing support services, and fostering a culture of continuous improvement. By prioritizing the well-being and success of our students, we are committed to creating a supportive and inclusive learning environment where all students can thrive. Met 2024-06-21 2024 32669693230083 Plumas Charter 6 Parent Survey: 17% feel neutral or negative about feeling respected and listened to 36% neutral or negative about parent involvement opportunities being offered at different times to provide all parents a chance to participate. 17% feel neutral or negative about receiving timely communication 42% of parents do not attend parent meetings, 54% of these noted it was the timing of the meetings that prohibited them from attending. 25% of parents are either neutral or negative about being provided with reports of their child’s educational progress. 32% feel neutral or negative about being given the opportunity to be a part of decision making at the school, including those related to the educational programs offered and educational placement of their students. Student Surveys: 25% of students feel neutral or native about feeling close to people at school 18% of students feel neutral or negative about feeling safe at school 28% of students feel neutral or negative about teachers at the school treating students fairly and equally 38% of students feel neutral or negative about being sensitive to the perspectives and feelings of peers 40% of students feel neutral or negative about school work being informative and interesting 22% of students feel neutral or negative about caring about school work and it reflecting best effort 26% of students feel neutral or negative about the school helping them to be confident in their abilities and to always try hard 11% of student believe that teachers and other grown ups at school never as them about their ideas 10% of students believe that students at school are not motivated to learn 21.5% of students believe that teachers do not ask them what they want to learn about 6% of students believe that the school does not teach students to understand how others think and feel. 22% of students report that the school only some of the time helps students resolve conflicts with one another 17% of students report that the school only some of the time or never teaches students to care about each other and treat each other with respect 33% of students report that other students are nice to them only some of the time or never LCAP 2024-2025 Goals ID Based on Feedback (Workshops and Survey Data) Below is the summary of all of the feedback by category of all educational partner groups. This data was used to expand upon LCAP goals accordingly. Goal 1: Student Academic Achievement Curriculum Review and Revision: Establish a curriculum review committee to assess the effectiveness of current curriculum in meeting academic goals. Identify areas for improvement and make necessary revisions to better align with student needs and improve test scores. We have this already established but the process and flow with outcomes can be improved. Intervention Strategies: Allocate resources from community school grants to implement targeted intervention programs for struggling students. Who can monitor SAPs? Provide professional development for teachers on effective intervention strategies and utilization of resources like iReady. RTI curriculum for comprehension, not just decoding How address student motivation This is challenging with existing resources and their not being enough of them. If the Community School’s Implementation Grant is awarded, there may be room for additional staffing for intervention. Same with the Wellness Coach Grant. Space Optimization for Small Group Instruction: Evaluate current space usage and identify areas where small group instruction can be maximized. Consider rearranging classroom layouts or utilizing alternative spaces within the Extended Learning Opportunities: Develop and offer extended learning opportunities, including after-school and summer programs, to address learning loss caused by pandemic and fires. Prioritize resources for students most severely impacted by providing targeted support and enrichment activities. Funding and staffing are issues here. We need to actively seek additional funding in order to provide these services. Teacher Support and Autonomy: Provide additional prep time for teachers and instructional aides to prepare lessons and meet student needs effectively. Support teacher autonomy in utilizing diverse methods for instruction, including social-emotional learning (SEL) integration, to engage students and improve academic outcomes. Address this in goal 3. SPED Teacher Support: Develop a site-specific resource list for teachers to effectively address the needs of students with diverse learning requirements. Communication and engagement with parents Regular report outs of student academic progress, not just emails to check the portal. Twice a month? Address in goal 4. How to better engage student interest in school work and make it interesting Ongoing discussion amongst teachers By focusing on these actionable steps, schools can make tangible progress in improving student academic achievement and addressing the identified challenges. Goal 2: School Culture Expand MTSS Process: Develop and implement a comprehensive Multi-Tiered System of Support (MTSS) process to address student behavior and mental health challenges effectively. The above summary outlines all of the feedback generated through this LCAP cycle and how the goals were updated accordingly. Some of the amended goals also translate into policy changes, for example the development of a comprehensive MTSS process and accompanying handbook. Not Met 2024 33103300000000 Riverside County Office of Education 6 The California Healthy Kids Survey (CHKS) was used to measure student social and emotional health and well-being. This survey grew out of the California Department of Education’s (CDE) commitment to helping schools create more positive, safe, supportive, and engaging environments and to promoting the successful cognitive, social, emotional, and physical development of all students. This tool is used to refine ways to focus on enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. One of the most comprehensive surveys of its kind in the nation, CHKS is a modular survey instrument that assesses school climate and safety, student engagement, student supports, and social-emotional, behavioral, and physical health. The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement. On the California Healthy Kids Survey (CHKS), 177 students in community school completed the survey. Some data points that were noted included the following: 24% of students reported that they had three or more absences per month. In terms of engagement, 57% of students felt academically motivated, and 48% of in-school students felt a sense of school connectedness, compared to 27% of remote students. Regarding relationships, 58% of students reported having caring adult relationships, and 69% felt that adults at school had high expectations for them. On the California Healthy Kids Survey (CHKS), 83 students in court school completed the survey. Some data points that were noted included the following: 47% of in-school students felt a sense of school connectedness. In terms of engagement, 58% of students felt academically motivated. Regarding relationships, a significant portion of students reported having caring adult relationships and felt that adults at school had high expectations for them. On the California Healthy Kids Survey (CHKS), a significant percentage of students in both court and community schools reported satisfaction with their school experience and a sense of safety. These results highlight areas of strength and opportunities for further improvement in supporting student well-being and engagement in these educational settings. 94% of student in court and 97% in community school indicated a feeling of perceived safety or neutrality on the issue. Met 2024-06-05 2024 33103300110833 River Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population (71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-06 2024 33103300125237 Leadership Military Academy 6 LMA annually administers a voluntary and anonymous survey to all stakeholders. The survey includes items on all 8 state priorities, including the perceptions of school safety and connectedness. Beginning in 2021-22, additional short surveys for students and staff were administered that include items on climate, belonging, and student-teacher relationships. According to our student survey results from this year, 49% of students report feeling safe and 49% report feeling connected. This is an improvement from last year, with the “connected” response increasing 11 percentage points, but this remains a clear area of improvement for our school. 64% of students report that they know where to go for help with a problem at school and 68% agree that teachers and staff care about students. We are currently working on doing a deep-dive into our student data and exploring it further to get a better understanding of students’ needs and responses in these areas. We have also implemented a Wellness Center this year and seen enormous utilization of these services, with nearly 100% of all students participating in at least one counseling session. We are glad to be able to provide this for our students and hope that this continues to support them and improve feelings of belonging, safety, and care within the school culture. Met 2024-06-20 2024 33103300125385 Imagine Schools, Riverside County 6 At Imagine Schools Riverside County (ISRC), we prioritize the continuous improvement of our educational environment by regularly seeking feedback from our community. Throughout the year, we conduct multiple surveys with our staff, students, and families to reflect on school climate, adherence to Imagine's Shared Values, Healthy Kids Survey, and other critical areas. Our recent surveys have yielded impressive results. For instance, an overwhelming 99% of ISRC students participated in the student survey. Among these students, 94% feel welcome at school, and 94% believe that teachers and other adults effectively teach them how to behave in class and throughout the school day. Additionally, 91% of students appreciate the opportunities they have to reflect on their behavior and learn from their mistakes if they break the rules. Communication between teachers and families is strong, with 94% of students reporting that their teachers keep their families informed about their academic and character progress. Furthermore, 89% of students feel that their teachers make a genuine effort to get to know them, and 96% say that teachers and other adults on campus expect them to do their best. Parental feedback is equally positive. A notable 99% of parents feel that the school is teaching their children to be caring and responsible individuals within the school and community. Awareness of Imagine's Shared Values is high, with 98% of parents recognizing that the school staff strives to live by the principles of Justice, Integrity, and Fun. Bullying prevention is also a strong point, with 92% of parents affirming that students are encouraged to report bullying and that actions are promptly taken to address it. Moreover, 98% of parents indicate they are active participants in their child's education, diligently read all school communications, and feel comfortable voicing their concerns. Respect is a cornerstone of our community, with 95% of parents feeling that everyone at the school treats each other with mutual respect. Parent satisfaction is further evidenced by the fact that 97% are likely to recommend the school to others, 99% feel the homework provided is relevant, and 98% are satisfied with the quality of education their children are receiving. ISRC surveys have shown overwhelmingly positive responses, highlighting the strengths of our educational environment. For example, 99% of parents feel their children are being taught to be caring and responsible individuals, which underscores our commitment to character education. Additionally, 94% of students feel welcome at school, reflecting our efforts to create an inclusive and supportive atmosphere. Communication between teachers and families is another strong point, with 94% of students reporting that their teachers keep their families informed about their academic and character progress. Furthermore, 98% of parents are satisfied with the quality of education their children are receiving, and 97% are likely to recommend ISRC to others, showcasing the trust and confidence our community places in our school. Constructive feedback has highlighted the quality of food served and middle school math as key areas needing attention. By focusing on these areas, we aim to ensure a well-rounded and satisfying experience for all our students. Through this ongoing dialogue and our commitment to responsiveness, we strive to create an environment where every member of our community feels heard and valued. At Imagine Schools Riverside County (ISRC), we are committed to listening to our community and continuously improving our educational environment. Through regular surveys, we gather valuable feedback from our students, staff, and families to enhance various aspects of our school climate and uphold Imagine's Shared Values. Our surveys have revealed overwhelmingly positive responses in many areas. However, we also recognize opportunities for growth. The quality of the food served is an area where we have received constructive feedback from our students. Additionally, some students have identified middle school math as another area where we can improve. We are actively working to address these concerns. For the quality of our meal programs, we are exploring various options to ensure our students receive nutritious and enjoyable meals. In the area of middle school math, we are exploring new materials and avenues for additional support. This includes evaluating innovative teaching resources, providing extra tutoring sessions, and integrating technology to make math more engaging and accessible for our students. Met 2024-06-13 2024 33103300128397 CBK Charter 6 The California Healthy Kids Survey (CHKS) was used to measure student social and emotional health and well-being. This survey grew out of the California Department of Education’s (CDE) commitment to helping schools create more positive, safe, supportive, and engaging environments and to promoting the successful cognitive, social, emotional, and physical development of all students. This tool is used to refine ways to focus on enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. One of the most comprehensive surveys of its kind in the nation, CHKS is a modular survey instrument that assesses school climate and safety, student engagement, student supports, and social-emotional, behavioral, and physical health. The majority of the questions are school-specific, including the following indicators: learning from home (remote learning); school performance, engagement, and support; school environment & connectedness, academic motivation, parental involvement; social and emotional health; school violence, victimization, and safety; alcohol and other drug use; tobacco use – cigarette smoking and vaping, and gang involvement. The RCOE CBK CHKS 2023-24 report highlights several positive aspects of school connectedness and safety. Firstly, the survey results indicate that 67% of in-school students and 66% of remote students feel a strong sense of school connectedness. This connectedness is crucial for fostering a supportive learning environment, as it enhances students' emotional and academic engagement. The report also shows that meaningful participation and caring adult relationships are key contributors to this connectedness, with 74-78% of students acknowledging these supports in their school experience. In terms of school safety, the data reveals that a significant majority of students perceive their school environment as safe. Specifically, 81% of students without an Individualized Education Plan (IEP) and 77% of students with an IEP feel safe or very safe at school. This perception of safety is critical as it directly impacts students' ability to focus on their studies and participate fully in school activities. Additionally, the low levels of reported bullying and harassment contribute to this positive sense of safety, with only 9% of students experiencing any form of harassment in the past year. Moreover, the report underscores the importance of a clean and well-maintained physical environment, with 84-95% of students agreeing that their school is usually clean and tidy. This maintenance contributes to students' overall sense of safety and well-being, further reinforcing their connection to the school. The combined efforts in fostering a connected and safe school environment are evident in the positive feedback from the students, which is a testament to the effective measures implemented by the school administration. Met 2024-06-14 2024 33103300128777 Gateway College and Career Academy 6 GCCA students, parents, staff and other stakeholders were surveyed in April and May concerning their perceptions of the school in terms of Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, and College & Career Readiness. In addition, students provided feedback about Emotional and Mental Health and Diversity, Equity, and Inclusion. In order to put student feedback into context, this report compares GCCA students' ratings to the ratings from students at hundreds of other high schools across the state. Compared to other participating high schools, GCCA's highest rated themes were: Culture, College & Career Readiness and the lowest rated themes were: Belonging & Peer Collaboration, and Relationships. Compared to other participating high schools, GCCA's highest rated question within the key themes was: Discipline in this school is fair. (which is in the Culture theme) and the lowest rated question within the key themes was: How often do you work with other students for your classes, even when your teacher doesn’t ask or tell you to? (which is in the Belonging & Peer Collaboration theme) Respondents also provided feedback about Emotional and Mental Health. For example, 49% of respondents responded positively to the question: Overall, how do you feel about your life? Respondents also provided feedback about Diversity, Equity, and Inclusion. For example, 58% of respondents responded positively to the question: My school has made me more interested in getting to know people of diverse backgrounds. Over all, GCCA rated in the 85th percentile or above in nearly all survey categories. Our lowest scored category was Belonging and Peer Collaboration. We believe our expansion of virtual and hybrid participation models contributed to our students' perceptions in this area. It was encouraging to see consistently positive responses in all other categories, particularly School Culture, we're we rated in the 97th percentile. "The survey conducted in April and May with GCCA students, parents, staff, and other stakeholders provided insights into perceptions of the school across Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, and College & Career Readiness. Students also provided feedback on Emotional and Mental Health and Diversity, Equity, and Inclusion. Areas of Strength: Culture: GCCA's school culture received the highest ratings, particularly in the 97th percentile. Stakeholders perceive the discipline at GCCA as fair, indicating a positive school environment. College & Career Readiness: High ratings in College & Career Readiness suggest that students feel well-prepared for future educational and career endeavors. Emotional and Mental Health: 49% of students responded positively about their overall feelings towards life, indicating the school's relative success in supporting students' emotional and mental health. Diversity, Equity, and Inclusion: 58% of respondents indicated that the school has made them more interested in diverse backgrounds, highlighting the school's success in promoting diversity and inclusivity. Identified Needs: Belonging & Peer Collaboration: The lowest rated theme was Belonging & Peer Collaboration, particularly the question, ""How often do you work with other students for your classes, even when your teacher doesn’t ask or tell you to?"" This indicates a need to foster more organic student collaboration and peer relationships. The expansion of virtual and hybrid participation models has likely impacted students' perceptions of belonging and peer collaboration, requiring targeted strategies to enhance connectivity among students in these environments. Relationships: Building stronger, more supportive relationships between students and staff is essential for improving the overall school experience. Data Disaggregated by Student Group: While the overall feedback is positive, analyzing data disaggregated by student groups is important to ensure equitable support. Specific attention should be given to underrepresented or at-risk student groups to identify any disparities in perceptions of engagement, support, and inclusion. Actionable Steps Moving Forward: Foster Positive Relationships: Initiatives to enhance student and staff relationships will be prioritized, including increasing mentorship opportunities and fostering a more inclusive community. Enhance Peer Collaboration: Developing strategies to promote peer collaboration, especially in virtual and hybrid models, such as group projects, study groups, and peer-led activities. Strengthen School Culture: Continuing to build on the strong school culture by maintaining fair discipline policies, celebrating student achievements, and promoting school spirit. Increase Engagement Opportunities: Introducing new initiatives to increase student participation and connection through student advisory council events and extracurricular activities. " Belonging & Peer Collaboration: Enhancing Peer Interaction: New Initiatives: Introduce structured group activities and collaborative projects, including peer-led study groups, team-based assignments, and collaborative clubs. Virtual Platforms: Implement virtual platforms for peer interaction and collaboration outside the classroom, such as discussion forums and virtual study halls. Expanded Extracurricular Activities: Virtual and Hybrid Clubs: Expand extracurricular clubs and activities accessible to both virtual and hybrid students, providing more opportunities for engagement. Relationships: Mentorship Programs: Student-Staff Mentorship: Develop a formal mentorship program pairing students with staff to provide additional support and guidance, focusing on building strong relationships. Peer Mentorship: Introduce a peer mentorship program where senior students mentor new or younger students, fostering a supportive community. Increased Communication: Regular Check-Ins: Implement regular check-in meetings between students and advisors or counselors to address issues and provide continuous support. Family Engagement: Enhance communication with families through newsletters, virtual town halls, and family engagement events. School Culture: Recognition Programs: Student Achievements: Establish programs to recognize and celebrate student achievements and positive behaviors. Staff Recognition: Implement recognition programs for staff who exemplify the school’s values and contribute positively to the school culture. Professional Development: Staff Training: Provide ongoing professional development for staff on building inclusive classroom environments and fostering positive student relationships. Equity Training: Offer specific training focused on equity, diversity, and inclusion. College & Career Readiness: Enhanced Guidance Programs: Career Counseling: Expand career counseling services to provide individualized support for students in planning their post-secondary education and career paths. Workshops and Seminars: Hold regular workshops and seminars on college applications, financial aid, and career exploration. Partnerships with Local Businesses: Internship Opportunities: Develop partnerships with local businesses to create internship and job shadowing opportunities for students. Continuous Improvement: Data-Driven Decision Making: Regular Surveys: Conduct regular surveys to gather feedback and make data-driven adjustments. Monitoring and Evaluation: Establish a system for monitoring and evaluating the impact of changes, with periodic reviews. Stakeholder Involvement: Advisory Committees: Form student, parent, and staff advisory committees to provide ongoing input on school policies and initiatives. Transparent Communication: Maintain transparent communication channels to keep all stakeholders informed about changes, progress, and areas needing attention. These initiatives reflect the LEA’s commitment to addressing identified needs. Met 2024-06-27 2024 33103300136168 Temecula International Academy 6 "Temecula International Academy conducts annual educational partner surveys and meetings to gather feedback from students, parents, teachers, and staff; LCAP survey, parent information and input meetings, and the RULER student survey were all collected in 2023-24. Additional data was collected when preparing the Western Association of Schools and Colleges report, which resulted in a six year accreditation with a mid-cycle review. This data aims to assess various aspects of the school environment, teaching effectiveness, and overall satisfaction with the educational experience, The data is disaggregated by several student groups to identify trends and address specific needs. These groups include: Grade levels: Kindergarten through 8th grade, comparison of responses by grade level helps understand developmental and age-specific concerns. Socioeconomic status, students eligible for free or reduced-price lunch versus those who are not. This comparison highlights any disparities in experiences and satisfaction levels based on economic factors, English Language Learners (ELL), which helps in evaluating the effectiveness of language support programs and inclusivity, and students with Individualized Education Programs (IEPs) versus those without, which ensures that students with special needs are receiving adequate support and resources. From a social emotional climate survey given to our 6-8th grade students: 58% shared that ""I can identify when, where, how, and from whom to seek help for myself or others when needed"" however 25% of students with disabilities felt that they could identify a source of help. This statistic shows that there is work to be done in this area so that students can safely identify who they can go to when help is needed. 49% of students answered that ""I can can seek help when I need it."" These responses are helpful feedback in relation to the school climate on campus, and give the staff an indicator of where to support students. Additionally, 60% of students feel that ""I can speak up in a group appropriately to make sure my idea is heard."" Of our socioeconomically disadvantaged student population, 87% of students felt that they could speak up to make sure their ideas are heard. The school values student voice and will continue to make strides and ensure that more feel that their voice is heard by school staff and their peers. In regards to behavioral Incidents, there is a downward decline in the frequency and types of behavioral incidents are collected to assess the effectiveness of behavior management programs. A decrease in incidents over the past year indicates positive trends in school climate and further implementation of the RULER Social Emotional Learning Program. Regular attendance tracking and the dashboard shows patterns in absenteeism, particularly among specific student groups such as ELL and students from low socioeconomic backgrounds. Targeted interventions are being developed to address these attendance issues," Through the analysis of the educational partner data for Temecula International Academy, several key learnings, identified needs, and areas of strength have emerged, providing a comprehensive understanding of the school’s conditions and climate. One notable strength is the overall sense of safety and security felt by students across most grade levels and student groups, indicating effective safety protocols and a secure environment. Additionally, the positive learning environment at the school has garnered consistent positive feedback from both students and parents, particularly from higher grade levels, highlighting the satisfaction with classroom settings and resources. Teacher support and engagement are also significant strengths, with many students and parents agreeing that teachers engage students effectively and provide adequate support. This is especially true for special education students, who report high levels of satisfaction with the individualized teaching strategies and inclusive practices they receive. The data also reveals several areas that require attention. Enhanced language support for English Language Learner (ELL) students is a pressing need, as these students reported lower satisfaction with the learning environment. This suggests a need for improved language support programs and culturally responsive teaching practices. Parental involvement opportunities also emerged as an area for improvement, indicating that the school could do more to engage and communicate with parents, particularly those from diverse backgrounds. Furthermore, younger students expressed lower satisfaction with the availability and variety of extracurricular activities, highlighting a need to expand and diversify these offerings for the lower grade levels. Socioeconomic disparities also surfaced in the data, with variations in safety perceptions among students from lower socioeconomic backgrounds. This highlights the necessity for targeted interventions and resources to support economically disadvantaged students. Additionally, patterns of absenteeism among ELL and low socioeconomic students suggest the need for specific attendance initiatives. An attendance committee has been formed to help identify and address the chronic absenteeism issues. In summary, while Temecula International Academy excels in creating a safe, positive learning environment with strong teacher support, there are critical areas for improvement. Addressing the needs for enhanced language support, increased parental involvement, and expanded extracurricular activities for younger students, along with addressing socioeconomic disparities and improving attendance and behavior interventions, will be essential to ensuring an inclusive and supportive educational experience for all students. Based on the analysis of the collected data and the identification of key learnings, Temecula International Academy (TIA) has determined several modifications to existing plans, policies, and procedures necessary for addressing areas of need and ensuring continuous improvement. To enhance communication channels, TIA will revise its communication plan to include more frequent updates through multiple platforms, such as emails, newsletters, social media, and a dedicated parent portal in Schoology. Recognizing the importance of cultural competency, TIA will introduce mandatory training for all staff members, focusing on creating an inclusive environment, respecting cultural differences, and effectively engaging with families from diverse backgrounds. TIA will establish more robust parent and community involvement initiatives by hosting monthly parent meetings with our Falcon Parent Committee, aiming to gather comprehensive input and foster a sense of ownership among stakeholders. In response to feedback, TIA will expand its student support services by increasing access to counseling services through the community, implementing targeted intervention programs for struggling students, and enhancing resources for well-being with the continued adoption of our social emotional program, R.U.L.E.R. TIA will implement a structured system for continuous feedback, utilizing regular surveys, focus groups, and suggestion boxes to gather ongoing input from students, parents, and staff. This feedback will be systematically reviewed to inform decision-making and policy adjustments. To better meet student interests and needs, TIA will review and revise its academic and extracurricular programs, potentially introducing new courses, clubs, and activities aligned with student interests and career aspirations. TIA will strengthen its data analysis capabilities by investing in new tools and training for staff, enabling more informed decision-making processes and more effectively addressing areas of need. These revisions reflect TIA’s commitment to continuous improvement and its dedication to creating a supportive, inclusive, and high-quality educational environment for all students. Met 2024-06-27 2024 33103300137836 Pivot Charter School Riverside 6 A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 85.2% of students indicating they felt Pivot was a welcoming and friendly place, 66.7% of students indicating that their teachers were sensitive to their needs, and 70.4% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Unduplicated students 90% felt Pivot was a welcoming and friendly place 65% indicated that their teachers were sensitive to their needs 65% indicated that they believe that they can be successful in school Special education students 100% felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 100% indicated that they believe that they can be successful in school Students who are in both unduplicated and special education subgroups: 0% responded to our survey Students in neither unduplicated nor special education subgroups: 50% indicated they felt Pivot was a welcoming and friendly place 50% indicated that their teachers were sensitive to their needs 75% of students indicated that they believe that they can be successful in school. Parents and guardians were also surveyed, with 92.9% indicating that they were satisfied with Pivot Charter School and 100% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 85.7% indicated that they believed their student was prepared. Parents and guardians of unduplicated students: 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 83.3% indicated that they believed their student will be prepared for college or a career after Pivot. Parents and guardians of special education students: 100% indicated that they were satisfied with Pivot Charter School 93.3% indicated that they were satisfied with the curriculum 73.3% indicated that they believed their student will be prepared for college or a career after Pivot. Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 100% indicated that they believed their student will be prepared for college or a career after Parents and guardians of students in neither unduplicated and special education subgroups: 83.3% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 88.9% indicated that they believe their student will be prepared for college or a career after Pivot. An area indicated as a need for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. The 23-24 school year was the first year of implementation of Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events. Met 2024-06-20 2024 33103300137851 Julia Lee Performing Arts Academy 6 Julia Lee Performing Arts Academy administers a School Climate Survey annually to all parents. The schools' student groups consist of 63% Hispanic, 14% African American, 14% White, 7% Multiple, etc. This certifies that the entire population of the representative student groups voices are heard and responded to. The families respond to various issues ie: Safety/Security, drop-off and Pick Up Procedures, Curriculum, Library Access, Playground, Lunches, Academic Recognition, and Communication. Based on the feedback from the surveys, parent meetings (Principal's Cafe), and the student group interviews (Mission Club) several changes or enhancements have been made. The drop-off procedures have been changed to accommodate the traffic congestion at the front of the building as well as the drop-off line. The pick-up procedures have been changed to reflect the pre-pandemic method of picking the students up. All parents are required to sign their students out at the end of the day. This allows the teachers and the parents to discuss any school-related matters that occurred that day or will occur. JLPAA has hired a Positive Behavior Intervention Support Coordinator who handles the families' and students' mental health, behavior, and social-emotional concerns. The 2023-2024 school year has just started and JLPAA has seen many positive changes. The LEA determined that it was necessary to add additional security personnel due to increased enrollment, campus layout, and parent concerns. Parents volunteered for school-wide events andtraffic control. All playground areas were enhanced due to increased enrollment, safety, and feedback from parents. An additional lunch area was added to accommodate the middle school students due to increased enrollment and safety. During the 2024-2025 SY, additional bathrooms are planned for grades 3-8. Met 2024-06-14 2024 33103300137869 Excelsior Charter School Corona-Norco 6 To fully engage our stakeholders Excelsior Charter School Corona-Norco solicited and promoted stakeholder feedback and engagement through an annual stakeholder survey. The survey data is as follows: Metric #3.23 , Student Climate Survey - All Students , 65% Metric #3.24 , Student Climate Survey- SPED , 72% Metric #3.25 , Student Climate Survey- EL , 60% Metric #3.26 , Student Climate Survey- Independent Study , 60% Metric #3.27 , Student Climate Survey- On Campus , 66% Metric #3.28 , Parent Climate Survey –All Students , 71% Metric #3.29 , Parent Climate Survey- SPED , 68% Metric #3.30 , Parent Climate Survey - EL , 81% Metric #3.31 , Parent Climate Survey –Independent Study , 75% Metric #3.32 , Parent Climate Survey – On Campus , 71% Metric #3.33 , Staff Climate Survey All Staff , 82% The key learning identified is that most stakeholders find the school climate could improve at the school sites. With an approximated average response of 65-70% satisfied with the school climate, improvement with customer service and stakeholder engagement is necessary. The stakeholder groups showing the highest satisfaction response rates are that of the English Learner parent group as well as staff. Excelsior Charter School Corona-Norco revised its instructional models within the prior LCAP cycle to better serve the needs of all students as academics demonstrated improvement when students had higher levels of accountability with in-person or synchronous instruction. However, the school climate and involvement of families decreased according to survey data under this change as the school’s prior model included a requirement for all students to come to campus once per unit to meet with their assigned teacher. The new requirement of meeting with a non-credentialed staff member to meet with families did not provide the same level of service that families were accustomed to, and family involvement lessened. Adding Independent Studies teachers to meet frequently with students will help increase communication and accountability. Met 2024-06-27 2024 33103300138024 Journey 6 Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. - Overall Student Score: 93% of students reported feeling safe and connected to the school. - Students with Disabilities: 90% reported feeling safe and supported, highlighting a need for targeted interventions to improve their school experience. - English Learners: 93% felt engaged and connected, 88% felt adequately supported academically, indicating a gap in tailored academic resources. - Low-Income Students: 92% reported feeling safe, 95% felt a strong sense of school connectedness, suggesting a need for enhanced social support systems. - Students of Color: 89% reported a positive school climate, 85% felt that cultural inclusivity was adequately addressed, pointing to the need for more culturally responsive practices. - Safety: While 93% of students overall reported feeling safe, 90% of students with disabilities and 93% of English learners felt the same. - Engagement: 94% of all students felt engaged in their learning, but this dropped to 91% for low-income students. - Support: 91% of students felt they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting this need. - Connectedness: 92% of students felt a sense of belonging, low-income students (90%) and students of color (86%). The local climate survey data underscores the importance of addressing the unique needs of different student groups to create a more inclusive and supportive school environment. While the overall scores indicate a generally positive perception of school climate, the disaggregated data reveals specific areas where targeted interventions are necessary. By focusing on safety, engagement, support, and connectedness, particularly for our most vulnerable students, we can work towards a more equitable and nurturing educational environment. Policy Change: Implement a more robust safety and support policy specifically tailored for students with disabilities. Procedural Adjustment: Provide ongoing professional development for staff on inclusive practices and crisis management. Action Steps: Increase the number of support staff, such as special education aides and counselors, to ensure adequate supervision and support during school hours. Policy Change: Revise the academic support policy to include mandatory supplemental language acquisition programs and tutoring for English learners. Procedural Adjustment: Integrate data-driven instruction methods that are tailored to the language proficiency levels of English learners. Action Steps: Hire additional EL educators and provide professional development on effective instructional strategies for English learners. Policy Change: Modify the engagement policy to ensure that all students, particularly those from low-income backgrounds, have access to extracurricular activities and mentoring programs. Procedural Adjustment: Create a streamlined process for identifying and supporting students who face financial barriers to participation in school activities. Action Steps: Establish mentorship programs that connect low-income students with positive role models in the community. Policy Change: Update the curriculum policy to include a stronger emphasis on culturally responsive teaching practices. Procedural Adjustment: Implement regular cultural competency training for all staff members and integrate multicultural perspectives across all subject areas. Action Steps: Organize school-wide events that celebrate cultural diversity and encourage student and family participation. Policy Change: Introduce a continuous improvement policy that mandates regular review and adjustment of plans based on ongoing data analysis. Procedural Adjustment: Establish a continuous improvement committee composed of stakeholders, including students, parents, teachers, and community members, to oversee the implementation of changes and provide feedback (LCAP, WASC, etc.). Action Steps: Implement a robust monitoring system to track the progress of implemented changes. Use data from surveys, focus groups, and academic performance metrics to make informed decisions and adjustments. Met 2024-06-27 2024 33103300138602 JCS - Pine Hills 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 342 surveys were completed by the students of JCS-Pine Hills. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall: Tier 1 - 43.4% Tier 2 - 39.6% Tier 3 - 17% Average Strengths - 3.1 Average Challenges - 2.4 Most Significant Strengths - Empathy, School Bonding, Emotion Control Most Significant Challenges - Assertiveness, Learning Interest, Academic Motivation SwD: Tier 1 - 37.1% Tier 2 - 35.7% Tier 3 - 27.1% Average Strengths - 2.5 Average Challenges - 3.0 Most Significant Strengths - Empathy, Emotion Control, Learning Interest Most Significant Challenges - Assertiveness, Optimism, Learning Interest SED: Tier 1 - 47.4% Tier 2 - 47.4% Tier 3 - 5.3% Average Strengths - 4.0 Average Challenges - 1.9 Most Significant Strengths - School Bonding, Relationship with Adults, Emotion Control Most Significant Challenges - Action Orientation, Assertiveness, Learning Interest Hispanic: Tier 1 ; 45.8% Tier 2 - 33.3% Tier 3 - 20.8% Average Strengths - 3.1 Average Challenges - 2.7 Most Significant Strengths - School Bonding, Empathy, Emotion Control Most Significant Challenges - Assertiveness, Learning Interest, Relationships with Adults The results of the HSA were shared with staff to consider the needs of students. We learned that Empathy, School Bonding, and Emotion Control were strengths overall and within significant subgroups. The most common challenges overall and within subgroups were Assertiveness and Learning Interest. From the results of the HSA, it is clear that Students with Disabilities (SwD) need the most significant SEL support. SwD have the highest percent of Tier 3 students (27.1%) with the lowest number of average strengths and the highest number of average challenges. "Assertiveness is the most significant challenge among student subgroups and overall. In 2024/2025 LCAP, the school is addressing this within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning." Met 2024-06-14 2024 33103300139428 Garvey/Allen Visual & Performing Arts Academy for STEM 6 Very High All: 41.2% Black: 37.4% HISP: 44.4% SED: 43.6%Data Year: 2022-23 Data Source: Dashboard 2023 SBAC ELA OUTCOMES Low Distance from Standard (DFS) 2023 DFS Overall -31.2 Black -50.2 Latinx NS SED NS SWD -31.7 Percent Meet/Exceed 2023 Meet/Exceed Overall 32.87% Black 27.68% Latinx 59.09% SED 30.63% SWD 4.55% Data Year: Spring 2023 Data Source: CAASPP Scores SBAC MATH OUTCOMES Low Distance from Standard (DFS) 2023 DFS Overall -95.4 Black -115.3 Latinx NS SED -100.3 SWD NS Percent Meet/Exceed 2023 Meet/Exceed Overall 16.43% Black 10.71% Latinx 40.91% SED 15.32% SWD 0% Data Year: Spring 2023 Data Source: CAASPP Scores CAST SCIENCE OUTCOMES 2023 Meet/Exceed Overall 6.67% Black 4.00% Latinx 7.14% SED 8.33% SWD 0% Data Year: Spring 2023 Data Source: CAASPP Scores The Key Findings are we must improve Chronic Absenteeism Rate and CAASPP Scores. It was noted that the Chronic Absenteeism Rate is still higher than it was pre-pandemic. Also, the Charter School needs to work through intervention and increased use of effective instructional strategies to increase academic achievement in ELA, Math and Science. The Charter School is focusing on full implementation of the Attendance Plan and Policies to reduce Chronic Absenteeism. The students cannot learn if they are not in school, and the developmental program of Garvey/Allen STEAM Academy needs daily attendance. The Charter School will continue to improve instruction, interventions, and school connectedness in order to improve student achievement. Met 2024-06-27 2024 33103300140780 Audeo Valley Charter 6 Audeo Valley Charter (Audeo Valley) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last three years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo Valley’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, Audeo Valley exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo Valley’s response rate on the CHYS at each grade level was Grade 7 (70%), Grade 9 (40%), and Grade 11 (53%) for CHYS Core and Grade 7 (50%), Grade 9 (33%), and Grade 11 (42%) for CHYS Behavioral Health. In 2023-2024, 100% of students reported that they felt safe at Audeo Valley and 94% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 Audeo Valley’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Audeo Valley didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. For Hispanic, the only grade level with CHYS results was 9th. Key learnings included that in the past 12 months 17% experienced chronic sadness/hopelessness and 0% reported having considered attempting suicide. 0% of students report current alcohol, tobacco or marijuana use, 8% reported 3 or more absences in the past 30 days, 95% reported Audeo Valley promotes parental involvement in school, 25% report experiencing harassment or bullying in the past 12 months, 50% reported bedtime of 12am or later, and 43% reported eating breakfast today. 75% reported being satisfied with life. In the past 12 months 31% reported wanting to receive mental health services, 31% reported receiving mental health services and 19% reported barriers to receiving services. Audeo Valley has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo Valley has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo Valley. Met 2024-06-26 2024 33669770000000 Alvord Unified 6 In April 2023, Students in grades 5, 7, 9, and 11 were administered the California Healthy Kids Survey. From the data obtained, Alvord pulled the primary key indicators to support their actions and services provided for students and staff. The key indicators across elementary (ES), middle (MS), and high school (HS) climate were as follows: School Connectedness (ES: 66%, MS: 47%, HS: 46%) Academic Motivation (ES: 79%, MS: 58%, HS: 56%) Caring Relationships: (ES: 65%, MS: 50%, HS: 51%) High Expectations: (ES: 80%, MS: 50%, HS: 64%) Meaningful Participation: (ES: 36%, MS: 18%, HS: 21%) Perceived School Safety: (ES: 72%, MS: 45%, HS: 48%) Areas of strength noted in our key indicators include: academic motivation, positive behavior, and high expectations. Two of the key indicators that Alvord is focused on based on the survey results include school connectedness and school safety. With regard to school connectedness across reporting grade levels, elementary students report significantly higher school connectedness than their secondary counterparts. Additionally, white, hispanic, and black student groups in middle school report a higher percentage of school connectedness than the overall average of 58%. Another area of focus is that of school safety. Elementary students report significantly higher perceptions of school safety compared to secondary school students. Black elementary students reported a 7% lower perceived sense of school safety less than the overall average. This trend continues through high school. "The PurposeFull People Social-Emotional Learning (SEL) curriculum has been successful at the elementary level, evident from rising positive responses on the California Healthy Kids Survey (CHKS). Building on this success, we're now planning a tailored SEL curriculum for grades 6-12 to address unique adolescent challenges. We'll integrate the Positive Behavior Intervention and Support (PBIS) framework, enhancing our efforts to foster positive behaviors and a healthy school climate. Concurrently, our ""Greatness Within"" initiative continues to amplify the voices of our Black students, promoting inclusivity and empowerment. Meanwhile, resource reallocation towards school safety has led to significant improvements. Initiatives include implementing campus supervisor biker rider roles and facility upgrades like security cameras and anti-climb fencing, ensuring a safer environment district-wide." Met 2024-06-20 2024 33669850000000 Banning Unified 6 The Local Control Funding Formula (LCFF) initially designed to emphasize the significant role of positive school conditions and climate in enhancing student performance and equity. This approach is supported by research indicating that a positive school climate directly influences key success indicators such as increased teacher retention, lower dropout rates, reduced violence, and higher student achievement. To facilitate comprehensive planning, Local Educational Agencies (LEAs) require access to current data. Measuring school climate provides LEAs with essential information to track progress, drive continuous improvement, and identify and implement changes to address local needs. Banning Unified School District (BUSD) utilizes the California Healthy Kids Survey (CHKS) to gauge student perceptions of school safety and connectedness across various grade levels. The following data from the 2022-2023 school year is derived from the CHKS administered at Banning High School and elementary schools within the district. At Banning High School: The survey revealed several critical insights. The response rate was lower than the desired 70%, which affects the representativeness of the data. A total of 52 students participated in the survey. Key indicators highlighted that 70% of students felt connected to their school, suggesting a strong sense of belonging. Academic motivation was high, with 76% of students indicating strong motivation to excel in their studies. Safety perceptions were also positive, with 71% of students feeling safe at school and 78% feeling safe on their way to and from school. Additionally, 79% of students felt that adults at school had high expectations for them, which is vital for fostering a motivating educational environment. At the Elementary Level: The elementary school survey included 67 fifth-grade students with a response rate of 19%. Key indicators mirrored those at the high school level, with 70% of students reporting a strong sense of school connectedness. Fifty-five percent of students felt they had caring adult relationships at school, and 66% reported receiving adequate social and emotional learning support. Safety perceptions were consistent with those of high school students, with 71% feeling safe at school and 78% feeling safe during their commute. The analysis of the local climate survey data has yielded several key insights: Strengths: High Expectations: Both students and staff perceive a high level of expectations, which is crucial for academic success. Caring Relationships: Students report having supportive relationships with teachers and staff, which fosters a positive learning environment. Meaningful Participation: Opportunities for students to engage in decision-making and extracurricular activities are recognized as strengths. Identified Needs: Bullying Prevention: Despite efforts to address bullying, it remains a concern. Continued focus on anti-bullying initiatives is necessary. Parental Involvement: While parents feel welcome at school, there is a need for better communication and more opportunities for active parental participation in school activities and decision-making processes. Physical Environment: Improvements in the school's physical environment, such as cleanliness and maintenance, are needed to enhance students' perceptions and overall school climate Disaggregated Insights Diverse Student Needs: Disaggregated data shows varying needs among different student groups, emphasizing the importance of tailored interventions to address specific challenges faced by subgroups such as English learners and students with disabilities. Based on the analysis of the survey data and the identified key learnings, several changes and actions are proposed: Enhancing Bullying Prevention Programs: Implement comprehensive anti-bullying programs that include student workshops, staff training, and parent involvement. Regular monitoring and evaluation of these programs will ensure their effectiveness. Improving Parental Involvement: Develop strategies to increase parental engagement, such as creating more opportunities for parents to participate in school activities and decision-making. Enhancing communication channels between the school and parents will also be prioritized to ensure parents are well-informed and feel valued as partners in their children's education. Upgrading School Facilities: Allocate resources to improve the physical environment of schools. This includes regular maintenance and ensuring that facilities are clean and conducive to learning. Enhancing the physical environment will positively impact students' perceptions and overall school climate. Tailored Support for Diverse Student Groups: Implement targeted interventions to support the specific needs of different student groups. This includes additional resources for English learners, special education services, and programs that address the unique challenges faced by these populations. Continuous Data Monitoring and Action Planning: Establish a continuous improvement cycle that involves regular data collection, analysis, and action planning. Engage stakeholders, including students, staff, and parents, in this process to ensure that the interventions are effective and address the evolving needs of the school community. By addressing the identified needs and leveraging the strengths highlighted by the survey data, LEAs can create a positive school climate that fosters student success and equity. Continuous monitoring and stakeholder engagement will be essential in driving ongoing improvements and achieving the goals set forth by the Local Control Funding Formula. Met 2024-06-26 2024 33669930000000 Beaumont Unified 6 The District has diligently analyzed the local climate survey data, encompassing responses from grades 3-5 and 6-12. The survey is designed to capture a broad spectrum of information related to school conditions and climate, including Social Awareness, Sense of Belonging, Growth Mindset, Self-Efficacy, Emotion Regulation, Supportive Relationships, Self-Management, Positive Feelings, Grit, and Challenging Feelings. The findings are segmented by student groups, offering a detailed perspective on different demographics within the school community. Grades 3-5 Overview: •Social Awareness: 66% favorable, showing a decrease of 2 points since Fall 2023. •Sense of Belonging: 64% favorable, with a minor decrease of 1 point. •Growth Mindset: 59% favorable, decreasing by 2 points. •Self-Efficacy: 54% favorable, marking the greatest increase of 1 point. •Emotion Regulation: 44% favorable, with no change noted. Grades 6-12 Overview: •Supportive Relationships: 79% favorable, despite a decrease of 1 point. •Self-Management: 65% favorable, showing a decrease of 1 point. •Positive Feelings: 58% favorable. •Social Awareness: 58% favorable, no change. •Grit: 53% favorable, with an increase of 1 point. •Challenging Feelings: 49% favorable. •Emotion Regulation: 47% favorable, showing the greatest increase of 3 points. •Sense of Belonging: 39% favorable, showing a decrease of 1 point. The District and educational partners are using these insights to refine and enhance strategies for improving school climate and student well-being. The feedback indicates a need for targeted interventions to improve areas such as Emotion Regulation and Sense of Belonging, particularly in the higher grades where these aspects are notably lower. Continuous efforts are being made to address these concerns through focused programs and initiatives that aim to foster a more supportive and inclusive school environment. This comprehensive data analysis enables the District to tailor its interventions and programs more effectively, ensuring that they meet the diverse needs of all student groups and contribute to a positive and nurturing educational climate. The analysis of the local climate survey data for grades 3-5 and 6-12 has revealed significant insights into the needs and strengths of various student groups within the District. These key learnings have been instrumental in identifying specific areas that require targeted interventions as well as those that stand out as strengths, enabling the District to tailor its approaches to support student well-being and engagement effectively. Identified Needs: • Emotion Regulation: This emerged as a critical area of need, especially in the higher grades, where only 47% of responses were favorable, with the greatest increase of 3 points. This indicates a growing awareness and improvement but also underscores a significant area for ongoing focus. • Sense of Belonging: This is particularly concerning in grades 6-12, where only 39% of students felt a sense of belonging, a decrease of 1 point. This low percentage highlights a crucial area for development in creating a more inclusive and supportive school environment. • Self-Management and Grit: These areas also showed lower favorable responses, particularly in grades 6-12, suggesting a need for programs that enhance students' skills in managing their own learning and persevering through challenges. Areas of Strength: • Supportive Relationships: In grades 6-12, 79% of responses were favorable, despite a slight decrease. This indicates that the majority of students feel supported by staff and peers, which is vital for a positive school climate. • Growth Mindset: Although there was a decrease, the response rate of 59% favorable in grades 3-5 suggests that a relatively high number of younger students are developing resilience and a positive attitude towards learning. • Social Awareness: Grades 3-5 showed a 66% favorable rate, which, while showing a decrease, still indicates that a majority of students are attuned to the social dynamics around them, an essential skill for interpersonal success. Disaggregated Data Insights: The survey results disaggregated by student groups indicate that underrepresented students, including English Learners (EL), Foster Youth, and Socioeconomically Disadvantaged (SED) students, may require more focused attention, particularly in the areas of Emotion Regulation and Sense of Belonging. Tailored interventions that address the unique challenges faced by these groups could help improve their overall school experience. The District and educational partners will use these findings to enhance existing programs and develop new initiatives that address identified needs. Increasing the focus on areas like Emotion Regulation and Sense of Belonging while continuing to strengthen supportive relationships and resilience skills will be crucial in fostering a nurturing and effective educational environment. This targeted approach will ensure that all student groups, especially those underrepresented, receive the support they need to succeed academically and socially. In response to analyzing local climate survey data and identifying key learnings, the District has determined several necessary adjustments to its existing plans, policies, and procedures. These changes are aimed at addressing the areas of need highlighted by the survey, particularly focusing on underrepresented and low-performing student groups. The following revisions, decisions, and actions have been or will be implemented to ensure continuous improvement in the District's educational environment: •Enhanced Positive Behavior Interventions and Supports (PBIS): The District has increased its implementation of PBIS strategies. This framework helps create a more supportive school environment that encourages positive behavior and improves social skills, which enhances areas like Emotion Regulation and a Sense of Belonging. •Expanded Professional Development (PD) in Restorative Practices: Recognizing the need for more effective conflict resolution and community building within schools, the District will increase professional development opportunities focused on restorative practices. This initiative aims to equip teachers and staff with the necessary tools to manage classroom dynamics better and foster a more inclusive atmosphere. •Targeted Support for Underrepresented Groups: The District continues to prioritize support for Foster Youth, Low-income, English Learners (EL), and students identified as performing at a Very Low performance level. Specialized programs and resources will be directed towards these groups to address their specific challenges and needs, helping elevate their academic and social-emotional outcomes. •Revised Local Control Accountability Plan (LCAP) Action Items: Based on the insights gained from the survey data, the District has created additional action items in the LCAP. These revisions include specific measures aimed at improving engagement, support, and educational outcomes for identified student groups. The action items are designed to ensure that interventions are targeted and aligned with the overarching goals of enhancing school climate and student well-being. Continuous Monitoring and Adjustment: To ensure the effectiveness of these interventions, the District engages in continuous improvement monitoring. This involves regular data collection and analysis to assess the impact of systems and practices. Adjustments are made as necessary based on ongoing feedback from educational partners and extensive data analysis. The District is committed to continuous improvement to address the needs of all students, particularly those most vulnerable. Met 2024-06-11 2024 33669930127142 Highland Academy 6 Our school climate survey data identifies attendance as a key area needing improvement. Our goal is to maximize student attendance, aiming for less than 10% of the school year missed. With a current chronic absenteeism rate of 20.9% according to the Dashboard, we are taking a multi-pronged approach to address this issue. We are developing an early warning system that combines daily, weekly, and monthly attendance data and allows us to quickly identify at-risk students. We are also working hard to foster a fun and supportive school environment that students find engaging. We prioritize building a positive school climate that keeps students motivated and connected to the school community. Our academic achievement is also an identified area of concern by all three stakeholder groups: student, parent, and staff. While internal student data paints a more optimistic picture, our CAASPP scores in Math and Language Arts have dipped. ELA scores dropped from 48.56% to 38.83%, and Math scores decreased from 28.81% to 25.18%. To address these gaps, we are implementing targeted support for struggling students, incorporating regular practice with various assessments to solidify understanding, and providing teachers with professional development opportunities to improve teaching practice across the board. Our educational partners’ feedback generally indicated that the school is on-track. Adjustments to this year’s plan are focused primarily in the areas of need identified on the CA School Dashboard. Input from parents/guardians, students, and staff did have a direct impact on: • The creation of a 7th Period intervention middle school program that provided remedial support to at-risk students; • the adoption of new curriculum in several classes; • the implementation of a new communication system to more consistently reach our parents by email, text, or phone as needed; • the purchase of a campus-wide surveillance system; • the creation of one additional FTE, a classroom para-professional position; • professional development provided to staff to improve classroom instruction, ensuring it is rigorous, and standards-based, but inclusive of all students’ goals and abilities; • providing specific, targeted intervention programs (pull-out remediation, elective classes, and targeted 7th periods) in ELA and math for identified students TK-8; • the implementation of tutoring with subject matter teachers/office hours/virtual & live support hours; • expanding our school's ELO Program, both the HOWL after school program and the June-July Summer Academy. In an effort to enhance student support services, the LEA will be implementing programmatic adjustments for both the 7th period intervention program and the existing Extended Learning Opportunities (ELO) program. These expansions aim to increase the capacity of both programs to serve a wider range of students with greater efficacy. Furthermore, the curriculum utilized within these programs will be rigorously researched and data-driven, ensuring the most targeted and effective support is provided. Met 2024-06-20 2024 33669930139360 Mission Vista Academy 6 We administered MVA’s School Parent Survey, Student Survey, and Staff Survey in the 2023-2024 school year. The survey demonstrates that most of our students feel high levels of connectedness to our school. All students: 98% agree or strongly agree that they feel safe and connected to the school. Grades 4-5: 99% agree or strongly agree that they feel safe and connected to the school. Grades 6-8: 98% agree or strongly agree that they feel safe and connected to the school. Grades 9-12: 98% agree or strongly agree that they feel safe and connected to the school. American Indian or Alaska Native: 90% agree or strongly agree that they feel safe and connected to the school. Asian: 95% agree or strongly agree that they feel safe and connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe and connected to the school. Black or African-American: 95% agree or strongly agree that they feel safe and connected to the school. Filipino: 95% agree or strongly agree that they feel safe and connected to the school. Hispanic or Latino: 99% agree or strongly agree that they feel safe and connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe and connected to the school. Native Hawaiian or Pacific Islander: 100% agree or strongly agree that they feel safe and connected to the school. Two or More Races: 98% agree or strongly agree that they feel safe and connected to the school. White: 99% agree or strongly agree that they feel safe and connected to the school. Other: 100% agree or strongly agree that they feel safe and connected to the school. Students feel safe while participating in online coursework and in-person school-sponsored activities. Students shared that they appreciate the high levels of support from their teachers and that teachers know and care about students at our school. Since all student groups feel very high levels of connection and safety at the school, we do not plan to make any changes to plans, policies, or procedures. MVA staff members will continue to provide a safe and welcoming learning environment for all students, providing resources and support programs as needed to ensure all students can meet their academic goals. Met 2024-06-13 2024 33670330000000 Corona-Norco Unified 6 In the 2022 – 2023 school year, CNUSD administered the California Healthy Kids Survey to students in fifth, seventh, ninth and eleventh grades to ascertain student thoughts about their social emotional well-being and school connectedness. The California Healthy Kids Survey measures student mindsets, behaviors, and attitudes that might be related to success in school and beyond the classroom. CNUSD uses several sections of the survey to guide school improvement and Local Control and Accountability (LCAP) efforts, particularly in regard to the state priorities of enhancing school climate, pupil engagement, parent involvement, and addressing the needs of vulnerable groups. Percent of students responding positively to the prompt and change from 21-22 survey (in parentheses): Grades/Percent (difference from prior year) Connectedness 5th = 75% (+1) 7th = 62% (+1) 9th = 58% (+2) 11th = 55% (+1) Caring Adult at School 5th = 70% (+1) 7th = 58% (+3) 9th = 52% (+2) 11th = 55% (0) Academic Motivation 5th = 86% (+1) 7th = 67% (+2) 9th = 63% (+3) 11th = 61% (+1) Chronically Sad/Hopeless 5th = not asked 7th = 30% (-4) 9th = 37% (-7) 11th = 40% (-5) Feel Safe at School 5th = 80% (+0) 7th = 63% (+2) 9th = 59% (+1) 11th = 61% (+1) Efforts are made to capture parent/community member voice on an annual basis with a spring survey. In the spring of 2024, community members gave input on a variety of topics. Demographic information was gathered but not required. The results showed the following: Involvement in School: Overall: 83% Hispanic: 83% African American: 85% English Learner: 78% Schools have high expectations for all students Overall: 85% Hispanic: 87% African American: 77% English Learner: 92% Schools are supportive and inclusive Overall: 83% Hispanic: 87% African American: 85% English Learner: 92% Schools are a safe place for students to learn Overall: 88% Hispanic: 90% African American: 86% English Learner: 89% CNUSD has experienced success with continued implementation of the Restorative SART/SARB Processes throughout the district to assist with decreasing chronic absenteeism and increasing attendance rates. We have been able to provide some needed support to school sites in building strong character education programs meant to support Tier 1 expectations on our campuses. The MTSS TSAs have played a vital role in developing system-wide processes when it comes to Access/Match Fit into our Multi-Tiered Systems of Support. Tier 2 and 3 academic supports have been provided to our students through Academic Saturday School as well as specific counselors at the secondary level to help with targeted groups of English Learners. CNUSD's commitment to student mental health is evident through the continued support of full-time counselors at every elementary campus. These counselors have become a layer of Multi-Tiered Intervention that has been vital to the success of our elementary schools. In addition, we are supporting elementary Tier 2 needs by hiring and implementing a strong program to address prosocial skills through the STEPS program. Due to widespread need for Tier 3 Mental Health Supports resources such as Gaggle and Care Solace identify and intervene with students experiencing Tier 3 needs have been provided. CNUSD has used funds to grow our group and individual mentoring programs so that they can support more student needs. The CNUSD Parent Center programs have had a tremendous impact on students and families through diverse program options, individual tiered support, foster and homeless supports, and parent education. CNUSD is proud to share that the 4-year cohort graduation rate for 2022-2023 is 94.9%, which is expected to climb in 2023-24 even though it is already above both the state and county averages. Gains are noted in these subgroups: Homeless (6.8%), Foster Youth (2%), Pacific Islander (4.3%). Efforts need to continue to increase graduation rates for the following groups who decreased by their respective percentages: Students with Disabilities (3.1%), English Learner (0.9%), Hispanic (1.6%), Low Income (1.3%), African American (2.1%), and Two or More Races (2.1%). Based on our data from the CA Dashboard the following data points showed improvement through the 3 years of LCAP Implementation: Chronic Absenteeism was at 20% overall in 2023, 21.9% for English Learners in 2023, 23.8% for Foster in 2023, and 23.2% for our Low-Income Students. Since the pandemic, our Chronic Absenteeism Rates have been steadily improving year after year. Our local SEL Indicator Data shows that we maintained our high marks when it comes to students feeling safe and connected at school. We believe that the following actions were effective and will continue: Tier 1/2/3 Social Emotional and Mental Health Supports, Parent Center Programs, Increased Athletics, Comprehensive Counseling Services, Social Workers, School Nurses, and School Security Attendants. Character Education will be funded at the site level for 2024-25. Contracted WRAP Services will be discontinued going into the 2024-2027 LCAP Cycle and those services will be addressed through CNUSD Social Workers and the addition of three MTSS TSAs. A big measure of how students are supported in their academics is seen in our suspension and expulsion rate for students. Overall our suspension rates for all student groups increased this past year, including an increase in all measured subgroups. This shows that interventions need to continue for all students, but that additional monitoring of data by both the district office and school sites is necessary to make sure we are making informed decisions about the use of suspension as an intervention. On our California Healthy Kids Survey, students in CNUSD have maintained high student survey results in the areas of academic motivation and school connectedness, while showing some areas for growth in feelings of student safety and connection to adults. On the parent satisfaction climate surveys, CNUSD has maintained a high level of parent satisfaction on school climate, challenging coursework, and providing welcoming environment to parents. On CNUSD's staff surveys, staff continue to report high levels of satisfaction with school climate and anti-bullying policies. Some challenges experienced this school year include increased needs for Tier 2 and Tier 3 behavioral supports for our students. There is a need to increase supports for sites that have students experiencing a high degree of behavioral dysregulation. Another challenge has been dealing with increased safety needs across our campuses and the need for additional support from law enforcement and security personnel to keep school sites safe. Rising transportation costs have affected school site's abilities to utilize funds for athletics in a way that supports student involvement in extracurricular programming. In the area of mentoring, we have seen a rise in students needing Tier 3 structured, individual mentoring programs beyond group mentoring. Met 2024-06-18 2024 33670410000000 Desert Center Unified 6 Desert Center Unified has a student population that hovers around 28 students through the school year. Due to its small enrollment size, the school does not formally utilize the California Healthy Kids Survey. This is done to ensure confidentiality of individual students and respective groups of students. The school has developed and does administer its own survey which takes similar questions from the California Health Kids Survey. The school is able to look at specific indicators regarding school climate and student connectivity to the school. The school is able to control any sensitive information relating to individual students or groups of students. Through the annual school survey, the findings demonstrate the students do enjoy being at the school. The findings of the survey also validate that the students believe they are being appropriately challenged academically by their teachers. School safety is still a focal point of the school where students have demonstrated areas relating to safety that can be improved. The school has taken steps to address these safety issues to demonstrate the ability for students to have a voice and see results of their concern. The school has been active in the development and update of its Five-Year Preventative Maintenance Plan. This document formally supports the aspects to improvements of the facility of which many of the actions involve students' safety. Met 2024-06-26 2024 33670580000000 Desert Sands Unified 6 Just under thirteen thousand students in grades 3-12 participated in the annual Support and Environment survey through Panorama. Grade level spans responded to questions on the following themes: Teacher-Student Relationships Sense of Belonging School Safety Engagement School Climate The percentages identified below indicate favorable responses on a five point likert scale, they do not include neutral or unfavorable responses. Additionally, the responses below are the aggregate theme total for all questions within the theme. Elementary Schools Grades 3-5: 70% of students feel they have a strong connection with their teacher, a decrease of 8 percentage points (p.pts.) 64% of students feel they are valued members of the school community, a decrease of 2 p.pts. 60% of students feel physically and psychologically safe at school, an increase of 3 p.pts. 58% of students are attentive and invested in class, a decrease of 4 p.pts. 58% of students have positive perceptions of the overall social and learning climate of school, a decline of 3 p.pts. Secondary Grades 6-12 Data 41% of students feel they have a strong connection with their teacher, a decrease of 1 percentage point (p.pt.) 31% of students feel they are valued members of the school community, a decrease of 1 p.pts 49% of students feel physically and psychologically safe at school, an decrease of 2 p.pts. 21% of students are attentive and invested in class, a decrease of 4 p.pts. 34% of students have positive perceptions of the overall social and learning climate of school, a decline of 3 p.pts. Key Learnings Elementary Schools Grades 3-5: Overall, the percentage of favorable responses are high for all themes on the Panorama survey. Highlights include students in grades 3-5 feeling an increased sense of safety compared to last year. The largest decrease of favorable responses is related to student perception of their teacher’s concern for their well being in grades 3-5. Key Learnings Secondary Schools Grades 6-12: Highlights include the highest percentages of favorable responses from the theme of school safety. Highlights include a high percentage of students feel that their teacher is respectful toward them. Students indicate an increase in fighting at some of our schools. The least favorable responses are from the theme of student engagement. Response to Key Learnings Elementary Schools Grades 3-5: Desert Sands has increased offerings for students that need mental health support, including the addition of mental health therapists at schools. What are we doing that's new to increase physical safety? Continue to grow and strengthen our Multi-tiered system of support. Schools continue to add Tier II supports. The MTSS data platform through Synergy, as a means of monitoring the academic and behavioral progress of students, is being piloted by two elementary schools this year. Continue to support schools that have staff turnover with Tier I and Tier II teams to ensure consistency with MTSS. Continue to support our staff through Words of Wellness (WOW) emails and health fairs. Continue training for AVID, Kagan, Restorative Practices, Trauma Informed Practices, Mindset, and PBIS to improve teacher - student relationships. Implementation and modeling of SEL Signature Practices, including inclusive welcomes, engaging strategies and intentional close. Continue to support school safely by providing all elementary schools with security agents who are visible to the community, staff, parents, and students. Additionally, continue with consistent safety drills throughout the year to promote preparedness. Continue to promote a positive school climate through consistent expectations, acknowledgment systems, and student recognition programs. Response to Key Learnings Secondary Schools Grades 6-12: Continue to increase offerings for students that need mental health support, including the addition of mental health therapists and wellness rooms - including middle and high school mentoring programs to support students and their leadership development. Continue to grow and strengthen our Multi-tiered system of support. Schools continue to add Tier II supports. The MTSS data platform through Synergy, as a means of monitoring the academic and behavioral progress of students, is being piloted by two secondary schools this year. Continue to support schools that have staff turnover with Tier I and Tier II teams to ensure consistency with MTSS. Continue to support Youth Leadership Days focused on conversations centered on diversity and equity. Ensure that students represent a variety of identity markers and demographics (race, gender, socioeconomic status, home status, multilingual status, and academic achievement) are included to better understand and address every student's sense of belonging in DSUSD. Ensure that students participate in empathy interviews as a means of collecting feedback directly from students on their needs. Met 2024-06-18 2024 33670586031959 George Washington Charter 6 Washington Charter School (WCS) administered Panorama Education Well Being Survey in the fall of 2023 and winter of 2024 to third, fourth and fifth grade grade students. The impact of not being in school for a portion of these students educational careers at WCS is evident. When looking at metrics in the WCS LCAP there were two areas that the school prioritized. It should be noted, when the most recent three year LCAP was written the impact of a school closure of almost one year was not anticipated or realized. Prior to March 2020 86% of 3rd-5th grade students responded favorably to a sense of belonging. In subsequent years positive responses declined to 69% and this year 67%. A smaller decline was noted when students responded favorably to a sense of safety on campus(76 to 65% in 2022-23 increasing to 69% in the 2023-24 survey). When looking at subsets of the Winter Well Being survey in the area of challenging feeling 66% of respondents gave a favorable rating, yet only 58 % of EL students responded favorably. EL data for positive feelings mirrored that of other student groups and the overall rating. For supportive relationships the overall positive rating was 89 % with EL students at 86%. We are heartened as the data for EL students from the Fall to Winter Well Being survey improved in all three of these areas. Data comparing male and female students yielded results that was quite similar on both surveys. Data from teacher and parent surveys was positive in most areas. WCS teachers enjoy teaching at the school. They feel supported and indicated through their responses that the school is safe and the SEL needs of students are addressed proactively. When looking at data from the Winter Equity survey data was derived from the responses of 271 3rd-5th grade students. When looking at responses from all respondents 63% had a favorable rating on school climate and 68% had a favorable rating on sense of belonging. For our 17 EL students who provided responses 76% were positive with regard to school climate and 68% for sense of belonging. This is heartening. . Females were at 68% for school climate and 71% for Sense of Belonging. Males lagged at 58% and 65%. Hispanic students responded more favorably to school climate than white students 67% to 61%. Data was also gleaned from the Spring 2024 Skills and Competencies Survey and Support and Environment Panorama survey. Overall our students exhibit grit, have self management and are socially aware,. Additionally 71% responded favorably when asked about the relationship with their teacher. There is a great deal of data that can be used in the development of the WCS LCAP and focus areas for upcoming school years. There is a great deal of information that one gets from student and staff survey data. WCS embraces the use of data in decision making. It is our goal to administer multiple surveys to our students. We look at the information through a number of lens. The goal is to improve the educational experience for all of our educational partners. The first survey we will speak to is the fall 2023 Well Being Survey. Some data and insights were shared as part of the schools response to prompt 1. In the area of supportive relationships the percent favorable rating is 88% it's a decline of 1 point from the survey administered in Winter 2023. This places WCS in the 40th-59th percentile in comparison to core districts. For positive feelings 71% favorable also a decline of 1% however WCS ranks in the 80th-99th percentile in comparison to other districts and 6 percentage points above Desert Sands. Challenging feeling favorable response 66% again a decline of 1% . WCS is in 80th-99th percentile in comparison to CORE districts and 8% above DSUSD.Winter Well Being survey yielded similar results with an increase of 1% in supportive relationships and a 2% decline in positive feelings. For the winter equity survey WCS had a 68% favorable response for sense of belonging (60th-79% percentile) and 63% for school climate placing WCS at the 40th-59th percentile. These results are at or above those of DSUSD.For the spring 2024 Skills and Competencies survey in which students perceive their social-emotional skills five different areas were looked at The area/topic with the greatest decline from the spring 2023 survey was growth mindset. The decline was 4% and WCS students scored in the 20-39th percentile. DSUSD experienced 5% decline and had a comparable percentile ranking. In three topics (grit, self-management and self-efficacy WCS scored in the 80th to 99th percentile. The greatest growth was 6 percentage points in grit. WCS was significantly higher in favorable responses in comparison to DSUSD in Self-management, social awareness, grit and self-efficacy. We also looked at and analyzed data from the spring 2024 support and environment survey in which respondents shared their feedback for the school. The greatest area of decline was 8% as students responded to teacher-student relationships.The most growth was 4% in school safety. WCS scored at or above in all 5 topic areas in comparison to DSUSD.There were four questions on the topic of teacher student relationships. Most responses showed a decline in favorable response when looking at data from the spring of 2023. WCS continues to focus on building positive and supportive relationships with all educational partners. The impact of a school closure of 1 year coupled with a significant increase in school absences in the 2021-2022 school year is still being felt. Some students have needed to learn or re-learn how to get along, share, wait ones turn, have empathy and compassion and work collaboratively. Some students still share that they do not feel connected at school to classmates or staff. Behavior of most students has improved but we also see a core group of children continuing to make ill advised choices resulting in classroom disruptions and playground drama. When working with students and families our school counselor, teachers, support staff and administration focus on providing guidance and resources to assist the child and or family. Additional actions of staff include reviewing consequences for making ill-advised decisions, classroom meetings, having our school counselor make regular presentations in the classroom, meeting with students individually or in small counseling groups. Administration has an open door policy for parents and student to freely share their thoughts and suggestions. This year the work of the Diversity Equity and Inclusion Committee (DEI) resulted in actionable items. This included decisions being made through a lens of equity. As a result school fundraising was done in a way in which all students had an opportunity to receive prizes and acknowledgement and all kids participated in the Day of Awesomeness. The winter fun run also shifted focus and mirrored how the Day or Awesomeness was run. At the end of the year all students received a yearbook regardless of ability to pay. Additional multicultural books were purchased for classrooms and the school library. Administration and staff plan to spend time in August 2024 looking at and reflecting on the data noted above . Embracing and listening to our educational partners will allow for continuous improvement. As part of the WCS LCAP it was evident that the SEL needs of our educational partners continues to grow. As a result the LCAP has prioritized the hiring of an additional school counselor. The counselor was hired in May 2024 for the upcoming school year. Met 2024-06-17 2024 33670586031991 Palm Desert Charter Middle 6 School Climate Overall score from March 2024 Panorama Data show parent survey had a disappointing 78 families participate. However, the overall score remained static from last year at 63% positive. Faculty and Staff Surveys showed a steep decline of 14 and 17 points to measure 53% and 39% positive scores respectively. Students also showed a decline to 38% which is down 9 points. The key finding showed that faculty and staff felt less optimistic and supported than they had the previous year. One reason for this decline was the recent announcement of the enrollment cap placed on our school, leading to teachers being involuntarily moved. This is the first time in our school's history that we have faced this type of crisis. A secondary reason for the decline is the increased challenge of dealing with student and parent behavior. Analyzing student factors for the decline shows they feel teachers' negative feelings and are also frustrated with student behavior. Based on these findings, a Tier 1 team has been formed to address ways to highlight and celebrate proper student behavior. Additional focus will be given to highlighting faculty and staff as valued community members. Met 2024-06-12 2024 33670820000000 Hemet Unified 6 Hemet Unified School District administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness. The 2023-24 administration of the California Healthy Kids Survey was provided to students in 5th, 7th, 9th and 11th grade. Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 44%-70%. In addition, 57%-70% of students (of the same grade span) report feeling “safe” or “very safe” on campus. School Engagement and Supports by Race/Ethnicity School Connectedness Grade Level Shown in Parentheses for available data. American Indian or Alaska Native: 42% (11) Asian or Asian American: 59% (7) 65% (9) 58% (11) Black or African American: 49% (7) 42% (9) 47%(11) Hispanic or Latinx: 51% (7) 49% (9) 45% (11) Native Hawaiian or Pacific Islander – Not Reported White: 60% (7) 55% (9) 58% (11) Mixed (two or more) ethnicities: 57% (7) 52% (9) 53% (11) Something else: 50% (7) 48% (9) 48% (11) School perceived as very safe or safe (In-School Only) American Indian or Alaska Native 55% (11) Asian or Asian American 68% (7) 76% (9) 72% (11) Black or African American 69% (7) 42% (9) 44% (11) Hispanic or Latinx 56% (7) 54% (9) 56% (11) Native Hawaiian or Pacific Islander White 62% (7) 54% (9) 63% (11) Mixed (two or more) ethnics 71% (7) 56% (9) 50% (11) Something else 39% (7) 50% (9) 56% (11) Students in 5th, 7th, 9th and 11th grade report a sense of being connected to school in a span ranging from 44%-70%. In addition, 57%-70% of students (of the same grade span) report feeling “safe” or “very safe” on campus. Information regarding school climate is also gathered from staff and used to inform decision making. Additionally, school climate information is gathered in support of work around Restorative Justice training, Positive Behavior Support Systems, tobacco/alcohol/drug prevention as well as peer leadership efforts. The District plans to continue efforts to increase both a sense of school safety as well as school connectedness via actions and services described in the Local Control Accountability Plan. There will be changes to the implementation of actions and services in the Local Control Accountability Plan with the objective of improving these metrics. In addition to implementation changes, the District is implementing a comprehensive data monitoring structure, inclusive of student, parent and family experience surveys, to better inform implementation tactics. Met 2024-06-18 2024 33670820120675 Western Center Academy 6 Our students take multiple Social Emotional Learning Surveys throughout the year, all of which ask about their connection to an adult at the school, which we use as one proxy for school climate. This survey is given to all grade levels, 6 through 12 several times per school year. The district provides counseling for students whose answers are of great concern and our counselor and MFT work with students with lower levels of concern below the threshold for outside services. We also administer the California Healthy Kids Survey and together as an admin/counseling team, we evaluate the results and decide on what steps to take to remedy any areas of concern. Hemet Unified also sends a parent survey around the district’s LCAP goals and WCA sends our own, specifically targeting our LCAP goals, including our goals around mental and physical health. These surveys go out annually in early May. We evaluate the data and free-response comments to identify areas of need and respond accordingly. We have learned from our data that we have students who go about their day while struggling internally with a variety of issues: fitting in, confidence, anger, anxiety, etc. These students will certainly struggle to learn an it is imperative that we put more supports in place to prevent and deal with these issues. We will continue to fund a full time mental health professional and school counselor as well as a new behavioral support specialist. We will have large group preventative sessions as well as smaller group sessions for grief and anxiety and will have experts available for individual counseling. We have a team from the district office who work with students who score in such a way that arises concern through individual sessions. Those who score of mild concern work with our school mental health professionals. Although we've had pieces of this system in place in the past, creating a system of Tier 1, 2, and 3 interventions will reach more students with the support that they need. We will also be systematizing our response to academic and behavior deficiencies as well. Met We have an excellent academic culture of achievement at WCA and we are now working on creating systems to address mental health as well. 2024-06-03 2024 33670900000000 Jurupa Unified 6 California Healthy Kids Survey - Spring 2024 Item(s) - Do you feel close to people at school? - Are you happy to be at this school? - Do you feel like you are a part of this school? - Do teachers treat students fairly at school? - Do you feel safe at school? The average percent of respondents reported 'Yes, all of the time' or 'Yes, most of the time.' Grade 6 -All: 66% -Hispanic: 67% -White: 66% -Other: 61% Grade 7 -All: 53% -English Learners: 52% -Students with Disabilities: 61% -Homeless Youth: 53% -Hispanic: 53% -White: 50% -African American: 56% Grade 9 -All: 49% -English Learners: 52% -Students with Disabilities: 52% -Homeless Youth: 42% -Hispanic: 49% -White: 39% Grade 11 -All: 55% -English Learners: 52% -Students with Disabilities: 49% -Homeless Youth: 46% -Hispanic: 55% -White: 57% -Asian: 62% This analysis of the California Healthy Kids Survey - Spring 2024 data disaggregated by student group identified several key learnings about student connectedness to school. Overall Findings -On average, 55.8% of respondents reported feeling connected to school (all of or most of the time). -Decline with Grade Level: the percentage of students feeling connected to school declines as the grade level increases. -Disparity Between Groups: The data underscores a consistent disparity between certain student groups. Areas of Strength -Across grades 7-11, Asian students reported the highest percentage of feeling connected to school (62.0% in grade 11). -In other grades, students with disabilities reported the highest percentage of feeling connected to school (Grade 7: 61.0%). Several student groups reported consistently lower percentages of feeling connected to school across all grades: -Hispanic -White -English Learners -Students with Disabilities -Homeless Youth Needs: These findings suggest a need for further investigation into the reasons why some student groups report feeling less connected to school. It is important to address these needs to create a more inclusive and supportive school environment for all students. Targeted Interventions: -Mentoring: Through continued focus on Link Crew and other methods that pair students in these groups with older students who can provide support and guidance. -Small-Group Counseling: Behavioral Health staff will facilitate groups for students identified in the data, promoting healthy relationships and coping mechanisms. School Climate Focus: -Diversity and Inclusion Training: Professional development on cultural sensitivity, implicit bias, and creating inclusive classrooms -Restorative Practices: Continue to implement restorative approaches to discipline to repair relationships and build community rather than resorting exclusively to punitive measures. Data-Driven Decision Making: -Student Voice: Student focus groups with students from the identified groups will gather deeper insights into why certain student groups feel less connected to school. -Panorama Survey: Continue to provide surveys to identify the specific reasons for lower connectedness scores. Met 2024-06-24 2024 33671160000000 Menifee Union 6 For the past three years, the Menifee Union School District has consistently utilized the Panorama Education Culture and Climate survey as an invaluable tool for assessing the school environment. This survey, disaggregated by student groups, comprehensively evaluates various dimensions including academic support, safety, school culture, and family engagement. It provides a nuanced understanding of the perceptions and experiences of students, parents, teachers, and staff members across different demographic groups. In our recent Spring survey, we maintained high participation rates, with 74% of eligible students completing the Student Competency and Well-being Measures, and 76.8% completing the Student Supports and Environment Survey. Analysis of the Spring 2024 survey data, comprising 3,567 responses, revealed that 64% of students in grades 3-5 reported favorable perceptions of physical and psychological safety at school. This places Menifee Union School District at the 64th percentile nationwide according to Panorama data sets. Notably, among elementary school students, favorable responses were reported by 64% of socioeconomically disadvantaged students, 56% of foster youth, 59% of students experiencing homelessness, 58% of English language learners, and 63% of students receiving special education services. Similarly, based on 3,224 responses, 52% of students in grades 6-8 indicated favorable perceptions of safety at school, placing the district at the 52nd percentile nationwide. This data point reflects a 4% decrease from the Spring 2023 survey. In middle school, favorable responses were reported by 52% of socioeconomically disadvantaged students, 52% of foster youth, 51% of students experiencing homelessness, 55% of English language learners, and 52% of students receiving special education services. Identified Strengths: Modest improvements were observed in the Spring 2024 survey data compared to Spring 2023. Across both grade spans (3-5 and 6-8), students reported a 2% increase in feeling supported through their relationships with friends, family, and adults at school. Furthermore, there was a collective increase of 4% (for grades 3-5) and 2% (for grades 6-8) in the frequency with which students experienced challenging emotions, indicating a decrease in such occurrences. Identified Needs: Conversely, there were declines of 3% in both grade spans regarding how attentive and engaged students felt in class. Of particular concern is a 9% decrease in school climate perception among 6-8 grade students from Spring 2023 to Spring 2024. Notably, 30% of students in grades 6-8 reported that the behavior of their peers negatively impacted their learning to some degree. "In response to the data highlighting declines in students' attentiveness and engagement in class, as well as a notable decrease in school climate perception among 6-8 grade students, along with the observed impact of peer behavior on learning, our district is committed to enhancing our efforts in the following key areas: Enhanced Classroom Strategies: We will provide targeted professional development opportunities for teachers aimed at implementing engaging instructional strategies, fostering active participation, and cultivating a positive classroom environment conducive to learning. Social-Emotional Learning (SEL) Programs: We will continue to implement our Second Step program across grades K-8, with a heightened focus on ensuring consistent delivery of required lessons by all teachers to all students, thereby promoting social-emotional competence and well-being. Anti-Bullying Campaigns: We will launch a ""Speak Up at School Initiative,"" equipping staff with a comprehensive guidebook containing tools and strategies to empower both staff and students to address prejudice and stereotypes within the school environment. This initiative aims to foster safe and inclusive school climates where all individuals feel valued and respected. Restorative Practices: We will persist in training administrators in the facilitation of restorative practices, emphasizing the importance of addressing conflicts and behavior issues in a constructive manner. By prioritizing the principles of repairing harm, restoring relationships, and promoting accountability among students, we aim to improve school climate and reduce incidents of disruptive behavior. Through these targeted initiatives, we are dedicated to addressing the identified challenges and fostering a supportive and conducive learning environment for all students within our district." Met 2024-06-13 2024 33671160109843 Santa Rosa Academy 6 In the area of Meeting the Academic Needs of Students, the percentage for families increased by 1.4%, and students increased by 30.6%. 96% of families are happy with their student’s academic performance. Although 96% of families are happy with their student’s academic performance, this is slightly lower than last year. In the area of Meeting the Personal Needs of Students, the percentage for families stayed the same; however, there was an increase of 13.9% for students. In the area of Students Having the Opportunity to Try New Things, there was an increase of 4.3% with families, 12% with students, 95.5% of parents, and 90.4% of students feel their personal needs are being met, and 97.1% of parents and 86.1% of students feel that students have the opportunity to try new things at school. In the area of Families Feeling Welcome on Campus, the percentage of families stayed the same; however, there was an increase of 9.3% for students. In the area of SRA Does a Good Job Building Community, there was an increase in students of 3.8%. 95.1% of families and 91.6% of students feel their families are welcome on campus. 94.3% of families, 87.5% of students, and 93.1% of staff feel SRA does a good job involving building activities. Educational partners feel Santa Rosa Academy allows students and community partners to voice ideas; the percentage for families increased by 3.2%, students increased by 18.7%, and staff increased by 8.1%. In the area of Student Input, the percentage for families increased by 3.8%, students increased by 17.5%, and staff by 6.3%. 88.5% of families, 70.7% of students, and 96.5% of staff believe that students have the opportunity to voice ideas that will enhance the school’s growth. In the area of School Safety, 100% of students, 93.1% of parents, and 93.1% of staff feel that their input matters most or all of the time. 98.9% of families, 99.9% of staff, and 91.9% of students agree Santa Rosa Academy actively engages educational partners and encourages them to get involved. Our students, staff, and educational partners agree that improvements made by Santa Rosa Academy over the past two years have provided more opportunities for student input (87.5%) and educational partners say they would attend a parent workshop. 98.3% of families, 88.2% of students, and 94.8% of staff agree Santa Rosa’s facilities are clean and 97.8% of families, 92.8% of students, and 94.8% of staff feel the school is a safe place for students to attend. Although student and staff percentages stayed the same, there was an increase of 1.7% in the area of Clean Facilities for our families. In the area of Safe and Secure Schools, there was an increase of 4.1%, and our staff increased by 3.6%. The data also reveals that Santa Rosa Academy is working to improve its relationships with various Educational Partners and is creating a welcoming and collaborative environment. Students, staff, and parents feel the school is safe, clean, and welcoming. When it comes to school connectedness, most students feel like their families are welcome on campus, but the LEA needs to continue to improve student input/voice in enhancing the school's programs and procedures. The LEA continues to improve communication on how students can get involved. The LEA also needs to develop more opportunities for community-building. activities. In response to the data, the LEA will continue to provide staff training and student programs/services to facilitate character and social skills development. The LEA will maintain high standards for excellence in school cleanliness and safety. The LEA will continue to increase school connectedness by continuing student leadership to create and plan spirit-building activities. The LEA will continue our independent study social events, facilitate on-campus enrichment opportunities for home-schooled students, and continue enrichment opportunities for our traditional track students. Met 2024-06-10 2024 33671240000000 Moreno Valley Unified 6 81% of families responded favorably when asked about their school’s safety on the Spring 2024 School Safety and Culture survey. 76% of elementary students responded favorably when asked about their school’s safety on the Spring 2024 School Safety and Culture survey. 71% of secondary students responded favorably when asked about their school’s safety on the Spring 2024 School Safety and Culture survey. 57% of families indicated they are connected to other families at their school and they support each other. 53% of elementary students indicated that they felt other students at the school would try to stop bullying. 42% of secondary students indicated that they felt other students at the school would try to stop bullying. Moreno Valley Unified School District is committed to continue ensuring that students and families feel safe within our schools, especially those who are underrepresented. We will capitalize on our positive growth in this overall indicator by continuing/improving/increasing the frequency of the below strategies, with a focus on providing opportunities to have families, teachers, principals, and district administrators work together to plan, design, implement, measure/track, and evaluate family engagement activities at school and district levels. - Administering the Fall/Spring 2024-25 School Safety Survey to monitor growth. - Continue the District-Wide Social Emotional Plan resulting in positive student-adult relationships that support academics, wellness, and safety for all. - Expand and implement a district and community Anonymous Reporting System whereby students and families can anonymously report incidents such as bullying/harassment. - Facilitating relationships between and among families of students during school site and District-wide meetings. - Increasing communication and parent engagement through our Parent Ambassadors. - Increasing parent engagement opportunities at the site and district level. - Continuing to facilitate family input through District hosted LCAP Meetings (PAC) - Providing opportunities for families to provide input through School site meetings (SSC, ELAC, AAPAC) - Continuing to engage and connect parents through District Meetings (DELAC, AAPAC, LCAP, CAC, PAC) - Offer workshops to parents on SEL and Mental Health Met 2024-06-25 2024 33671570000000 Nuview Union 6 One of Nuview Union School District's goals is to improve student success through development of targeted and coherent systems of support. After reviewing suspension, chronic absentee rates and responses from the District LCAP survey, we see the need for increased supports provided to students in order to ensure their physical and emotional well being. In the 2024 LCAP survey, 60.1% of respondents stated that students feel safe on NUSD campuses. 49.1% of respondents stated that students feel connected to Nuview Union School District. 71.2% of respondents stated that teachers and staff respect individual and cultural differences. This data shows the need to maintain a safe and supportive environment that promotes equity, engagement, and school connectedness. Current district-wide data on chronic absenteeism, student engagement, and student suspensions gathered from a variety of state and local sources demonstrated that there is a need to focus on creating a positive and engaging climate at each school where students feel valued, supported, and safe. NUSD has worked hard to increase student connectedness on campuses. Each school site has been provided a site allocation in the area of school climate to work on providing incentives for improved engagement and attendance. Increased mental health supports, campus supervision and campus security to enhance students' feelings of safety on campus. Met 2024-06-13 2024 33671573331014 Nuview Bridge Early College High 6 The LEA sent multiple surveys related to our LCAP development process to all educational partners during the 2023-24 school year. A standard survey was first sent to all students, staff, and families measuring perceptions in a variety of areas including school climate, student and family connectedness, safety, effectiveness of academic programs, etc. Data gathered from that survey was then disaggregated by question, topic, and respondent group, and presented to educational partner groups at staff meetings, parent meetings, and Advisory Council meetings in order to get feedback and identify themes. Based on those conversations, a second survey was sent to all educational partners. This survey was much shorter and more targeting, hoping to get more detailed perceptions in three specific areas identified as themes from the prior survey data. Responses from this second survey were again shared with students, staff, and families and helped to refine the specific goals and actions that were being developed in our LCAP. The data gathered from the two LCAP surveys discussed above, and the subsequent discussions with various educational partner groups, led to the identification of several strengths as well as two areas of need. Data indicated strengths in the areas of academic support, physical and emotional safety, and general confidence in the LEA as expressed by students, families, and staff. It was also apparent that response data from the first and the second survey expressed a desire to strengthen 1) student connectedness to school and 2) parent engagement in the school. As noted above, the surveys described here were part of a year-long process of LCAP development throughout the 2023-24 school year. Therefore, all data gathered as part of these efforts were incorporated into the subsequently developed LCAP. That LCAP focused on four goals; 1) College & Career Readiness, 2) Early College Participation, 3) Family & Community Engagement, and 4) Mental Health. As a direct result of this broader process involving ongoing opportunities for involvement with our educational partners, the LEA has added actions to support, and metrics to measure, all four of these areas. Met 2024-06-04 2024 33671730000000 Palm Springs Unified 6 In the Winter of 2024, Palm Springs Unified School District administered school climate surveys to students in grades three through twelve using the Panorama Education data collection platform. 59% of elementary students and 65% of secondary students reported favorable perceptions of school safety, indicating a one percentage point decline in safety ratings for elementary students and a two percentage point increase in safety ratings for secondary students when compared to Winter 2023 survey results. Socioeconomically disadvantaged (SED) students reported less favorability (elem 59%, sec 64%) compared with their non-SED peers (elem 61%, sec 65%) in both grade spans. English Learners (ELs) reported higher ratings in both elementary and secondary grades than their non-EL peers. Hispanic students (elem 60%, sec 65%) reported higher safety ratings than African American (elem 55%, sec 55%) or White (elem 55%, sec 60%) student groups, consistent with Winter 2023 results. Sense of Belonging (School Connectedness) items focus on student impressions of being a part of the school. Elementary students (73% favorable) continue to report significantly higher rates of connectedness than secondary students (50%), however secondary results indicated an increase of 2% in this area as compared to prior year results. SED students reported higher connectedness ratings in elementary grades and lower connectedness ratings in secondary, compared to non-SED students. EL students in both the elementary and secondary grades reported higher levels of favorability compared with their non-EL peers. Hispanic students in elementary (73%) reported higher connectedness ratings than African American (65%) and slightly lower ratings than White (74%) student groups. Hispanic students in secondary (50%) reported higher connectedness than the African American (44%) student group and the same connectedness as the White student group (50%). There are several key learnings of areas of strength and need obtained from the Winter 2024 Panorama Survey results. One key learning and strength is that Elementary students continue to report high favorability (at 73%) in sense of belonging (school connectedness). Contributing factors for these results include the implementation of PBIS structures, SEL lessons, and attendance plans. A second key learning and strength is that Secondary students' favorability has increased (by 2 percentage points) in both sense of belonging (school connectedness) and safety from the previous year’s results. This in part is attributed to the implementation of MTSS coaches, hiring additional counselors at the secondary sites, and building more capacity for addressing SEL and mental health needs. Another key learning and strength is that PSUSD’s English Learners reported more favorably in sense of belonging (school connectedness) and safety compared with their non-EL peers in both Elementary and Secondary. Contributing to this outcome is PSUSD’s focus on creating more opportunities for EL students including an after school STEAM camp, Future Looks Bright collaboration, collaboration with Expanded Learning Opportunities Program to provide EL supports throughout the extended break camps, and Saturday Camps that were held for students from two middle schools. In addition to the areas of strength, the findings of the Winter 2024 survey results showed areas of need. Although Secondary students’ favorability in sense of belonging (school connectedness) has increased from the previous year, the results of 50% responding favorably, remain significantly below that of elementary students, which is at 73%. Although 50% rates are higher than many other district rates using the same Panorama item sets, this result indicates the need for increased opportunities for students at the secondary level to connect with their school sites. Another area of need noted from the data shows that African American students’ favorability in sense of belonging (school connectedness) and safety is lower than other student groups in both Elementary and Secondary. PSUSD’s Diversity and Racial Equity team have created professional developments to support staff in building relationships and connecting students more to their schools. PSUSD has administered annual school climate surveys since the 2017-18 academic year in order to monitor student connectedness, safety, and other related topics. The district includes these measures in the LCAP each year and requires schools to incorporate the results into their School Plan for Student Achievement (SPSA). PSUSD has implemented a variety of LEA-wide actions to address school climate over the years. Actions in this area include district required SEL lessons, support for students through the district’s MTSS model, additional counselors supporting SEL needs, and mental health services. The district’s Expanded Learning programs also focus on LEA-wide support for school climate through providing positive learning and interactive experiences for students after school and during school breaks. Professional development in diversity and inclusion topics has been implemented to support staff in understanding student differences, internal biases, and supporting individual student needs as part of building relationships and connecting students to school. Schools add to these services through their SPSAs and internal systems. Examples of schoolwide actions to address school connectedness and safety include positive behavior acknowledgement systems, PBIS structures, extracurricular opportunities such as clubs and student organizations, and other schoolwide initiatives specifically designed to address the needs identified at the school level. In all of these aspects, PSUSD regularly reviews and adjusts systems to continuously improve systems, both as part of plan development and to address needs as they are identified. Topics in the area of school climate and student safety are discussed during various parent and family meeting structures, allowing for input and feedback to be collected as part of identifying needs and refining practices. Input regarding current efforts in these areas has been positive, with educational partners acknowledging district efforts in addressing mental health needs and providing services as relative strengths. Adjustments in actions planned for the 2024-25 school year are to current systems, addressing both identified needs and educational partner input items. Met 2024-06-25 2024 33671736032411 Cielo Vista Charter 6 The local climate data reveals that safety perceptions among students in both elementary and middle schools are relatively high. Specifically, 66% of students in both educational stages report feeling safe at school. This statistic suggests that two-thirds of the student population across our campus perceive their learning environment as secure, which is a positive indicator of the efforts made by school administrations to maintain a safe atmosphere. However, it also highlights that there is still a significant portion of students who may have concerns about their safety, which could be a focal point for further improvement. When it comes to students' sense of connection to their schools, the data presents a stark contrast between elementary and middle school students. A significant 80% of elementary students feel connected to the school, suggesting strong community ties and engagement at this level. In contrast, only 63% of middle school students feel similarly connected. This drop could be attributed to the transitional nature of middle school, where students face new academic and social challenges. Addressing this disparity could involve targeted initiatives to foster a more inclusive and supportive environment for middle schoolers, helping them feel more integrated and valued within their school community. The data indicates that overall school connectedness for the middle school students stands at 63%, with specific student groups such as English Learners (EL) at 62%, Filipino students at 63%, Hispanic students at 62%, White students at 62%, students identifying as Two or More races at 78%, students with disabilities (SWD) at 59%, and non-SWD students at 63%. The data on school connectedness reveals a moderate level of overall engagement at 63%, but it also highlights areas for targeted growth. Notably, students identifying as Two or More races report a higher connectedness at 78%, suggesting that certain strategies employed with this group could be effective if adapted for broader application. Conversely, student groups such as English Learners, Hispanic students, White students, and students with disabilities all report lower connectedness, ranging from 59% to 63%. This indicates a pressing need for inclusive strategies that address the unique challenges faced by these students. Specifically, enhancing support systems for students with disabilities and English Learners, fostering cultural inclusivity for Hispanic and White students, and replicating successful practices from the Two or More races subgroup can drive overall improvement. Cielo Vista Charter will continue to create culturally responsive curricula and teaching strategies. CVC is implementing the Ron Clark Academy House system in which it includes mentoring programs that connect students with students and specific staff members. The House System implements organizing community-building activities that encourage interaction among different student groups. Additionally, providing targeted support and resources for students with disabilities and English Learners can help bridge the gap and ensure that all students feel valued and connected. By promoting a welcoming and supportive school culture, we can enhance the sense of belonging and engagement for every student. It is also crucial to involve families and the wider community in these efforts, as they play a significant role in shaping students' experiences and perceptions of school. CVC will host family engagement events, offer workshops for parents, and establishing strong communication channels between the school and home reinforcing the sense of community and partnership. Furthermore, professional development for educators focusing on cultural competency and inclusive practices will equip them with the skills needed to effectively support and connect with a diverse student body. CVC will regularly assess the effectiveness of these initiatives through surveys and direct feedback, allowing for continuous improvement and adaptation to meet the evolving needs of the students. The goals is that 100% of Cielo Vista Charter K-8 students feel seen, heard, and valued, thus laying the foundation for academic success and personal growth. Met 2024-06-25 2024 33671810000000 Palo Verde Unified 6 2024 California Healthy Kids Survey (CHKS) Results: Elementary (5th grade) The 5th grade target sample was 194 students. 27 students completed the CHKS (13.9%). Of these 27 students: 52% felt they had a School Connectedness. 64% felt that adults in school had high expectations for students. 55% felt safe at school. Secondary (7th, 9th, and 11th grades) The 7th grade target sample was 203 students. 28 students completed the CHKS (13.8%). Of these 28 students: 37% felt they had a School Connectedness. 61% felt that adults in school had high expectations for students. 37% felt safe at school. The 9th grade target sample was 214 students. 91 students completed the CHKS (42.5%). Of these 91 students: 44% felt they had a School Connectedness. 52% felt that adults in school had high expectations for students. 48% felt safe at school. The 11th grade target sample was 187 students. 140 students completed the CHKS (74.9%). Of these 140 students: 35% felt they had a School Connectedness. 53% felt that adults in school had high expectations for students. 47% felt safe at school. Participation by race / ethnicity only shows participation percentages for Hispanic and White students as the other student groups participating were below the reporting percentages for the California Healthy Kids Survey. PVUSD recognizes the poor participation of students in 5th and 7th grades. PVUSD focused on responses to school safety, and found that only about half of the students felt safe at school. PVUSD will offer the California Healthy Kids Survey earlier in the year and meet with teachers and parents / guardians as appropriate to try to get more student participation in the surveys. PVUSD is strengthening security measures across the school sites as a result of student safety concerns. Met 2024-06-25 2024 33671810138610 Scale Leadership Academy - East 6 Based on the student survey data, SCALE Leadership Academy East has gathered comprehensive feedback that provides valuable insights into school conditions and climate. The survey data, disaggregated by various student groups, including grade levels, racial and ethnic backgrounds, and special education status, ensures a nuanced understanding of diverse student experiences. Overall, the survey results indicate a generally positive school climate, with high levels of student satisfaction in areas such as teacher support, inclusivity of school activities, and the quality of feedback from educators. Students across all grade levels reported feeling supported by their teachers and appreciated the opportunities for critical thinking and engagement in classroom activities. When broken down by grade levels, elementary students expressed high satisfaction with the interactive and engaging nature of their classes, enjoying hands-on activities and approachable teachers. Middle school students emphasized the importance of clear communication and feedback, valuing questions that prompted deeper thinking. High school students appreciated the autonomy and support for academic and career planning, reporting high satisfaction with guidance for college and future careers. Racial and ethnic backgrounds also provided insights: African American students expressed a need for more culturally relevant activities and curriculum, while Hispanic students highlighted the importance of bilingual communication and resources in Spanish. Asian students reported high academic support but desired more social and extracurricular activities fostering peer interaction. Special education students appreciated personalized attention and accommodations but sought better integration into mainstream activities. Specific survey items revealed that many students, particularly from underrepresented groups, felt a stronger sense of belonging when their cultural backgrounds were acknowledged and incorporated into school activities. Students overwhelmingly appreciated teachers who provided detailed and constructive feedback and encouraged critical thinking through thoughtful questioning. While students felt safe and well-supported, some groups indicated a need for more targeted mental health resources and support services. This comprehensive analysis of survey responses highlights the strengths of SCALE Leadership Academy East while identifying areas for continued growth and improvement, ensuring an inclusive and supportive educational environment for all students. Based on the analysis of the student survey data, several key learnings have emerged, highlighting both areas of strength and identified needs at SCALE Leadership Academy East. The survey data consistently show that students across all grade levels feel supported by their teachers. Elementary students particularly enjoy the interactive and engaging nature of their classes, while middle school students appreciate clear communication and constructive feedback. High school students value the autonomy and guidance provided for academic and career planning. Additionally, students have positively noted the inclusivity of school activities, appreciating opportunities to engage in critical thinking and classroom participation. Special education students expressed high satisfaction with the personalized attention and accommodations they receive, indicating a strong support system for these students. However, the data also revealed areas needing improvement. African American students highlighted the need for more culturally relevant activities and curriculum that reflect their heritage and experiences, suggesting an opportunity to diversify the school’s cultural programs and integrate more inclusive content into the curriculum. Hispanic students emphasized the importance of bilingual communication and resources, indicating that ensuring all communications and educational materials are accessible in multiple languages can help these students and their families feel more included and supported. While Asian students reported high levels of academic support, they indicated a desire for more social and extracurricular activities to foster peer interaction and community building. Furthermore, although special education students are satisfied with personalized attention, they expressed a need for better integration into mainstream activities. Increasing efforts to include these students in all aspects of school life can promote inclusivity and equal participation. Additionally, some students indicated a need for more targeted mental health resources and support services. Addressing this need by expanding mental health support and providing more accessible services can ensure that all students feel safe and supported within the school environment. In conclusion, the analysis of the student survey data reveals that SCALE Leadership Academy East has several strengths, including strong teacher support, inclusive activities, and effective accommodations for special education students. However, it also highlights areas for improvement, such as the need for more culturally relevant activities, bilingual resources, enhanced social opportunities, better integration of special education students, and targeted mental health support. Addressing these needs will further enhance the school’s ability to provide a supportive and inclusive educational environment for all students. Based on local data analysis and identifying key learnings, SCALE Leadership Academy East has identified several changes to existing plans, policies, and procedures to address areas of need and enhance continuous improvement. To create a more culturally relevant curriculum and activities, the LEA will organize cultural events and activities that celebrate the heritage of different student groups, ensuring all students feel represented and valued. Teachers will receive training on culturally responsive teaching, and efforts will be made to provide more opportunities for students to work with educators from diverse backgrounds. Additionally, the LEA will enhance its bilingual communication efforts by translating all key communications, including newsletters, announcements, and school materials. Additional bilingual resources and support staff will be provided to assist non-English speaking families, ensuring they have full access to school information and can actively participate in their children’s education. The LEA will also expand its offering of social and extracurricular activities, particularly those that promote peer interaction and community building. Social events like field trips will be diversified and scheduled to accommodate various interests and schedules, encouraging more students to participate and engage with their peers. To improve the integration of special education students into mainstream activities, the LEA will implement more inclusive practices and training for all staff. This includes professional development focused on inclusive teaching strategies and collaborative planning between general and special education teachers. The school will also increase opportunities for special education students to participate in extracurricular activities, fostering a more inclusive school environment. Recognizing the need for more targeted mental health resources, the LEA will enhance its mental health support services by outsourcing counselors and mental health professionals, providing ongoing mental health training for staff, and creating more accessible mental health programs for students. Regular mental health check-ins and workshops will be implemented to promote well-being and provide students with the tools they need to manage stress and anxiety. To ensure continuous improvement, SCALE Leadership Academy East will establish a regular review process to assess the effectiveness of these changes. This includes collecting ongoing feedback from students, parents, and staff through surveys and focus groups and using this data to make further adjustments as needed. The LEA will also regularly report on progress to the school community, maintaining transparency and accountability. By making these changes to its plans, policies, and procedures, SCALE Leadership Academy East aims to address the identified areas of need and enhance the overall educational experience for all students, ensuring a supportive, inclusive Met 2024-06-22 2024 33671990000000 Perris Elementary 6 The 2023-24 Panorama Survey was administered; according to this survey data administered to grades 5-6th, 91% of students responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time) in response to the question, “Do you feel safe at school?” In response to the question, “Do the teachers and other grown-ups at school care about you?”, 95% responded favorably (answered Yes- some of the time; Yes- most of the time; or Yes- all of the time). The disaggregated results of the Panorama survey reveal that students are now feeling safer and more cared about by adults at school than they did in years past. The district's commitment to PBIS,[ the implementation of a school counseling program, and the Playworks program with social work interns at all the school sites and the Student Support Providers have positively impacted students feeling safer and more cared about at school. We will continue to deepen the implementation of these nitiatives and continue to build on this success by continuing the work on the development of our MTSS framework. Structured recess trainers continue to provide site-based coaching at each school once per month to help site teams learn play-based strategies for recess supervision, group management, and conflict resolution and provide the games with opportunities for group reflection and action planning. Supervision aides and site administrators were also given multiple opportunities to visit a robust recess program in a neighboring district that combines elements of Robsut recess and PBIS and adds additional structured options for students. Many sites took what they observed and began implementing these improved and increased services in their schools. The district is increasing its efforts towards whole child wellness, restorative practices, a sense of belonging, and enhanced student leadership opportunities. Our commitment to PBIS, the implementation of a school counseling program, social work inters and the robust play structures at all school sites, along with Student Support Providers, has significantly improved students' feelings of safety and care at school. We will continue to deepen these initiatives and build on this success by further developing our MTSS framework. Structured recess trainers provide monthly site-based coaching at each school, helping teams learn play-based strategies for recess supervision, group management, and conflict resolution, along with opportunities for group reflection and action planning. Supervision aides and site administrators have also had multiple opportunities to visit a successful recess program in a neighboring district that integrates robust play structures and PBIS, adding structured options for students. Many of our sites have begun implementing these improved and expanded services based on their observations. Met 2024-06-13 2024 33671996105571 Innovative Horizons Charter 6 Panorama Educational Student Survey Grades 3-5, Spring of 2023-24 school year. 93% state that they have supportive relationships. Increase of 3 points from fall survey. 71% state that they are successful when it comes to self-management. Increase of 1 point from fall survey. 60% state that they have challenging feelings. Increase of 9% from fall survey. 55% state that they are able to regulate their emotions. Increase of 5 points from fall survey. 51% Self-Efficacy: 51% state that they feel confident that they can be successful with classwork, challenging lessons, and remembering all that is taught to them this year. Decrease of 1 point from fall survey. Positive results from the Panorama Survey include: 95% report to have a teacher or other adult at school who they can count on at all times. 94% report to have an adult outside of school who they can count on no matter what. 90% report that they have a friend from school who they can count on no matter what. 97% report that their teachers and adults on campus care for them. 95% report that they feel safe at school. Self -Efficacy needs our biggest attention of all of the surveyed areas. Getting our students to believe that they can be successful, building their confidence, making connections to inspire them is a tremendous need. Building their foundational skills in K-2 should also increase this area of need. Panorama Educational Student Survey Grades 6-8, spring of 2023-24 school year. 88% state that they have supportive relationships. Increase of 3 points from fall survey. 74% state that they are successful when it comes to self-management. Increase of 1 point from fall survey. 66% state that they have challenging feelings. Increase of 9% from fall survey. 53% state that they are able to regulate their emotions. Increase of 5 points from fall survey. 43% Self-Efficacy: 43% state that they feel confident that they can be successful with classwork, challenging lessons, and remembering all that is taught to them this year. Decrease of 1 point from fall survey. Positive results from the Panorama Survey include: 90% report to have a teacher or other adult at school who they can count on at all times. 94% report to have an adult outside of school who they can count on no matter what. 90% report that they have a friend from school who they can count on no matter what. 68% report that their are teachers and adults on campus that they can be themselves around. 90% report that they feel safe at school. Self -Efficacy needs our biggest attention of all of the surveyed areas. Getting our students to believe that they can be successful, building their confidence, making connections to inspire them is a tremendous need. Building their foundational skills in K-2 should also increase this area of need. Maintaining and building positive relationships with students as they grow into middle school grades is a need. Based on the analysis of the surveyed areas, IHCS has identified self-efficacy as the area needing the most attention. The key learnings emphasize the importance of self-efficacy, highlighting that students' belief in their ability to succeed is crucial for their academic and personal development. Enhancing self-efficacy can lead to better academic performance, increased motivation, and higher levels of persistence. Building foundational skills in early grades (K-2) is critical, as early intervention helps establish a strong sense of self-efficacy that will support students throughout their educational journey. Maintaining positive relationships with students as they transition into middle school is essential for sustaining their self-efficacy; relationships with teachers, peers, and mentors significantly impact students' confidence and success. To address identified needs, IHCS plans to enhance support for foundational skills, particularly in literacy and numeracy, to build a solid academic base that supports self-efficacy. This includes implementing targeted early intervention programs for struggling students. Confidence-building programs, such as mentorship initiatives where older students or community members provide guidance, will be established alongside strategies to increase positive reinforcement and encourage a growth mindset. Connection and inspiration will be fostered by restorative practices, community circles, as well as by providing a variety of extracurricular activities that allow students to explore interests and develop new skills.Continuous relationship building is another focus area, with professional development offered to teachers to help them build positive relationships with students and create supportive classroom environments. Transition programs will be developed to support students as they move from elementary to middle school, ensuring they feel connected and supported. IHCS's areas of strength include existing support structures, such as established programs and dedicated staff willing to engage in professional development and implement new strategies to support student self-efficacy. Strong community partnerships with organizations and businesses will be further engaged to provide resources for mentorship and extracurricular programs, and active parental involvement will be leveraged to support children’s education and self-efficacy. The school already has a positive climate that prioritizes student well-being and positive relationships, providing a strong foundation for further self-efficacy initiatives, and is committed to inclusive practices that ensure all students feel valued and supported. By addressing these needs and leveraging existing strengths, IHCS can effectively enhance students' self-efficacy, leading to improved academic outcomes and overall student well-being. Changes to existing plans, based on local data analysis and key learnings, include adding an academic coach for K-2 literacy and another for K-2 math. Coaches will model best practices in instruction, collaborate with teachers, analyze student data, and demonstrate tiered interventions and small group instruction. Additionally, LETRS (Language Essentials for Teachers of Reading and Spelling) training will be implemented as professional development to enhance teachers' abilities in the science of teaching reading. This training will help teachers diagnose students' reading levels and design personalized paths to improve reading and spelling success. Changes are in response to academic data, which aligns with student survey data indicating a lack of mastery in foundational skills, affecting students' confidence in their academic success as they advance to higher grades. Emphasizing early intervention, we are also altering the K-8 master schedule to provide targeted tier-two academic and behavioral interventions, including a school-wide intervention block in the daily schedule. IHCS qualifies for Additional Targeted Support and Improvement (ATSI) based on 2023-24 CAASPP data in the following areas: African American student population suspension rates are at 11.9% (Red/Very Low), a 1.6% decrease from the previous year, while chronic absenteeism is at 24.4% (Red/Very Low), a 2.2% increase. For students with disabilities, suspension rates are at 7.9% (Red/Very Low), a 6.4% increase, ELA scores are 123.7 points below standard (Red/Very Low) with a 26.1 point decline, and math scores are 155 points below standard (Red/Very Low) with no change. However, chronic absenteeism for this group has decreased by 20.5% to 24.4% (Orange/Low). IHCS also qualifies for Differentiated Assistance (DA) in these areas: students with disabilities have a suspension rate of 7.9% (Red/Very Low) out of 76 students, which is a 6.4% increase, and they continue to perform 155 points below standard in math (Red/Very Low) and 123.7 points below standard in ELA (Red/Very Low), with a 26.1 point decline. Grade-level teams will continue analyzing CAASPP, IAB, CFA, and street data to identify specific needs and modify instruction accordingly. The ATSI plan includes additional collaboration time for staff to develop strategies for supporting students with disabilities and Black/African American students. The administration and counseling team will work with staff on restorative practices and appropriate consequences to reduce suspensions. A root cause analysis was conducted with SAC participants for both African American students and students with disabilities. Counselors, administrators, and site staff will conduct empathy interviews to better understand and support these students, focusing on academic, behavioral, and attendance improvements through a tiered support system. Staff will also frequently monitor progress and track essential standard data in math and ELA. Met 2024-06-06 2024 33672070000000 Perris Union High 6 Local Indicator: California Healthy Kid Survey (2022-2023) : 3,938 7th graders: 589 9th graders: 2,010 11th graders: 1,329 School Safety: 49% of respondents felt safe at school School Connectedness: 45.75% of respondents felt connected to school According to the California Healthy Kids Survey: (2022-2023): 3,938 7th graders: 589 9th graders: 2,010 11th graders: 1,329 School Safety: 49% of respondents felt safe at school School Connectedness: 45.75% of respondents felt connected to school Action 3.4: Safety and Security is a NEW action contributing to increased and improved services for English Learners, Low Income, Students with Disabilities, Foster Youth, and Homeless students. After assessing the needs, conditions, and circumstances of English Learner, Low Income, Students with Disabilities, Homeless, and Foster Youth students. According to the CA Healthy Kids Survey 56.67% of the unduplicated students responded that they did not feel safe at school and 48.33% of the same unduplicated student group did not feel connected to school. This puts these students at greater risk of misbehavior, increased absences, failing grades, and emotional distress. The services provided under this action would help support professional development training for support staff that interact with these students, therefore decreasing negative student incidents. This action will allow for our unduplicated students to feel more connected and safe at school. This action is principally directed to and effective in supporting unduplicated students, the following include Actions and Services for 2023-24: Continued Action 3.4: Increased and/or Improved Services: • Contracts for Professional Development consultants to provide training to support staff on positive discipline strategies, defense training, and emergency preparedness This action is being provided on an LEA-wide basis and we expect to provide services and activities to enhance and strengthen student and staff safety on all school campuses throughout the District. __________________________________________________ Met 2024-06-12 2024 33672070101170 California Military Institute 6 The Full reports to the California Healthy Kids Survey (CHKS) can be found at the California Military Institute CHKS webpage listed here: https://www.puhsd.org/chks-reports The key learnings and identified needs and areas of strength described in prompt 1 from the California Healthy Kids Survey (CHKS) can be found at the California Military Institute CHKS webpage listed here: https://www.puhsd.org/chks-reports 3.1 Universal Support Services 3.1 Provide training and support to ensure all Tier I practices of MTSS are fully implemented at all school sites throughout the District. 3.2 Targeted and Intensive Support Services Develop a systematic process to identify and support at-risk studentsacademic and behavior (Tier II & III) supports at regular intervals throughout the school year. 3.3 Student Engagement and Participation Provide training and develop a comprehensive tiered approach to improving student attendance and participation to re-engage students for both academic success and social emotional wellbeing. 3.4 Safety and Security Provide services and activities to enhance and strengthen student and staff safety on all school campuses throughout the District. Met 2024-06-12 2024 33672150000000 Riverside Unified 6 There were 24,190 total survey respondents compared to 20,905 last year. The survey respondents included students, teachers, site and district staff, and families. There was an increase across the board in the number of respondents who provided input. 3 Key areas are used to compare data between students, staff, and families. Student perceptions of school safety showed 58% favorable responses in 2024 as compared to 56% in 2023. Students had 44% favorable responses on school climate as compared to 43% in 2023. The topic of belonging showed that students had 39% favorable responses as compared to 37% in 2023. Favorable responses across student groups were very similar regarding school safety, but data shows that African American students and Students with Disabilities had favorable outcomes that were 3% less than the overall and other groups. Looking at School Climate, American Indian Students showed a -4% difference in favorable responses compared to the overall responses along with African American students showing a -2% difference. The topic of belonging showed American Indian Students had a -2% difference in favorable responses compared to the overall responses along with African American students showing a -3% difference and White students with a -2% difference when compared to the overall score. Please note that survey questions are scored using a method known as percent favorable. For example, when a question is scored as “74% favorable,” this means that 74% of respondents selected a favorable choice. Questions are grouped thematically by topic. The School Safety topic provides essential information to measure the degree of safety our educational partners feel at school. This remains one of our highest priorities as described in our LCAP. School Climate includes the perceptions of the overall social and learning climate of a school/district. The Topic of Sense of Belonging is the extent to which students, families, teachers/staff feel valued as members of their school’s community. An analysis of the topic School Safety, which ultimately reveals the perceptions of student physical and psychological safety at school, indicated the following from the three groups surveyed: 58% of students responded favorably compared to 56% in 2023-24 and 65% of teachers responded favorably compared to 54% in 2022-23. 73% of site staff responded favorably compared to 70% last year and 68% of families responded favorably to this topic (identical to last year). One of the key questions asked of our educational partners was, “How often do you worry about violence at school? Specifically for families, the question asked, “How often do you worry about violence at your child’s school?” 67% of students responded favorably compared to 65% last year and 66% of teachers/staff scored this topic favorably compared to 62% in 2022-23. 49% of families indicated “Almost never or Once in a while” to this same question, which was 48% last year. However, when asked the question, “Overall, how unsafe does your child feel at school?” 79% of families this year and last year responded with either “Not at all unsafe/Slightly unsafe.” All 3 groups were asked, “If a student is bullied in school, how difficult is it for him/her to get help from an adult?” 60% (58% in 22-23) of students and 85% (82% in 22-23) of teachers and staff responded either, “Not all difficult/Slightly Difficult.” Additionally, 69% (same in both years) of families responded, “Not all difficult/Slightly Difficult” to the same question. The topic of School Climate is about the perceptions of the overall social and learning climate in RUSD. Overall, 44% of students responded favorably to this topic compared to 43% in 2022-23, and 55% of teachers, district, and site staff 61%, responded favorably, which is an increase of 4% in both cases. 59% of families responded favorably, which was identical to last year's outcome. The staff group's favorability matches the national average, but both the student and the family group were below the national average. Looking at the data more deeply, 47% of students responded “Frequently/Almost always” to the question, “How often do teachers seem excited about teaching your classes?” 48% of our students respond favorably to the following quest RUSD will consider administering the Culture and Climate Survey for students two times, once in the fall and once in the spring to capture student responses and respond to the data earlier to measure growth more effectively. Each site administrator is trained in accessing the Panorama Survey platform to analyze outcomes for their site along with tools and resources to support them in creating action plans specific to their site's identified needs. RUSD will improve response rates from families by working more closely with sites on communicating the survey via multiple platforms (e.g. Social media, site website, and email) Met 2024-06-27 2024 33672150126128 REACH Leadership STEAM Academy 6 Narrative: Overall, parents, students, and staff report a high degree of satisfaction related to how well the school is performing in the areas of safety, academic rigor, and treatment of all stakeholders. Satisfaction surveys are administered to all stakeholders at least once per year. Survey data is used to determine focus areas for growth and areas that are worthy of celebration. Annually, school administrators review survey data in an effort to make key decisions related to curriculum purchases, classroom instruction, staffing, campus safety, staff and teacher training, staff and teacher coaching, etc. The 2023-24 parent climate survey results are as follows: (1) DATA: REACH administered the Parent Climate Survey in the spring of 2024. An overwhelming majority of respondents believe REACH is a safe place for their child (89%) and that all students are treated with respect (84%). When asked if the school keeps families informed of school activities, 94% feel that the school keeps them informed. Survey data results showed growth opportunities in a few key areas such as: 1) Communicating student progress between report cards. When surveyed, 84% of our families strongly agree/agree that communication regarding student progress occurs in between report cards throughout the school year. 2.) Communication between teachers and parents regarding what their child is learning in the classroom. When surveyed, 81% of our families strongly agree/agree that communication between teachers and families occurs in relation to the content being taught in the classroom. 3.) REACH enforcing school rules equally for all students. When surveyed, 67% of our families strongly agree/agree that REACH enforces school rules equally for all students. School Climate Survey for Students in grades 5-6: Results from 2023-2024 school climate survey for students in grades 5-6 showed celebratory results in the following areas: 1) 90% of our students surveyed believe that teachers and other adults at school want them to do their best all the time or most of the time. 2) 88% of our students surveyed believe that teachers and other adults at school make it clear that bullying is not allowed. Survey data results showed growth opportunities in a few key areas such as: 1) Teachers treating students fairly. When surveyed, 66% of our students in grades 5-6 agree that most of the time or agree that some of the time teachers treat students fairly at school. 2.) Teachers and other adults check on how students are feeling while at school. When surveyed, 42% of our students in grades 5-6 agree that most of the time or agree that some of the time that teachers or other adults check on how students are feeling while at school. 3.) Students are treated fairly when breaking school rules. When surveyed, 49% of our students in grades 5-6 agree that most of the time or agree that some of the time students are treated fairly when breaking school rules. (2) MEANING (Growth Opportunities): The school has opportunities for growth in the areas of: (1) Student fairness, (2) Student perceptions around teachers and adults checking on students and how they are feeling while at school, and (3) Student perceptions around students being treated fairly when breaking school rules. (3) USE: (Actions): Continuous improvement is an ongoing goal of the LEA. The data from the different climate surveys will be used to identify areas of strength and areas of growth for the school and its various departments. The data will be used to improve our program at REACH. By analyzing the data in its entirety, we will be able to identify the best course of action and next steps for targeted areas. Through professional development throughout the school year, we can help staff approximate meeting the standards we aim to establish by the end of the school year in 2024-2025. Met 2024-06-25 2024 33672310000000 Romoland Elementary 6 The California Healthy Kids Survey (CHKS) is administered to Romoland School District students in grades 5 and 7 annually. Results are analyzed to inform school climate and safety needs and actions as noted in each school’s School Plan for Student Achievement (SPSA) and School Safety Plan. The Local Control and Accountability Plan school and district teams analyze the results annually to inform needs and actions for inclusion in the Local Control and Accountability Plan (LCAP). The CHKS was administered in Spring 2024 to students in grades 4, 5, 6, and 7, and results are currently being aggregated. Results from the Spring 2023 survey are shared here. CHKS Spring 2023 Data, % “Yes, most of the time” or “Yes, all of the time” Ratings: School Connectedness-- Grade 5: 68% Grade 7: 39% Caring Adult Relationships-- Grade 5: 62% Grade 7: 43% Feel Safe at School-- Grade 5: 72% Grade 7: 38% Key learnings from the 2023 data were: -Students in elementary schools have higher ratings of School Connectedness, Caring Adult Relationships and Feeling Safe at School than students in middle school -For Grade 7, School Connectedness, Caring Adult Relationships, and Feeling Safe at School decreased from the 2022 results -There is growth to be made across all areas for middle school Meaning: The data reflect that investments in full-time school counselors, investment in school-based mental health therapists, increased campus supervision staff, multi-tiered systems of support for academics and social-emotional learning & behavior, and bullying prevention plans at each school have contributed to improvements in students feeling supported at school. Continued implementation and refinement of multi-tiered systems of support for academics and social-emotional learning & behavior, an ongoing focus on school culture and relationship development, and increasing safety measures at all schools will support improvement in all areas, particularly for middle school. Each elementary school has one full-time school counselor. Elementary schools also share the services of a contracted School-Based Mental Health Therapist. The middle school has two full-time school counselors and one full-time school-based mental health therapist. The alternative school of choice has the services of a contracted counselor/mental health therapist. There are two full-time contracted Board Certified Behavior Analysts (BCBAs). Counselors meet as a district-wide group throughout the school year for professional collaboration. The group uses the results of the CHKS to guide their instructional program development for the year. The school counselors teach guidance lessons monthly to all students in alignment with identified CHKS needs and trends in students’ needs as identified via behavior data analysis and observation. School administrators and education partner groups analyze the CHKS data to make site Safety Plan adjustments, set SPSA goals and actions, and develop strategies and programs to improve the school climate in an ongoing manner. Based on district-wide data and stakeholder feedback, the District added a School Resource Officer, an additional assistant principal at the comprehensive middle school, and staff safety training during the 2023-24 school year. Met 2024-06-18 2024 33672490000000 San Jacinto Unified 6 Upon examination of student survey data for the 2023-24 school year, the area of need for Social Emotional Learning is emotional regulation. 46% of 3rd-5th graders responded favorably to having emotional regulation, whereas 44% of students in grades 6-12 responded favorably to having the ability to regulate their emotions. When looking at data related to school culture and climate an area we would like to improve is the student's sense of belonging. 63% students in grades 3-5 responded favorably to having a sense of belonging and 30% students in grades 6-12 responded favorably to having a sense of belonging. An area of strength in our survey data was that 78% students in grades 3-5 responded favorably to having a strong social connection to their teacher (Teacher-Student Relationship), which is an improvement from the previous year. When compared to the National average our score is near the 90th percentile on this topic. This is an area we would like to improve at the secondary level. Our district is focusing on having a safe, positive culture and climate where all students feel a sense of belonging. We are continuing to focus on fully implementing a Multi-Tiered System of Support and have created a Quality First Instruction Tool that embeds social/emotional, behavior and academics. Through the full implementation of Quality First Instruction we are confident that we will see our survey results improve. Met 2024-06-17 2024 33672496114748 San Jacinto Valley Academy 6 In the Spring of 2024, SJVA administered a Climate Survey to students in grades 3-5, 6-8, and 9-12th grades. The survey collected information on the perception of school safety and school connectedness. Overall, students in each of the grade groups expressed that they feel safe at school and have very little worry of violence at school. SJVA is committed to following the Learning Partnership Agreement between parents, students, and staff in order to continue providing a safe and engaging environment on our campus. The Student Connectedness portion of the survey indicated that roughly 60% of elementary, middle, and high school students have a strong sense of belonging to the school. SJVA is committed to the further implementation and expansion of our extracurricular activities such as; clubs, sports, and music programs to increase a sense of connectedness to the school. In addition to our focus on creating a strong connection to SJVA for our students, we are partnering with our PTO to provide family nights and special events to create that same level of connectivity for our school community. SJVA updates the School Safety Plan based on any relevant data from these surveys. SJVA will continue to use its organizational structure of school board, administration, school leadership team and advisory groups such as the Parent Advisory Committee and School Advisory Committee to gather insight and direction on meeting the needs of all staff, students, and families. Met 2024-06-06 2024 33736760000000 Coachella Valley Unified 6 CVUSD Students in grades 4-12 participated in an annual Local School Climate Survey in April 2024. There were 10,597 student responses. This Survey, taken in April 2024, will serve as a baseline in the 2024-27 LCAP Cycle. Grade level spans responded to questions on the following topics: Climate of Support for Academic Learning, Sense of Belonging (School Connectedness), and Safety. The rating scale for student responses is: 1. Strongly Agree , 2. Agree, 3. Disagree, and 4. Strongly disagree. The top two response categories (agree and strongly agree) are included in the “responded favorably” percentage. The responses to the School Climate Survey are as follows: Elementary (Grades 4-6): 3,431 Responses. Middle School (Grades 7-8): 3,221 Responses. High School (Grades 9-12): 3,945 Responses. Favorability rates for Climate of Support for Academic Learning: My school sets high expectations for my academic achievement. E: 91%, M: 86%, H: 85%. My teachers understand my learning needs and work to address them. E: 88%, M: 77%, H: 83%. I regularly participate in hands-on learning activities or lessons that connect to the real-world. E: 80%, M: 65%, H: 68%. My teachers talk to me about my academic progress. E: 83%, M: 73%, H: 79%. I have access to choose from a variety of high school courses. E: 31%, M: 58%, H: 74%. I am performing well in math (at or above grade level based on report card or District/State testing). E: 66%, M: 55%, H: 66%. I am performing well in reading/ELA (at or above grade level based on report card or District/State testing). E: 77%, M: 80%, H: 85%. I am performing well in science (at or above grade level based on report card or District/State testing). E: 64%, M: 73%, H: 74%. I am performing well in history/social studies (at or above grade level based on report card or District/State testing). E: 65%, M: 75%, H: 80%. For students classified as English Language Learners, I am improving in English Language Development (ELD). E: 74%, M: 60%, H: 61%. I am aware of career opportunities and how it relates to academic subjects. E: 84%, M: 84%, H: 86%. I learn better when my teacher uses technology to engage me in my learning. E: 78%, M: 76%, H: 76%. I am informed about events, programs, and opportunities at school. E: 88%, M: 82%, H: 81%. Favorability rates for Sense of Belonging (School Connectedness): I feel respected, accepted and welcomed at school E: 82%, M: 76%, H: 83%. I feel I am valued at school. E: 78%, M: 67%, H: 73%. Favorability rates for Safety I feel safe at school. E: 74%, M: 61%, H: 65%. I have access to a safe place at school. E: 80%, M: 73%, H: 75%. My teachers can help students with behavior/social emotional concerns. E: 87%, M: 77%, H: 76%. Climate of Support for Academic Learning: In all but two areas, “I have access to choose from a variety of high school courses” and “I am performing well in reading/ELA”, the elementary students had a higher percentage of favorable responses than middle school or high school students. The greatest difference in favorability was in response to the prompt “I regularly participate in hands-on learning activities and lessons that connect to the real world” with 80% of elementary students responding favorably, compared to 65% of middle school students and 68% of high school students. All students agreed, with a favorability response of 85% to 91% that their school sets high expectations for academic achievement. The lowest favorability rate was in response to the prompt “I am performing well in math” with the favorability rate of 55% to 66%. Sense of Belonging (School Connectedness): 1. “I feel respected, accepted and welcomed at school.”: Middle school students' favorability response to this prompt was lower than elementary and high school, with a response rate of 76%, compared to 82% for elementary and 83% for high school. 82% of elementary students feel respected, accepted and welcomed at school, compared to a favorability response rate of 69% on the Spring 2023 Panorama survey when students were asked if they feel like they are part of the school. 76% of middle and 83% of high students feel respected, accepted and welcomed at school, compared to a favorability response rate of 45% on the Panorama survey when students were asked if they feel like they are part of the school. This growth in students feeling valued and part of their school is attributed to the reset/refresh of the implementation of its Transformational Model in the 2023-24 school year. 2 “ I feel I am valued at school.”: Middle school students' favorability response to this prompt was lower than that of elementary and high school, with a response rate of 67%, compared to 78% for elementary and 73% for high school. 78% of elementary students feel valued at school, compared to a favorability response rate of 62% on the Spring 2023 Panorama survey when asked if they feel close to people at school. 67% of middle and 73% of high students feel close to people at school, compared to a favorability response rate of 51% on the 2023 Panorama survey when students were asked if they feel like they are part of the school. Safety: 1. “I feel safe at school”: Middle school students' favorability response to this prompt was lower than that of the elementary and high school, with a response rate of 61%, compared to 74% for elementary and 65% for high school. In the 2023 School Climate Survey, 51% of students responded favorably to feeling safe at school and 71% of middle and high students responded favorably that they felt safe at school. The elementary students’ favorability rate has increased 20%, while the middle and high school students’ rate has increased 3%. CVUSD will continue and improve upon providing all families with opportunities to provide input on policies and programs, and seek input from any underrepresented groups in the school community. Through the LCAP Family Survey, we were able to get feedback from 8,809 parents in April 2024, compared to 1,946 parents in 2023. Additionally, CVUSD will improve upon building the capacity of and supporting principals and staff to effectively engage families in advisory groups and with decision making. CVUSD’s Parent and Community Engagement Manager will work closely with site administrators and site Parent Liaisons to develop opportunities for parents to provide input for decision making. Met 2024-06-27 2024 33736760121673 NOVA Academy - Coachella 6 LEA results of the Family-School Relationship Survey indicate strength in the area of “School Fit”, with responses showing that most parents believe that the school is properly preparing their child for their future and has strong academics, and parents regarding the LEA’s strongest surveyed area as “School Climate”. A focus area of potential improvement identified through surveys responses is “Grit”, defined as the determination to stick to something, even though it is difficult. Responses suggest a parent perception that their children will get distracted and cannot focus on projects or assignments, and that students do not work through difficult tasks toward important goals. LEA results of the Student Climate Survey indicate strength in the area of “Climate of Support for Academic Learning”, wherein the overall student populace ranked the school positively, with the majority agreeing that the school is preparing them for their future, and supporting their learning experiences, achievements, and endeavors. A focus area of potential improvement identified through surveys responses is “Sense of Belonging / School Connectedness”. Compared to previous years, fewer respondents indicated that they feel like they are part of the school or close to people at the school. Met 2024-06-26 2024 33751760000000 Lake Elsinore Unified 6 LEUSD received 5,565 responses to its LCAP annual survey in 2024. Of those responses, 764 were elementary students (grade 5), 3,895 were secondary students (grades 6-12), 522 were families, 307 were site staff, 47 were district staff and 30 were community members. The greatest areas of concern among educational partners were Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication. Additional key learnings from the survey found the following: most participants were pleased with the direction in LEUSD and wish to see continued improvements in student outcomes. LEUSD recognizes the importance of a more purposeful alignment of the survey questions to the LCAP and Local Indicators. In 2024, LEUSD aligned its LCAP annual survey to include the prompts from the Local Indicators self-reflection tools in order to provide a more comprehensive lens to monitor implementation and effectiveness of supports and services offered in the Lake Elsinore Unified School District. Current survey data reveal that there are concerns about Tier I first best instruction, mental health supports, school safety and security, professional development and improve communication. LEUSD recognizes the need to improve attendance and engagement at our school sites. Students' ability to be engaged on campus with academic rigor and social norms is challenging at best and requires support to assist all levels of students' unique learning and social-emotional needs. The district also recognizes that parents and community members would also benefit from workshops on helping students at home, trauma informed practices and social-emotional well-being professional development workshops. The LEUSD Parent Summit was held on Saturday March 2, 2024 and provided professional learning for parents on the areas of need among our students and their community. Finally, the district understands the importance of maintaining high levels of participation amongst all educational partners in completing the LCAP annual survey. Met 2024-06-13 2024 33751760120204 Sycamore Academy of Science and Cultural Arts 6 Based on the local climate survey data, including disaggregated data by student groups where available, Sycamore has gathered valuable insights into the school environment and student perceptions. The overall score from the COGNIA survey tool for students indicates a positive climate rating of 78 out of 100, reflecting a generally supportive and inclusive atmosphere within the schools. This score is derived from responses across various domains including safety, relationships, school engagement, and overall school environment. Analysis of specific survey items reveals: - **Safety and Bullying**: A notable finding is that 83% of students feel safe at school, but 17% report experiencing bullying. This suggests a need for targeted interventions to address bullying behaviors and enhance safety protocols. - **Teacher-Student Relationships**: 84% of students feel respected by their teachers, indicating strong rapport and positive interactions that contribute to a supportive learning environment. Additional data collection tools, such as focus groups and community forums, provide qualitative insights complementing survey findings. These tools highlight specific concerns related to campus facilities, mental health resources, and the need for additional training among staff related to behavior intervention. Based on the analysis of data, including disaggregation by student group, several key learnings have emerged for the LEA. These learnings encompass both identified needs and areas of strength within the school community: Identified Needs: Equity and Inclusion: Disparities exist among student groups, particularly in areas of academic achievement and access to resources. For example, while overall academic performance shows positive trends, disaggregated data reveals gaps for economically disadvantaged students and students with disabilities. Support for English Language Learners (ELL): ELL students require enhanced support in language acquisition and academic integration. Data indicates lower proficiency rates in standardized assessments and potential barriers in accessing educational opportunities. Social-Emotional Support: There is a need for expanded social-emotional learning (SEL) initiatives, especially for students with disabilities and those from disadvantaged backgrounds. These groups demonstrate higher rates of behavioral issues and lower reported levels of emotional well-being compared to their peers. Parental Engagement: Overall engagement is moderate but has yet to return to pre-pandemic levels. Effectively reaching and involving parents from diverse cultural and linguistic backgrounds has been especially challenging post-pandemic. Disaggregated data highlights lower participation rates in school activities and decision-making processes among groups. Areas of Strength: Teacher-Student Relationships: Across all student groups, there is a strong perception of respect and positive relationships with teachers. This contributes positively to student engagement and overall satisfaction with the school environment. Safety and Well-being: The majority of students report feeling safe at school, indicating effective safety protocols and a supportive climate conducive to learning. Academic Rigor: Students demonstrate a moderate commitment to academic achievement, responses indicate mental health, stress and attendance are key contributors. Community Partnerships: Collaborations with community organizations and local businesses are robust, providing valuable resources and opportunities for students, particularly in career readiness and extracurricular activities. In conclusion, the analysis of disaggregated data has provided valuable insights into both areas of strength and identified needs within Sycamore. Moving forward, Sycamore will focus on addressing disparities through targeted interventions, enhancing support systems for student, and leveraging strengths to foster a more inclusive and equitable educational environment for all students. Based on the analysis of local data and the identification of key learnings, Sycamore has determined changes to existing plans, policies, and procedures to address identified areas of need and promote continuous improvement across the organization. The following areas are being addressed: 1. Equity and Inclusion Initiatives 2. Support for English Language Learners (ELL): 3. Social-Emotional Learning (SEL) and Support Services: 4. Parental and Community Engagement: 5. Continuous Monitoring and Evaluation: 6. Data Collection and Analysis 7. Feedback Mechanisms These changes reflect Sycamore's commitment to addressing identified needs through targeted interventions and systematic improvements. By revising policies, enhancing support services, fostering inclusive environments, and fostering strong partnerships, Sycamore will continue to create a more equitable and supportive educational experience that maximizes opportunities for all students thrive. Met 2024-06-25 2024 33751920000000 Temecula Valley Unified 6 Parents, staff, and students completed an online survey through Panorama. The survey gathers feedback regarding school climate and helps inform the LCAP. The survey addressed: Safety, Climate, and Sense of Belonging. Grades 3-5 Sense of Belonging: All Students: 79% Socioeconomically Disadvantaged: 78% English Learner: 82% Students with Disabilities: 79% Foster Youth: 85% Homeless Youth: * Grades 3-5 School Climate: All Students: 72% Socioeconomically Disadvantaged: 71% English Learner: 74% Students with Disabilities: 71% Foster Youth: 75% Homeless Youth: * Grades 3-5 School Safety: All Students: 80% Socioeconomically Disadvantaged: 78% English Learner: 74% Students with Disabilities: 77% Foster Youth: 71% Homeless Youth: * Grades 6-12 Sense of Belonging: All Students: 39% Socioeconomically Disadvantaged: 38% English Learner: 43% Students with Disabilities: 38% Foster Youth: 55% Homeless Youth: * Grades 6-12 School Climate: All Students: 62% Socioeconomically Disadvantaged: 62% English Learner: 68% Students with Disabilities: 62% Foster Youth: 69% Homeless Youth: * Grades 6-12 School Safety: All Students: 73% Socioeconomically Disadvantaged: 73% English Learner: 76% Students with Disabilities: 73% Foster Youth: 82% Homeless Youth: * Teachers/Staff Belonging: 77%/76% (teachers/staff) School Climate: 73%/74% (teachers/staff) Families Family Engagement: 30% School Climate: 75% School Safety: 82% Family engagement and creating a sense of belonging amongst students in grades 6-12 continue to be top priorities for the district. Interestingly enough, unduplicated student groups have as high or higher than average reported scores for a sense of belonging, which goes to show that the strategic actions the district has in place to reach out and connect with these student groups is working. Perceptions of school safety also an area of focus when looking at unduplicated survey data in grades 3-5. Recognizing positive school culture and climate is essential, TVUSD has made those areas district-wide priorities. District survey data has demonstrated a consistent need for growth in family engagement. This area of need is especially pronounced at the secondary level. The district is in need of support to ensure that all families are reached and engaged to empower them to support their students in academic success. TVUSD recognizes school climate is also greatly impacted by chronic absenteeism rates, as well as student behavior. TVUSD has continued to struggle with high chronic absenteeism post-pandemic. The district has yet to return to pre-pandemic levels. While rates have decreased, educational partners still see this initiative as a top priority for all sites, as missed school days mean students are missing critical first instruction opportunities. Student behavior and their social-emotional needs, which also impact attendance, are a top priority for educational partners. TVUSD is committed to providing a strategic system of support to ensure the social-emotional needs of students are systematically addressed and maintained, and students can ultimately focus on academic learning. New goals/actions to meet the social and emotional needs of students have been added to LCAP based on input/feedback from educational partners. Goal 4: The District will decrease the number of student groups in red on the Dashboard by providing research-based professional development and equipping site leadership to identify and respond to the diverse needs of students with a system of support. Actions: Professional Development, Technology, Materials, and Supplies, Administrative Support, POSA & TOSA of Special Populations, Site Allocations. TVUSD has several student groups in the red at the site level and over a variety of indicators. TVUSD believes that the best way to address the multiple areas and student groups is to provide strategic professional development in research-based practices focused on unduplicated student groups, and allow sites to use Unduplicated Site allocations to engage the site’s educational partners in the process of addressing the site-specific needs of students. Goal 5: The District will decrease chronic absenteeism and increase student connectedness to school by providing a system of support to respond to the diverse social and emotional needs of our students. Actions: Homeless and Foster Youth Support, SAPF’s, Social Worker’s,& LCSW’s, Tier II Behavior Assistants, PBIS/OCR Support, Student Welfare Support Services- Care Solace and Counseling. The development of the goal was influenced by the District’s educational partners. Educational partners emphasized the importance of supporting students’ social-emotional needs, while concurrently decreasing chronic absenteeism. Committees also stressed the importance of allocating resources to ensure targeted support of underperforming student groups. Educational partners placed a high emphasis on responding to students’ behavior and social needs through counseling and social workers, tier II behavior assistants, and support of homeless and foster youth. Goal 6: TVUSD will increase educational partner engagement and reach out to educational partners. Actions: District Translators/Interpreter, Bilingual Clerk, Software Programs- Panorama and K-12 Insight. The actions in Goal 6 grouped together work to achieve the goal of encouraging families and community members to participate in meaningful ways. It is also essential for high achievement in all students, especially English Learners, that families be active partners in the support of their students. TVUSD recognizes the importance of parental involvement and the positive effects it has in relation to a student’s academic performance and language development. Educators engage parents as partners in the educational process. TVUSD will promote parental participation in programs for all students through translation services, the TK-12 Insight web-based communication program, and educational partner surveys conducted through Panorama. Met 2024-06-13 2024 33751923330917 Temecula Preparatory 6 Listening to and acting upon the feedback of students is critical to understanding how to improve school climate. As part of our efforts to understand students’ perceptions, each year we conduct a student survey and ask fundamental questions about students’ satisfaction with our school. This year, 412 students in grades 5-12 completed the survey and rated a variety of areas on a scale of 1 to 10 with 1 being ‘strongly disagree’ and 10 being ‘strongly agree.’ Average ratings for each item on the survey were calculated, producing a range this year from 5.51 (for the lowest rated item) to 7.7 (for the highest rated item). Overall, 43% of the surveyed areas were scored higher this year by students while 57% of the surveyed areas were scored lower this year by students. The survey results revealed both areas of strength and areas for improvement. When prompted with the statement, “If I need academic help at TPS it’s available and I know how to get it” students on average gave a rating of 7.7, which was the highest rated item on the survey. Supporting students academically is a priority at TPS and our strong student outcomes reflect the resources we make available to support students who are struggling. The next highest rated item was the prompt, “I have really good teachers” which students on average rated 7.56. In contrast, when prompted with the statement, “I enjoy attending class,” students gave an average rating of 5.51, which was the lowest rated item on the survey. While the impact of the pandemic has lasted longer than expected, the school has witnessed a clear recovery in most areas, including with our student attendance and most academic outcomes. However, based on our annual student survey results, overall student satisfaction with school has not bounced back as expected. For this reason, school leadership will be investigating further to better understand the source of this dissatisfaction so that appropriate actions can be taken. This will include talking with students to learn more about their experiences and talking with teachers and school counselors to figure out what else we can be doing to support our students’ sense of joy and happiness. Met 2024-06-19 2024 33751926112551 Temecula Valley Charter 6 "Approximately, 9.5% of parents completed the LCAP survey. Overall, parents report a healthy school climate with 97.9% of parents indicating that they Stongly Agree (69.4%), Agree (16.3%) or Somewhat Agree (12.2%) that their child attends TVCS. In terms of community building 51% of parents strongly agreed with the statement ""I feel TVCS does a good job with community building activities, 22.4% Agreed and 22.4% Somewhat agreed. An overwhelming 81% of parents indicated that their child's shcool was a safe place to learn and another 9.5 % indicated that it was somewhat safe. Student perceptions of school climate were also captured by surveying middle school students with a 20% response rate of all middle school students. Almost 80% of students who responded indicated that thei either ""Strongly Agreed"" or ""Agreed"" that they were happy that they attended TVCS. When asked about whether their personal needs were being met, 46% indicated that ""TVCS does an outstanding job"", 25% indicated that ""TVCS does an outstanding job"" and 21% indicated that TVCS does an ""okay"" job. When given the prompt ""my family feels welcome at TVCS"", 62.5% strongly agreed, 17,% Agreed and 12.5% somewhat agreed with that statement. TVCS will continue to prioritize school climate and wellness in the LCAP with the addition of a Dean of Students to oversee campus team building activities, engage community members, and continue to build activities that appeal to a broad range of students. Additionally, all staff (including classified staff) will continue to receive training in social-emotional learning and building positive relationships with students utilizing the Mindset Behavioral Training certification. TVCS is adding additional clubs (eg. Chess) and competitive academic opportunities (eg. Pentathlon to appeal to students who are not drawn to Performing Arts or Athletics. Overall, student comments appeared divided on whether or not TVCS had enough opportunities for activities and social-emotional learning, with many students saying ""we need more privileges for middle school students"" and other students stating ""we need more activities"". In analyzing this data, TVCS will continue to build on it social-emotional engagement opportunites by offering a wider variety of activities in building off our model of robust athletics and performing arts programs. Addiitionally, TVCS will continue to focus on relationship building between students and school staff. " "The key learnings from this data is that TVCS is on the ""right track"" with school climate, however, we need to do more to engage students who are not drawn to current extracurricular and enrichment opportunities. Additionally, our English Language Learners, while a small part of our school community may feel disenfranchised, which results in poor attendance and engagement in school sponsored activities." Future school climate surveys will include additional prompts regarding race/ethnicity, ELL and low-income status to assist TVCS in better disaggregating data that may provide critical information in how to serve these groups of students. Additionally, TVCS will be specifically monitoring programs and activities overseen by the new Dean of Students to determine the effectiveness of this position and its associated activities/goals with continuing to maintain high degrees of satisfaction with school climate including family/student engagement and students' sense of well-being. Met 2024-06-10 2024 33752000000000 Murrieta Valley Unified 6 The district conducts regular local climate surveys using the Panorama platform, two to three times a school year, for all students in grades 3 – 12. The following results are from the end-of-year survey conducted in the spring of 2024. Students in grades 3 - 5 had favorable ratings for the key categories as follows: school climate (72%), school safety (67%), sense of belonging (62%), and engagement (56%). Students in grades 6 - 12 had favorable ratings for the key categories as follows: school climate (41%), school safety (62%), sense of belonging (38%), and engagement (23%). These results indicate a relatively positive sense of safety for our students. 67% of elementary students and 62% of secondary students responded favorably for feeling safe at school. This is an is important foundation to their success. The results for school climate, belonging, and engagement are not as strong. Elementary students trend higher on all of these measures than secondary students. Almost three-quarters of elementary students feel favorably about school climate, two-thirds are favorable about belonging, and more than one half are favorable about engagement. There is room for growth in all areas, though, particularly with levels of engagement. At the secondary level, less than half of the students responded favorably to school climate, belonging, and engagement. The ratings followed the pattern for elementary. In particular, engagement and a sense of belonging are areas of needed focus at the secondary level. This data indicates a continued need to focus on these components of school climate. At the secondary level, overall climate needs to be a focus. At both the secondary and elementary levels, engagement and belonging can be improved. The data validates our district's continued focus on school connectedness and Multi-tiered System of Success (MTSS). Both efforts enhance feelings of belonging and emotional safety which are important components of academic success. A review of this data validates the district’s emphasis on Multi-tiered Systems of Support and the social emotional well-being of students. The district will be implementing training for site teams around Tier 1 positive behavioral supports, as well as introducing all staff to strategies for ensuring positive classroom cultures. We will be offering training in Restorative Practices for all staff and training relevant support staff in best practices for working with students during unstructured time. The district is committed to building the capacity of staff and revamping school-wide systems to ensure our students experience a positive school climate where they are connected and engaged, which will lead to increased academic success. Met 2024-06-13 2024 33752420000000 Val Verde Unified 6 Val Verde Unified administers a local Climate and Culture survey annually to students in grades 3 through 12. Elementary Overall (Grades 3 - 5) All 77% Favorable African American/Black 72% Favorable Hispanic 77% Favorable White 77% Favorable Low-Income 76% Favorable English Learner 76% Favorable Foster Youth 72% Favorable Students with Disabilities 71% Favorable Secondary Overall (Grades 6 - 12) All 57% Favorable African American/Black 53% Favorable Hispanic 56% Favorable White 59% Favorable Low-Income 56% Favorable English Learner 56% Favorable Foster Youth 58% Favorable Students with Disabilities 56% Favorable We have identified that students feel more connected to the schools initially (grades 3, 6, and 9), but that sense of connectedness declines as they progress through the school. Additionally, we have identified the groups of students with the least sense of connectedness are African American, Foster Youth, and Special Education at the elementary and secondary levels. In response to the student data, we have continued to build capacity around Social-Emotional Learning (SEL) and Positive Behavioral Intervention and Supports (PBIS) with the help of 35 Counseling Therapists, a Psychologist on Special Assignment, and 20 PBIS Coaches. Our annual survey continues to help inform progress, along with an SEL survey administered two times during the school year to identify students needing additional support. Met 2024-06-18 2024 34103480000000 Sacramento County Office of Education 6 The data below shows the ratings for student connectedness and safety using the local annual LCAP survey and the areas in which statistical differences were seen among groups. The data represents 315 respondents for middle and high school and an additional 18 parents of students in the Foundations programs (for severely disabled students) who provided data for the elementary grade span measures only. Percent of students reporting Connectedness: Elementary students reported 100%; middle school students reported 69%; high school students reported 85%. Perception of Safety: Using a rating scale of 1 - 4, where 1 = high and 4 = low, Elementary students' score was 1.43; middle school students' 2.01 and high school students 1.50. ANOVA statistical analyses revealed the following differences among groups for connectedness and safety: • High school students showed greater levels of connectedness, F(1, 312) = 10.824 p=.001, and safety, F(1, 309) = 23.945, p<.001, than middle school students. • Females reported feeling safer, F(4, 309) = 3.608 p=.007, than males. • Senor Extension students reported greater feelings of safety than the other program groups, F(3, 309) = 23.487, p<.001. As compared to 2022-23, data from the current survey showed improvements in areas of safety and connectedness. Measures of school safety increased from the prior year. Reasons for not feeling safe included uncertain behavior of other students, people and animals coming onto school campuses, and doubt that staff could prevent a serious incident from happening on campus. Consistent with prior years, results disaggregated by grade span revealed that high school students generally felt safer than middle school students. Analyses by ethnicity showed no statistical differences among feelings of safety, however slightly more females than males reported feeling safe on the school campus. Measures of school connectedness included items most relevant to our goals for students. Overall, 80% of students indicated that they felt connected to their school, an increase of 3 percentage points from the prior year. Nearly half (47%) of respondents noted that they were given counseling and support services and 62% of students reported that they felt supported by their teachers. Nearly half (47%) reported that they have open communication with teachers and staff. Connectedness was slightly higher for high school students, but did not differ significantly by gender, ethnicity, or program type. Overall, the data reveal that building relationships with students has been an effective practice for our court and community schools. This past year, our schools paid close attention to how relationships are built and how students are supported. Professional development on culturally and linguistically responsive practices and instruction was also provided to school staff, again emphasizing our focus on this area. Although the statistical differences seen among gender, grade span, and program for these measures were partial artifacts of the distribution of students among the various program types, it was validating to learn that no statistical differences in connectedness or safety were seen among student ethic groups. Prior analyses of LCAP survey items assessing student voice and advocacy also did not reveal differences by ethnicity. This provides preliminary evidence that student supports and practices are viewed equitably in our schools. Areas for growth this year focused on literacy, culturally and linguistically responsive practices and instruction, continued support of student mental health and well-being, enhanced coordination of services for students, and assessing student needs through listening sessions and focus groups. This work was also connected to the Community Schools Planning grant which helped us to analyze and articulate the needs of students and their families, and develop a plan for engagement with community and educational partners to build up and deliver the supports needed by our students. Our focus on literacy helped us to recognize how far behind our students are and helped us understand the connection between lack of classroom engagement and reading deficiencies. We are implementing a literacy intervention curriculum next year and anticipate additional improvements in classroom behavior and overall school engagement. Because many of our students are placed in programs due to court or district mandates or delinquency issues, building trust between students and staff and developing student self-advocacy is essential and challenging. To learn more about the effectiveness of these practices this year, we expanded our incident log to include areas where staff could document the various interventions and support they provided to students and the methods by which they managed student behavior to reduce or minimize behavior incidents. Preliminary data shows decreased suspension rates for this year. We will continue to monitor these areas and assess student progress and outcomes. Met 2024-06-25 2024 34103480136275 Fortune 6 We administer an annual scholar survey to grades 3-12. This survey is anonymous, so we are unable to differentiate by student group. However, we know that the majority of our students are low income and Black. At the time of writing, the survey has not yet closed. Therefore, we are unable to provide results. Most of the questions are in categories similar to those from the California Healthy Kids Survey such as School Connectedness, Academic Motivation, and High Expectations. We also ask questions about social-emotional learning in order to gauge the impact of our restorative practices. For several years our scholars have scored lowest on Meaningful Participation in the structure and content of their learning. Additionally, we regularly score highest on High Expectations. We will use the results to reflect on the changes we implemented this year: more restorative practices, fewer suspensions, and new alternatives to suspension. The results of this survey will help us to understand the impact those changes had on the scholar experience. Met 2024-06-11 2024 34103480140160 American River Collegiate Academy 6 Rocklin Academy Family of Schools envisions a school community that inspires its students to excel academically, pursue their passions, and impact the world with excellence. In order for this vision to come to fruition, it is important that students feel safe and connected at school. In an effort to measure perceptions of connectedness and safety, American River Collegiate Academy seeks input from stakeholders, including students each year by participating in local surveys. Until our students reach an appropriate age to participate in the California Healthy Kids Survey which is administered in grades 6, 7, 9, and 11, we use a self-created survey to gather this data. Results serve to measure the school’s progress on state Priority Six, School Climate. Because it is anonymous we are unable to disaggregate the data by student group. Below are the overall results of the survey questions pertaining to safety and connectedness. -92.3% of students indicated that they feel like they belong at their school. -92% of students indicated that they feel safe at their school. Although the local survey that we used indicates that a high majority of students feel safe and belong at their school, we believe that as a growing school, we want to ensure that we are continuing to support students in this area of work. We will continue to provide daily SEL lessons and implement some new strategies described below to further the work we have been doing. As our school grows, we look forward to gathering more data and drilling down to the student group level when possible. In the meantime, we believe that the overall results are strong. Through the analysis of local data and key findings, we believe that our students feel safe and connected at school. To continue with this momentum, we plan to do the following: -Created a leadership class aimed at facilitating cross-age relationships -Focused on elements of our PBIS program such as the 8 Keys of Excellence -Tier II social skill-building groups were created to support students across settings (playground, classroom, lunchroom) -Systematically taught the Zones of Regulation in tier I SEL instruction Met 2024-06-17 2024 34672800000000 Arcohe Union Elementary 6 The district currently uses the California Healthy Kids Survey to better understand the climate and culture of the school. This data is also uses in conjunction with grants the district applies for as well as reporting on the annual Local Control and Accountability Plan (LCAP). These are major areas for the LCAP: Percentage of students feeling connected to school - Grade 5 (85%), Grade 6 (83%), Grade 7 (65%), Grade 8 (65%) Percentage of students feeling safe at school - Grade 5 (85%), Grade 6 (74%), Grade 7 (70%), Grade 8 (73%) Based on information collected over the past ten years, the percentage of students responding positively on both these questions have increased over time. Much time and resources has been allocated to Social Emotional Learning during this time which helps explain the positive responses in these categories. As our understanding of students needs have evolved since the end of the pandemic and the influx of pressures of cell phones and social media, the district has been flexible in instruction and delivery methods. We continuously look for inventive ways to reach students and make a difference in their lives. To respond to student needs, the district annually adjusts practices and LCAP goals to create a more inclusive and supportive environment for staff and students. In the past few years, the district has a number of pro-social activities such as enrichments, advisory, and after school clubs and sports. The goal is to increase connectedness between students and the school. Met 2024-06-27 2024 34673140000000 Elk Grove Unified 6 Climate surveys for students, staff, and parents were administered in 2022-23. The overall student climate favorability rating was 73%. By ethnicity, the percentage was 69% for African American students, 70% for American Indian students, 75% for Asian students, 75% for Filipino students, 72% for Hispanic students, 74% for Pacific Islander students, 74% for White students, and 73% for students of Two or More ethnicities. For other student groups, the overall favorability rating was 70% for English Learner (EL) students, 69% for Long-Term EL students, 71% for Foster Youth, 69% for Homeless, 72% for socioeconomically disadvantaged (SED) students, and 68% for students with disabilities (SWD). On the student climate survey, three items stood out as strengths with regards to favorability: 1) knowing expectations for behavior in class (91%), 2) knowing class rules (90%), and 3) teachers treating students with respect (89%). The two items with the lowest favorability ratings were: 1) having feelings hurt on campus (60% indicating they have) and 2) having feelings hurt in class (48% indicating they have). Parent perception of school climate is one of the district’s strengths. The overall parent climate favorability was 91%, which was an increase of two percentage points from the previous year. The favorability ratings ranged from 87% for American Indian parents to 96% for Filipino parents. The item with the highest rating was school staff treats me with respect (94%), while the item with the lowest rating was at this school, discipline is fair (84%). The primary initiative designed to improve school culture and climate is Positive Behavioral Interventions and Supports (PBIS), which EGUSD evaluates annually. PBIS implementation remains high across the district—for 2022-23, 94% of schools were found to be implementing with fidelity, a ten-percentage point increase from 2021-22. The PBIS evaluation findings showed that increased program implementation is associated with improved school climate measures. The district will focus on sustaining full implementation of Tier 1 PBIS at sites, integrating student perspectives on implementation, and transitioning to training and full implementation of Tier 2. A districtwide restorative practices implementation also began, with the focus on professional development opportunities for site and district staff. Moving forward, the district will implement an enhanced PBIS Tiered Fidelity Inventory (TFI) as well as use our formative survey measures (Rapid Cycle Measures) to monitor the implementation of PBIS and restorative practices. Another initiative to improve school climate is promoting educational equity. The district expanded several equity programs to promote a sense of belonging for prioritized groups. The Black Excellence programs have consisted of building affinity spaces for Black students (e.g., Black Student Unions, extending to elementary schools), families (e.g., continuation of Families of Black Students United), and staff (e.g., development of the Black Alliance for Educational Equity). Additional contracted support has been provided to attend to the socioemotional needs of students of African ancestry. The Native American Education Program has extended to developing high school Native Student clubs. The Young Rising program (formerly known as The Young Men of Color program) has been expanded and incorporates goal setting and mentorship. Student Equity Councils (SECs), where students and staff partner to recognize inequities and create a welcoming environment, continued at the high schools and have been extended to middle and elementary schools. In 2023-24 there was also a launch/relaunch of employee-based affinity groups. Met 2024-06-25 2024 34673140111732 California Montessori Project - Elk Grove Campus 6 CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring. This survey is a crucial tool in shaping the future of our educational community. Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved. Members of the CMP community completed the spring school climate survey in May of 2024. These results will be shared when they become available. "The fall school climate survey data was shared with the Board, families, and staff. CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements: ""I like school."", ""Teachers treat me with respect."", ""I get along with other students."" and ""There is an adult at school who can help me if I need it."". CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements: ""Good behavior is noticed at my school."", ""Students in my class behave so teachers can teach."" and ""Students treat each other well."" CMP Middle School Celebrations: Students commented favorable to the following statements: ""My school has clear rules for behavior."", ""I know an adult at school that I can talk with if I need help."", ""I have felt unsafe at school or on my way to or from school."" (high score indicates a better perception of school safety) and ""Teachers treat me with respect."" CMP Middle School Opportunities For Growth: Students commented with a less favorable response to the following statements: ""I feel my school has high standards for achievement."", ""The behaviors in my classroom allow teachers to teach so I can learn."" and ""Students are frequently recognized for good behavior.""" "Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices." Met 2024-06-10 2024 34673140137281 SAVA - Sacramento Academic and Vocational Academy - EGUSD 6 DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. "MEANING: SAVA’s one-year cohort graduation rate is 87%. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 15.51%% proficient rate, CAASPP growth in math remains stagnant with a 1.72%% proficiency rate. During this school year, SAVA has made the SIP goal focused around math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. " During this school year, SAVA has made the SIP goal focused around intervention support and the academic MTSS model. Because students come to SAVA on average 3 years behind in ELA and 4 years behind academically in Math, SAVA has piloted an MTSS process to support students in their academic gaps and getting back on track from their graduation goals. Met 2024-06-18 2024 34673146112254 Elk Grove Charter 6 EGCS is included in EGUSD’s district-wide climate surveys during the school year. For the LCAP Local Indicators, EGCS looked at the school climate data by theme including overall satisfaction of the program by students, staff, and parents. For staff there were 23 responses with a 92% overall CORE climate favorability score. Within the areas of school connectedness the overall sense of belonging was 91% favorable. For the area of Climate of support for Academic Learning 97% favorability, knowledge and fairness of rules 93% and safety 84% favorable. For parents/guardians, overall climate favorability was 89%; with school connectedness at 89%, climate of academic support 86%, knowledge of rules 88% and safety 95% favorable. For students the favorability percentages are: Core climate 69%, support for academic learning 75%, knowledge of rules and fairness 73%, and safety 68%. These percentages are markedly lower than parents and staff, but are consistent across the core areas. Student overall favorability rate was 69% with 95 student responses. Safety was rated at 68% with 52% rate for students feeling hurt on campus and 57% for students treating teachers with respect and 48% rating for feeling connected to people in class. Positives include 82% for teachers including students in discussions and 87% for knowing classroom expectations. For staff, the biggest area for growth was in the area of disruptive student behavior (52%) and responsibility of adults to who feel responsible to improve the school (74%). For students, areas for growth include connectedness to class members (48%), student treating teachers with respect (57%), and having feelings hurt on campus (52%). Survey data can be difficult to analyze based on response rates. For staff, nearly 100% of staff responded with only 33 parents and 95 students. Staff data shows areas of growth regarding student disruptive behavior and ownership of the adults on campus to improve the program. Barriers to success in these areas are EGCS’s transient student population; however, success will come from more formal PLC and grade level structures for teachers to collaborate and calibrate. Favorability scores from parents/guardians are hindered by low response rates (33 responses). Whereas, the favorability ratings are high, they do not capture a large enough percentage of parents to be reliable. Student response rates have improved over the years with structures designed to have students respond to the survey while on campus. Student data shows a need for more opportunities for students to connect with peers and a better understanding of norms and rules on campus. Met 2024-06-25 2024 34673220000000 Elverta Joint Elementary 6 The underrepresented families are a focal point for the staff of the Elverta JESD. Seeking a higher level of understanding of the needs of these families and how the district can better support the students is a cornerstone of the continued success of the district. Being assertive early-on in the school year towards welcoming and meeting with the underrepresented families individually or in small group settings will set a tone of caring, relevance, and trust in wanting to include these families in our district culture and family. The learnings that have taken place shows a need to continue mental, social, and emotional supports for all students. Many students are in need of ELD support as new arrivals continue to enroll. Students need additional small group instruction and bi-lingual supports in the classroom. Continued support with discipline, bullying, and finding avenues to work through peer to peer issue have been identified as a continued focus. Plans will continue to evolve as our culture and student population diversifies. Community engagement and collaboration is important as we continue to meet the needs of a diversifying population. Supporting the emotional and mental needs of students and staff in a priority too. Met 2024-06-19 2024 34673300000000 Folsom-Cordova Unified 6 "Prompt 1: DATA 2023-2024 Survey participants included 932 Elementary Students, 1587 Middle School Students, 3194 High School Students, 3046 Parents/Guardians, 816 Student Connectedness: 79% of fifth-grade students, 62% of seventh-grade students, 59% of ninth-grade students, 58% of 11th-grade students and 41% of non-traditional students reported they feel close to people at school/they are happy to be at this school Perceived Safety: 84% of fifth-grade students, 59% of seventh-grade students, 64% of ninth-grade students, 67% of 11th-grade students, and 53% of non-traditional students reported they feel safe at school ""most of the time or all of the time"" Substance Use (Lifetime AOD use at school): 16% of fifth-grade students, 64% of seventh-grade students, 62% of ninth-grade students, 62% of 11th-grade students, and 48% of non-traditional students reported using Alcohol and other drugs on campus Mental Health (Wellness): 76% of fifth-grade students, 71% of seventh-grade students, 67% of ninth-grade students, 64% of 11th-grade students, and 50% of non-traditional students reported they felt good and happy" Prompt 2: MEANING 2023-2024 Survey participants included 932 Elementary Students, 1587 Middle School Students, 3194 High School Students, 3046 Parents/Guardians, and 816 FCUSD Staff. Student Connectedness: The rate of students reporting feeling close to people at school/feeling happy to be at school increased from 2022 to 2024 in all grades; except in our Non-Traditional Students. When we break down the aggregate data into sub-groups, our English-learning population reports school connectedness less often than their non-English learning peers. Perceived Safety: Looking at the aggregate data, students in all grades, except non-traditional students, report they feel safe at school most of the time/all of the time. The English learner sub-group, as well as, the Latino subgroup reported 'very safe' 'safe' less often than their peers. Substance Use: Students who reported experiencing chronic sadness reported current vaping, marijuana, and tobacco use more than students who were not experiencing chronic sadness. Prompt 3: USE School Sites are tasked with gathering crucial information for the district each year, as such: It is recommended that the implementation of the survey*, dashboard fees, associated site-level and district-level reports, and PLC time related to CalSchls Data review be funded. Additionally, In cases where Health Staff cannot coordinate the survey, a credentialed staff member may be given a stipend per the current MOU. Met 2024-06-20 2024 34673300106757 Folsom Cordova K-8 Community Charter 6 Student participation rates on the climate survey, CHKS, was very low due to homeschool families opting not to have students take the survey. We had 10 students complete the survey which is not enough to look at specific student populations. Historically, student participation in the CHKS is very low. One reason they do not have their children participate is that the survey questions are not all relevant to the homeschool educational setting. Student participation in the CHKS needs to be increased in order for the data to be a useful tool. The CHKS will be administered on campus in-person next year to increase participation rates. Met 2024-06-04 2024 34673480000000 Galt Joint Union Elementary 6 "The California Healthy Kids Survey (CHKS) was administered annually over the last three years to 5th-8th grade students. The survey results are providing us with great insight into areas of strength and areas that we need to strengthen. 2024 CalSCHLS Data: Percentage of students that participated in the survey: Grades 5- 6 = 541 (70%) , Grades 7- 8 = 799 (96%) Percentage responding “YES, MOST OR ALL OF THE TIME"" Goal=80% • Students feel connected to school: Grade 5 = 70%, Grade 6 = 69%, Grade 7 =43 %, Grade 8 = 43 % • Students are academically motivated: Grade 5 = 82%, Grade 6 = 83%, Grade 7 =55%, Grade 8 =58 % • Students have a caring adult in school: Grade 5 = 69%, Grade 6 = 68%, Grade 7 =56 %, Grade 8 =56 % • Students have social and emotional learning supports: Grade 5 = 75%, Grade 6 = 73%, Grade 7 =46 %, Grade 8 =45 % • My school has an anti-bullying climate: Grade 5 = 74%, Grade 6 = 69%, Grade 7 =35 %, Grade 8 =32 % • I feel safe at school: Grade 5 = 74%, Grade 6 = 76%, Grade 7 =48 %, Grade 8 =51 % Cyberbullying is a problem: Grade 5 = 21%, Grade 6 = 22%, Grade 7 = 30%, Grade 8 =33 %" "District Strengths Based on the Student Survey Data 5th-6th Grades: 1. Academic Motivation 2. High Expectations in School 3. Facility upkeep 4. Parental Involvement In School 5. Feel Safe on way to and from school 6. Social and emotional learning supports 7. Students treated with respect 8. Rule Clarity 7th-8th Grades: 1. High Expectations 2. Caring adult relationships 3. Students are academically motivated. 4. School perceived as safe 5. Clarity of rules Some areas of concern that are being addressed through LCAP actions and services: • 29% of 7th and 29% of 8th grade students reported ""Experienced chronic sadness/hopelessness"" in the past 12 months. • 52% of 7th and 53% of 8th grade of middle school students reported ""School is really boring""" "Informing LCAP Development: CalSCHLS Survey results, feedback from multiple stakeholder groups and the recent district assessment data have contributed greatly in the development of the 24-25 LCAP. This ongoing analysis and reflection of successes and challenges shaped the two broad goals proposed in the new LCAP: • Engaging all learners with a focus on academic rigor using inclusive practices in a variety of learning environments • Promoting PreK-8 whole learner development through social and emotional learning opportunities in a variety of safe learning environments. All Metrics on the District LCAP were developed to measure the growth towards meeting the two broad goals. All proposed actions and services were developed to address the understanding that ""Learning is social, emotional and academic""." Met 2024-06-18 2024 34673550000000 Galt Joint Union High 6 55% of students responded favorably to questions about school safety. Hispanic students responded similarly to their peers on these questions. English learners and students with disabilities had slightly lower percentages responding favorably with 53% and 50% respectively. Questions about school violence and physical fights had the most favorable responses with over 60% of students responding that they worry about these things once in a while to almost never. English learners and students with disabilities responded less favorably by 8-10 % for each of these questions. The least favorable responses were about people being disrespectful to others on campus, with only 23 percent saying that this only happened occasionally. English learners and students with disabilities responded more favorably to this question, 25% and 30% respectively. When asked questions about school belongingness, students responded favorably only 29% of the time. Hispanic student’s responses were slightly lower at 27%. English learners and students with disabilities, however, responded more favorably than their peers with 32% and 36% respectively. Only 24% of students responded that they feel quite connected to an adult on their campus and 25% felt that they matter a lot to others at their school. 34% of students stated that they feel like they really belong at their school and 35% of students feel that others show them quite a bit of respect. Hispanic students responded less favorably about feeling like they matter to others (21%) and that others understand them as a person (24%). Students with disabilities responded favorably in areas of belonging (41%), feeling understood (39%), being respected (39%) and how much they matter to others (33%). 45% of English learners feel respected by their peers and 35% feel understood by others, but only 30% feel like the belong at their school. Overall, most students are reporting that they feel safe and rarely worry about violence at their school. However, English learners and students with disabilities do express a somewhat lower sense of safety than their peers, with bullying, violence and fights on campus being the greatest concerns. This is an area of strength on our campuses and continued efforts to promote safety should be continued. On the other hand, students are reporting they they have a low sense of belonging to their school, and a lack of connection to their teachers and other students. They report feeling a lack of respect, misunderstood, and undervalued. Hispanic students which are the largest student group on campus are reporting feeling the least connected to their school and that they do not think they are understood or that they matter to others. Interestingly, our high needs students, including English learners and students with disabilities are feeling more connected to their school, their teachers, and to each other than their peers. These results are concerning and have been identified as a need for improvement. Student survey data including school safety, belongingness, and climate will be shared with principals and staff. Principals will be tasked with working with staff, students, and families on their campuses to further explore the lack of a sense of belonging among the student body and develop a plan of action to improve student connectedness to their school, their teachers, and fellow students. As part of our continuous improvement process, staff will work in their inter-departmental teams to conduct at least two Plan, Do, Study, Act cycles to develop strategies to help build stronger student-to-student and student-to-teacher relationships within their classrooms and to create a stronger sense of belonging among students. District staff and site administrators will research professional learning opportunities for staff and speakers and programs for students that focus on improving student connectedness and on diversity, equity and inclusion. Met 2024-06-20 2024 34674130000000 River Delta Joint Unified 6 RDUSD implemented the California Healthy Kids Survey (CHKS), California School Staff Survey (CSSS) and the California School Parent Surveys (CSPS) created by WestEd and the California Department of Education. Questions included questions on school safety, connectedness, parent involvement, alcohol tobacco and drug use. Students in grades 5, 7, 9, and 11 were surveyed in winter of 2024. The CHKS asks respondents to rate the perception of safety on campus. Eighty-two percent of elementary students, 52.% of middle school, and 55.5% of high school students surveyed report feeling safe at school. Elementary students reported that they experienced caring adults at school in 83% of responses compared to 49.5% in grades 7-12. Elementary Latino students reported caring adults in school at slightly higher rates than white students. Secondary Latino students reported lower rates of caring adults on campus. White and Latino Parents' perceptions of caring adults on campus were very similar except at the middle school level where white parents reported caring adults at almost twice the rate of Latino parents. School connectedness is one of the indicators of school climate that a California school district must address in its LCAP. Eighty percent of elementary students responded that they feel connected to school, whereas 50% of middle schoolers felt connected, compared to 46% of high school students. Elementary Latino students report higher rates of connectedness to school than white students; there were small differences between Latino and white students at secondary. Secondary students (grades 7-12) reported experiencing fear of being beat up in 12.7% of responses, while 6.7% reported having been in a physical fight. Parental perceptions that bullying expressed by 51% of respondents across grade levels with the highest percentage reported at the high school level. Physical fights were perceived by a larger group of parents in secondary. Fifty percent of middle school parents believe that fights are a problem, whereas 52% of high school parents responded that fights were a problem. From 2022-23 to 2023-24 there was a 9% decrease in the number of student who report considering suicide. The rate for the 2023-24 school year in secondary students was 6%. Elementary frequent sadness was reported by 11% of elementary respondents, this is down 5% from 2022-23. Parent perceptions of ethnic or racial conflicts peaked in middle school parents at 40% of respondents reporting that ethnic and racial conflicts are a problem. High school parents responded at a lower rate of 33%. Only 8% of elementary parents respondents report that ethnic and racial conflicts were a problem. Secondary student responses show that 93% of students have never experienced race or ethnicity based harassment. Latino parents report higher rates of feeling welcome to participate at school than any other groups at 30% responding parents. The highest rates of feeling welcome to participate From the analysis of data from the CHKS students are feeling less sadness and suicidality is lower. Additional counseling service provided by RDUSD counselors and by SCOE clinicians may be impacting these indicators. Perceptions of school safety are similar to what they were in the 2022-23 school year. Student education on alcohol and drug awareness are needed. Additional efforts are needed to improve student perceptions of safety on campus. Currently RDUSD is working on plans to update safety infrastructure district wide. The District is developing a more defined MTSS structure to address school culture and support student mental health. We are instituting restorative circles training for administrators and are working with our local TUPE program to train counselors on intervention programs to address tobacco and vaping. Met 2024-06-25 2024 34674130114660 Delta Elementary Charter 6 The K-2 Student Safety Survey showed 100% of students felt safe on campus. In addition, 100% of students reported that adults on campus cared about them and there was someone they could go to for help. The 3rd – 6th grade Student Safety Survey showed 86.8% of students felt safe on campus. 51.7% of students reported they had “never” been bullied at school. When asked “Do you feel like the adults on campus care about you?” - 87.4% responded “Yes.” Unfortunately, only 67% reported that they liked coming to school each day. Overall, most students feel safe; however, there is work to be done to curb bullying. There is also a need to create a more inviting environment for students and activities that encourage them to attend school. DECS will add a full-time counselor to work more closely with students to assist their needs one-on-one or in small groups. In addition, a vice principal will be brought on board to support and encourage positive student behaviors. To encourage student attendance, experiential learning opportunities will be available throughout the year to enhance student learning and support the subject matter. Met 2024-06-24 2024 34674210000000 Robla Elementary 6 The Robla School District utilized Panorama Education's School Climate survey to gather student data on school safety, school climate as well as a student’s sense of school belonging. We looked at our results for perceptions of student physical and psychological safety at school and compared our results to national norms for elementary schools of similar demographics. Fifty percent of 3-5th grade students responded favorably. When compared to national norms, Robla is in the 40th percentile. Forty-nine percent of 6th grade students responded favorably which equates to the 40th percentile when compared to national norms. We asked students how much they feel that they are valued members of the school community (connectedness). Results indicate 61% of 3-5th grade students and 43% of 6th grade students responded favorably. When comparing our results to National norms for similar schools we scored similarly to most schools for our 3-5th grade population at the 43rd percentile but below the national norm for 6th grade students with results in the 10th percentile when compared. Data on student’s perceptions of the overall social and learning climate of the school was similar for both 3-5th and 6th grade students (55% to 45% responded favorably). However, these results are only in the 20th and 10th percentile respectively when compared to like schools. We have additional worked to do in both School Climate and School Connectedness. When looking at the data by student race, most of the data indicates that there is little variation in the ratings by student group. However, it is apparent that an area of focus going forward is to look at our school campuses and climate in responses to the needs and culturally needs of our Pacific Islander and Samoan students. Though we have added school events and a parent engagement activity around Asian and Pacific American Heritage month, we have additional work to do throughout the year and at the student level in relations to our sites everyday operations and the environment we create for our community. The schools in the Robla School District have implemented a number of strategies to address school climate and student belonging and social experiences on our campuses. We have recommitted ourselves to the implementation of Positive Behavior Intervention & Support (PBIS) district wide. This program is designed to improve social, emotional, and academic outcomes for all students, including students with disabilities and students from underrepresented groups. We have recognized the need for additional staff support at each school site. Each school has a full-time Assistant Principal whose role includes supporting staff and students in the implementation of PBIS. With the support of the Sacramento County Office of Education, we have added a School Clinician to each school site. As registered therapists, they provide direct support to identified students. Training on behavior management and de-escalation strategies has been made available for all staff, certificated and classified. Met 2024-06-27 2024 34674210132019 Paseo Grande Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 92% of students reported that they felt connected to an adult at the school" This holds significant importance for the school, as both the faculty and leadership are dedicated to ensuring that every student feels comfortable and trusts the school culture. A positive school environment aligns closely with our values and mission. We recognize the need for extra attention and outreach to connect students with the school, especially considering the challenges many have faced as a result of past educational experiences. We strive to implement trauma-informed practices during the school year, and 100% staff that they feel connected to the school. In our pursuit of continuous improvement, we will analyze additional data in the fall to enhance the quality of our programs, particularly focusing on socio-emotional and trauma informed components. The school climate survey remains aligned with our LCAP Goal #4 and will be administered to students, parents, and staff to gauge our progress in meeting school wide goals and implementing the LCAP. Met 2024-06-24 2024 34674210137950 Marconi Learning Academy 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 97% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 100% reported that they felt safe, and 97% reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-24 2024 34674210140178 New Hope Charter 6 NHCS values the feedback we receive from all stakeholders, including our scholars. Based on student survey data, we have learned the following: Strengths: Students feel connected to and supported by our NHCS community. Students also shared that they feel safe (physically and emotionally) while on campus. NHCS values the feedback we receive from all stakeholders, including our scholars. Based on student survey data, we have learned the following: Areas of Progress: An area of progress is teaching students how to safely use technology, especially social media, outside of school. As a result of this feedback from our students, we will: Build on our practices that promote student safety: 1. Counselor; 2. Social-Emotional Learning (SEL) curriculum and program; 3. Positive Behavioral Interventions & Support (PBIS) school-wide program. Provide training for students and parents on the safe uses of technology, especially social media. Met 2024-06-24 2024 34674390000000 Sacramento City Unified 6 SCUSD annually administers a local climate survey to assess student perceptions of safety and connectedness. In spring 2024, the survey was completed by 8,727 students in grades 3-12. The overall student participation rate was 28%, providing the district a sample substantial enough to make generalizable conclusions with a 95% probability that the sample accurately reflects the attitude of the population (confidence level)within a range of +/- 3% (which is a typical range for a margin of error). Overall, positive responses for both safety and connectedness (belonging)were on par with previous survey results. For all students, there was a slight2 percentage point increase in safety perception from 61% to 63% from the previous year and a 2 percentage point increase in connectedness from 65%to 67%. The district’s goal of 80% positive responses for all student groups was not achieved and significant progress remains to reach that level. Group - Spring 2023 Safety Result - Spring 2024 Safety Result - Spring 2023 Belonging Result - Spring 2024 Belonging Result All Students - 61 - 65 - 63 - 67 African American - 56 - 60 - 59 - 62 American Indian - 53 - 63 - 58 - 66 English Learners - 55 - 58 - 55 - 59 Students with Disabilities - 55 - 60 - 57 - 63 Foster Youth - 55 -57 - 61 - 68 Homeless Youth - 55 - 62 - 55 - 64 Socioeconomically Disadvantaged - 59 - 62 - 60 - 64 SCUSD uses the results from the local climate survey with school sites aspart of their needs assessment process. This process is a key component of the district’s CCI and helps sites to form school climate/culture goals. These goals are supported by the district’s SEL, PBIS, and School Safety Initiatives. District efforts to increase student engagement through a range of expanded/extended learning opportunities, decrease chronic absenteeism as a focal point of the differentiated assistance process, and to address issues of bullying through training and prevention will all be continued.Ongoing areas of need and focus include: 1) Focus work with teachers and staff around Trauma Informed Practices and Culturally Responsive Teaching2) Expand Implicit Bias professional learning 3) Create opportunities for the schools to share best practices. 4) Continue training and explicit practice to develop growth mindsets for students and staff. Met 2024-06-20 2024 34674390101048 St. HOPE Public School 7 6 7th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care and respect them (60.6% and 78.1% agree/strongly agree at the middle school and elementary school, respectively) and most feel that they have a teacher or administrator they can talk to if they have a problem (43.8% and 75.6% agree/strongly agree at the middle school and elementary school, respectively). A large proportion of scholars feel that their accomplishments at school are recognized (42.4% and 70.0% at the middle and elementary schools, respectively). A majority of scholars at the elementary school feel that their classmates encourage them to do their best (53.7%); however, a smaller proportion agreed/strongly agreed with this statement at the middle school (18.2%). At the middle school, those scholars that did not feel that their peers encourage them, 31.8% felt neutral, rather than negative. A larger percent of scholars, 60.6% and 78.1% (at the middle and elementary schools, respectively), feel that staff have high expectations for them. The majority of scholars, 60.9% and 80.0% (at the middle and elementary schools, respectively) feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school. Finally, scholars were split by school site, middle versus elementary, when asked whether feel that the schoolyard and building are clean and in good condition. Only 7.6% of middle schools feel that the campus is clean and in good condition, whereas 41.5% feel the campus is clean and in good condition. It should be noted that the elementary and middle schools are on different campuses, although both are maintained by SCUSD. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean for both locations. We want our scholars to feel safe, secure and connected on campus. The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture. Moving into the 2024-25 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families. In addition, we have implemented a number of safety measures including: limited access to the middle school campus through an electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff. In addition, the elementary site is under construction for a brand new campus at the site which will have the latest safety features. This campus will fully open in 2024-25. Met 2024-06-27 2024 34674390101295 Sol Aureus College Preparatory 6 S.A.C. Prep administered a local student survey to measure student perceptions of school safety and connectedness. The survey was administered April of the 23-24 school year and was able to have 95% of the students respond. The survey show that 92% of the students felt the school was supportive place for them to learn. They felt that the adults in the school paid attention to them, that their teachers went out of their way to help students and had confidence in them to challenge them to do their best. Students felt the school provided them with opportunities to use technology in all areas of learning. The survey indicated students wanted to see greater more athletic opportunities and to provide opportunities to “beautify” the school. The school survey shows a great connection between students’ feelings of success and the level of support given by teachers and adults in the school. The survey however, also shows the school needs to improve students’ perceptions of and levels of comfort in the school. When students feel comfortable, they learn better. The survey also shows the school needs to improve in the area of the school’s beautification and cleanliness. Results shown that students are encouraging activities that promote connectedness and well-being on a wider basis that covers the community. Met 2024-06-26 2024 34674390101881 New Technology High 6 Based on the provided data, the attendance rate stands at 90.77%, indicating that the majority of students regularly attend school. While this rate is relatively high, it's worth investigating the reasons behind the approximately 9.23% of students who may be absent, as consistent attendance is crucial for academic success. The suspension rate is at 9.1%, suggesting that a significant portion of the student body has been subject to disciplinary action. This warrants further exploration into the factors contributing to these suspensions, such as behavioral issues, school policies, or the effectiveness of disciplinary measures. The sense of safety and school connectedness score is 83%, reflecting a positive perception among students regarding their safety and connection to the school community. This indicates that the school environment is generally perceived as secure and conducive to fostering relationships and engagement among students. Similarly, the sense of belonging score is 84%, indicating that students feel a strong sense of belonging within the school community. This suggests that efforts to promote inclusivity and create a supportive school culture are yielding positive results, contributing to students' overall sense of well-being and connectedness. Overall, while there are areas of strength such as perceived safety and sense of belonging, the data also highlights areas for improvement such as attendance and suspension rates. Conducting a comprehensive self-reflection on local indicators can help identify underlying factors and inform targeted interventions to further enhance the school climate and support student success. Through the analysis of the provided data, several key learnings, identified needs, and areas of strength emerge: Areas of Strength - Sense of Safety and Belonging: The data indicates that students generally feel safe and have a strong sense of belonging within the school community. This suggests that efforts to create a supportive and inclusive environment have been successful. - School Connectedness: The high score in school connectedness reflects positive relationships and engagement among students, contributing to a healthy school climate. Identified Needs: - Attendance Improvement: While the attendance rate is relatively high, there is still room for improvement to ensure that all students attend school regularly. Addressing factors contributing to absenteeism can help improve overall academic performance and student success. - Disciplinary Practices: The suspension rate highlights a need to examine and potentially revise disciplinary practices to reduce the number of students facing suspension. Alternative approaches such as restorative justice or social-emotional learning programs could be explored to address behavioral issues more effectively. Opportunities for Action: - Promoting Attendance: Implement strategies to promote regular attendance, such as improving communication with families, addressing barriers to attendance (e.g., transportation issues), and implementing incentives for attendance. - Reviewing Discipline Policies: Conduct a review of discipline policies and practices to ensure they are fair, consistent, and focused on positive behavior reinforcement rather than punitive measures. - Supporting Mental Health and Well-being: Enhance efforts to support students' mental health and well-being, including providing access to counseling services, promoting social-emotional learning, and creating a culture of empathy and understanding. Data-Informed Decision Making: - Utilize data to inform decision-making and prioritize interventions based on identified needs. Regularly monitoring and analyzing school climate data can help track progress and measure the effectiveness of interventions over time. By addressing identified needs while leveraging areas of strength, the school can create a more supportive and inclusive environment that promotes academic success and overall well-being for all students. The changes made to address culture and climate issues are significant steps towards creating a more supportive and inclusive environment at the school: 1. Hiring a Full-Time Office Manager/Parent Advisor for Attendance Issues: This addition will provide dedicated support for addressing attendance issues, including tracking student attendance, identifying patterns or barriers to attendance, and implementing strategies to improve attendance rates. The parent advisor aspect of the role will involve engaging with families to understand their concerns and collaborate on solutions to support regular attendance. 2. Partnering with an Outside Agency to Provide Services for Black Families: This partnership acknowledges the specific needs of Black families and demonstrates a commitment to addressing disparities in access to resources and support. By partnering with an outside agency, the school can offer culturally responsive services tailored to the needs of Black families, such as counseling, academic support, or community outreach programs. 3. Hiring a Campus Monitor with Counseling Responsibilities: This dual role expands the traditional responsibilities of a campus monitor to include counseling students, providing mentorship, and offering support for social-emotional well-being. This proactive approach not only ensures student safety but also addresses underlying behavioral issues and fosters a positive school climate through supportive relationships. These changes reflect a holistic approach to addressing culture and climate issues by focusing on proactive interventions, community engagement, and targeted support for specific student populations. By implementing these initiatives, the school aims to create a more inclusive and nurturing environment where all students feel valued, supported, and empowered to succeed academically and socially. Met 2024-05-23 2024 34674390101899 George Washington Carver School of Arts and Science 6 As of April 2024, student responses have come mostly from 9th and 10th grade. The responses show 100% strongly positive in the domain of Belonging, 75% strongly positive in their perception of school safety. The survey participation rate is too small to disaggregate by student group. An area of strength is that students feel connected to our school and indicate that they are happy being at school. We are curious to learn more why all students do not feel safe. We will continue to utilize Kelvin surveys throughout the year to better understand Carver culture. Met 2024-06-20 2024 34674390101907 The MET 6 The Met administered an online survey student survey in Spring 2023, to measure perceptions of school safety and connectedness. The following are the findings of the 89 students in grades 9-12 who participated in the Spring 2023 survey: 89% agree/strongly agree they feel welcomed, or connected, at The Met. 84% agree/strongly agree feel that the school offers a safe atmosphere. These percentages are among the highest in the District. 95% agree/strongly agree that benefit from their internship experience. Given not many students participated in the survey given by the district due to The MET student login not through SCUSD but from metsacramento.org this year, however the upcoming school year every student will be logging in with SCUSD login, more students will have access to the survey early on. This will allow us to get a better read of how our students feel while on campus or being students at The MET. This will be one of the areas we will work on to make sure we are close to 100% of our students agreeing to feel welcomed or connected to the MET. We will all now have access to SCUSD login as a student from day one, allowing everyone to have access to all surveys put forward by our district. We will ensure we put out our own surveys as the year goes on by each advisory so that the advisors can work on improving on a quarterly basis. Met 2024-06-20 2024 34674390102038 Sacramento Charter High 6 12th graders were surveyed. As the survey is anonymous and demographic data is not collected, the results are not disaggregated by subgroups. A focus area of the survey is gauging scholars' perception of school connectedness. Most scholars feel that adults at the school care and respect them (55.3% agree/strongly agree) and many feel that they have a teacher or administrator they can talk to if they have a problem (40.4% agree/strongly agree). The majority of respondents that did not agree/strongly agree to these two questions were neutral (36.2% and 29.8%, respectively), rather than disagreed/strongly disagreed to the statements. Similarly, although a large number of scholars feel that their accomplishments at school are recognized (42.6%) and that their classmates encourage them to do their best (36.2%), just as many scholars were neutral on the subject (38.3% and 36.2%, respectively). A larger percent of scholars, 61.7%, feel that staff have high expectations for them. On campus, the majority of scholars, 57.5%, feel that school rules are clearly defined and explained so that they can understand them which we believe is affecting behavior at school. Finally, only 17.0% of scholars feel that the schoolyard and building are clean and in good condition. Despite their feelings, the school’s Facility Inspection Tool (FIT) regularly comes back as being in good condition and clean. We want our scholars to feel safe, secure and connected on campus. The data indicates that this is not always the case and we need to focus on scholar perceptions of school culture. Moving into the 2024-25 school year, the school will continue to focus on refining its discipline system to ensure all staff and teachers understand consequences for inappropriate behavior on campus which are communicated to scholars and families. In addition, we have implemented a number of safety measures including: limited access to the campus through a electronic gate at the entrances to the parking lots that requires visitors to request access, a new visitor management system to electronically check-in and identify all visitors to campus and more professional development for staff. Met 2024-06-27 2024 34674390102343 Aspire Capitol Heights Academy 6 The local climate survey data from Aspire Capitol Heights Academy provides insights into the perceptions of students in Grades 3–5 and Grades 6–12. For Grades 3–5: The overall School Climate score is 55%, a 10-point increase since the last survey. School Safety is rated at 28%, a decrease of 5 points. The Sense of Belonging score is 59%, an increase of 7 points. Teacher-Student Relationships scored 64%, a 3-point increase. For Grades 6–12: The overall School Climate score is 46%, a 12-point increase. School Safety is rated at 48%, a 1-point decrease. The Sense of Belonging score is 41%, a 4-point increase. Teacher-Student Relationships scored 67%, a 13-point increase. The analysis of the survey data reveals several key learnings. For Grades 3–5, the increase in the overall School Climate and Sense of Belonging scores indicates a positive trend in creating a supportive environment. However, the decrease in School Safety suggests ongoing challenges in ensuring physical and psychological safety. For Grades 6–12, the significant improvement in Teacher-Student Relationships highlights successful efforts in fostering positive connections between students and teachers. The relatively low Sense of Belonging score indicates a need for further improvement in making students feel valued and connected to their school community. In response to the survey findings, Aspire Capitol Heights Academy is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 34674390106898 The Language Academy of Sacramento 6 Excerpt from LAS LCAP Annual Update (Board, June 2024) STUDENT ENGAGEMENT AND BUILDING CONFIDENCE AND LIFE SKILLS: DATA 1 - Attendance Rate Goal 95% DATA 2 - 97% of TK-Gr8 students participated in the student survey completion DATA 3 - Q1: 92% stated, “I like my school.” Q2: 98% stated in agreement that yes, “It’s important for me to read and write in Spanish.Q3: 98% stated yes to the statement, “It’s important for me to read and write in English.” Q4: 88% stated yes to, “I feel safe at school.” PARENT INVOLVEMENT AND ITS ROLE IN SUPPORTING THE FULFILLMENT OF LAS MISSION Survey Data 1 (May, 2024): 93% of families completed the annual school survey. Survey Data 2: 97% of families stated that they would recommend the school to others. The key learnings based on the survey data are: high sense of community connectedness and consistency in historical rating. Although there has been a slight drop in overall attendance, LAS maintains to meet its ADA goal of 95%. Increase in Chronic Absenteeism greatly affected the students with disabilities (SWD) subgroup- a pattern that is also apparent statewide. Overall, LAS survey results continues its historical trend of around 90% or higher results where students committedly share the charter mission of biliteracy and sharing the sense of “liking the school” and “feeling safe at school.” The parent survey results mirror the overall sentiment of the student survey data. As mentioned above, there is an overwhelming agreement from students and their families about the value of belonging/connectedness in a learning community such as LAS. This has been the historical trend and continues to be true to this day. The focus these past two years has been addressing school engagement in terms of attendance and more specifically, chronic absenteeism, with students with disabilities (SWD) subgroup. LAS continues to partner with the county of education in addressing the shaping and implementation of strategies on this focus area via the continuous improvement science framework. Met 2024-06-27 2024 34674390111757 California Montessori Project - Capitol Campus 6 CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring. This survey is a crucial tool in shaping the future of our educational community. Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved. Members of the CMP community completed the spring school climate survey in May of 2024. These results will be shared when they become available. "The fall school climate survey data was shared with the Board, families, and staff. CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements: ""I like school."", ""Teachers treat me with respect."", ""I get along with other students."" and ""There is an adult at school who can help me if I need it."". CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements: ""Good behavior is noticed at my school."", ""Students in my class behave so teachers can teach."" and ""Students treat each other well."" CMP Middle School Celebrations: Students commented favorable to the following statements: ""My school has clear rules for behavior."", ""I know an adult at school that I can talk with if I need help."", ""I have felt unsafe at school or on my way to or from school."" (high score indicates a better perception of school safety) and ""Teachers treat me with respect."" CMP Middle School Opportunities For Growth: Students commented with a less favorable response to the following statements: ""I feel my school has high standards for achievement."", ""The behaviors in my classroom allow teachers to teach so I can learn."" and ""Students are frequently recognized for good behavior.""" "Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices." Met 2024-06-10 2024 34674390121665 Yav Pem Suab Academy - Preparing for the Future Charter 6 "This summary captures the findings from the student annual school climate survey results conducted in grades 2nd – 6th with 242 students. The top three agree to strongly agree survey questions are: 1. I want to get good grades in school. (98.3%) 2. Having permanent and qualified teacher in each classroom is important to my success (95%) 3. My school offers a wide variety of activities and student engagement activities for students (95.5%) The top three strongly disagree and disagree survey questions are: 1. Facilities are improving and receiving upgrades. (26.1%) 2. I am confident in myself at school. (34.7%) 3. I matter to my teachers and staff. (21.1%) " Growth: There is a need to increase the areas where students feel valued by their teachers from 21.1% to 100% and their confidence from 34.7% to 100%. "Challenges & Barriers: In response to the data, the LEA will implement the following the seven tenets of culturally responsive pedagogy listed below: 1. It acknowledges the legitimacy of one’s cultural heritage that shapes dispositions and attitudes; 2. It builds bridges of meaningfulness between home and school; 3. It uses a wide variety of instructional strategies that are connected to learning styles; 4. It incorporates multicultural information, books and other educational resources; 5. It promotes the idea of the classroom family, and all students are in it together; 6. It teaches students that they can be successful and that they are appreciated by educators who have high expectations of them; and 7. It develops the social consciousness of students to better handle the world of prejudice and racism. In addition, LEAs, Disciplined Life Process will be adhered to by staff and administrators. Level I- Teacher Responsibility: When infraction is inside the classroom and scholar chooses NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, vulgar language, hit/kick/push/punch/, allow teacher to teach and scholar to learn. Level II- Admin. Responsibility: When the infraction is unresolved, continues and/or violates 48900 a-r, 48915 c. Scholar arrives with blue behavioral referral form (BRF) filled out, and gathering of information has started. Level III- Everyone Responsibility: When in infraction is outside of classroom and scholars choose NOT to, including but not limited to: Follow instructions, respect peers and other adults, refuse to work, cheat, use vulgar language, hit/kick/push/punch/, theft, fight, assault, absolute defiance, threaten, bully, use profanity and/or aggressive behavior and/or refuse to follow staff directions, etc. " Met 2024-06-10 2024 34674390123901 Capitol Collegiate Academy 6 Capitol Collegiate Academy implements the 5Essentials Survey annually to the students and staff in our school community. 95% of our students in grades 4 through 8 took the survey. On the “supportive environment” measures, students rated our school as “strong.” Specific strengths include: - Student-teacher trust is high. 88% of students agreed that their teachers treat them with respect. 89% agreed that they feel comfortable with their teachers, and over 90% agreed that they feel safe with teachers. - Students feel they and their peers have the mindsets and behaviors that are the foundation of our college-going culture. For example, 80% of students reported that ‘all or most’ of their peers try hard to get good grades. - Students feel there are high levels of academic personalism. Over 87% of more of students agreed that their teachers notice if they have trouble learning something, give specific feedback on how to improve, and catch them up if they are behind. - Students also report high levels of academic press. Over 87% agreed that their teachers expect them to do their best all the time; that they really learn a lot in class; and that teachers want them to become better thinkers – not just memorize things. Overall, these strengths reflect our overall school design and the extensive professional development and support we put toward: Establishing a physical environment that promotes purposeful learning; Designing, teaching and insisting on clear and consistent routines and procedures that maximize instructional time; Building a culture of hard work and high expectations, and ensure 100% of students are engaged and on task; Managing student behavior and asserting respectful authority to ensure the focus is on learning; And developing positive relationships with students, treat them with respect, and take responsibility to motivate them toward their achievement. The greatest areas of focus were related to school safety. While 85% of students feel safe in classrooms and hallways, and nearly 80% feel safe traveling between school and home, only 50% feel as safe in bathrooms and outside, around the vicinity of the school grounds. This data has remained stagnant over the past two school years. In response to this data, the school’s Board adopted a security camera policy, and the school installed security cameras on and around campus. Climate leaders, with input from families, students, and staff, put multiple initiatives in place to positively incentivize safe, appropriate conduct in bathrooms. We’ve also increased the number of leaders and trained staff who are on duty during recess, passing periods, arrival and dismissal. And finally, the school partnered with ALICE Navigate 360, to offer more extensive ongoing training for violent critical incidents for our staff and students. Met 2024-05-20 2024 34674390131136 New Joseph Bonnheim (NJB) Community Charter 6 Kelvin Survey completed by students with an 86% participation rate in grades 3-6. Overall 100% of students felt they had a trusted adult on campus which reflects strong relationships between adults and students. On questions pertaining to anti-racist/anti bias, African American students only gave a 66% favorable rating compared to 81% for white students. A correlation could be made with the question on safety where 77% of African American students gave a favorable rating for safety compared to 86% for white students. The findings from the Kelvin survey reflect that adults on campus are making an effort to connect with students and build trusting relationships. For white students who see themselves in the teaching staff and can make more connections with the instructional materials and literature, NJB is an extension of their culture. For African American students who do have positive feelings towards adults and peers in general, do not feel the same sense of safety and connectivity. The result is lower attendance rates, higher chronic absenteeism, and a greater likelihood for them to not feel as represented or valued as other student groups. 1. Personal outreach by the principal to every Black family to assess their needs and create a dialogue on how NJB can better support and represent their children in the classroom and on campus. 2. Attendance Tech and Cost of Services team to provide immediate intervention and follow-up when a need is identified and additional follow-up 3. Restorative practices as compared to punitive discipline which only further disengages Black students. 4. Direct instruction with the support of the district representative from the SEL department on anti-racist anti-bias reflections and practices for teachers and then additional work with students to build common language around race. 5. Community Circles to model appropriate communication and build peer-to-peer relationships. 6. Addition of an African American parent to the Steering Committee to represent the unique perspective of Black families and provide input on policies, procedures and events which can be adopted and celebrated in classrooms and on campus. Met 2024-06-20 2024 34674390135343 Growth Public 6 "Our survey results showed that 80% of students who respond with agree or strongly agree to the prompt, ""I feel safe and invested in GPS.""" Every student has an adult mentor on campus and the strong mentors contribute to students feeling connected and invested in the GPS school community. GPS will continue to improve the training of mentors, so that all students have a strong mentor. The school will continue to provide training on culturally responsive pedagogy and classroom management strategies specific to meeting the needs of adolescent learners. The school will also work to communicate and implement consistently clear policies and procedures for upper grade students, as we have learned as the school has grown in grade levels each year that the older students have very distinct needs from the younger ones. Not applicable Met 2024-06-25 2024 34674390137406 SAVA - Sacramento Academic and Vocational Academy - SCUSD 6 DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. "MEANING: SAVA’s one-year cohort graduation rate is 87%. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 15.51%% proficient rate, CAASPP growth in math remains stagnant with a 1.72%% proficiency rate. During this school year, SAVA has made the SIP goal focused around math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. " During this school year, SAVA has made the SIP goal focused around intervention support and the academic MTSS model. Because students come to SAVA on average 3 years behind in ELA and 4 years behind academically in Math, SAVA has piloted an MTSS process to support students in their academic gaps and getting back on track from their graduation goals. Met 2024-06-18 2024 34674396033799 Bowling Green Elementary 6 Our site participated in the district’s Kelvin Pulse survey. The survey is administrated to the students in grades 3-6. The survey showed that 81% of our students had favorable feelings about our school. This matches SCUSD overall perception as well. The survey showed the 87% of our students had a favorable sense of belonging of 87% and an 83% of safety. As a site, we have looked at our data and even though the overall was 81%, we have committed to increase school climate. We also noticed that our African American students have the lowest percentage with 78% overall favorable. In the area of belonging and safety, the percentages were lower, 83% and 78%. Based on these results, our LEA will focus on increasing inclusion for all subgroups but with a focus our African American students. We will continue to focus on whole-school SEL practices to ensure our students have a sense of belonging and safeness. Met 2024-06-20 2024 34674470000000 San Juan Unified 6 "A district developed survey is administered annually to all staff, parents, and students in grades 4-12. This survey includes response items in a variety of domains that are presented to one or more groups. Additionally, two categories are used to address LCAP outcomes in the areas of: ? Connectedness ? Safety The survey is administered anonymously and respondents are not required to self-identify demographics or program participation. For this reason, results are disaggregated by school type (elementary, K-8, middle, high), and school poverty level based on free/reduced meal eligibility (high density = more than 60%, medium density = between 40%-60%, low density = less than 40%). " "The school climate survey was administered from January 9, 2024 - February 6, 2024. The following results and findings are based on 9,840 student responses, which represents approximately 37% of students in grades 4-12. ? Connectedness: The percentage of students in grades 4-12 who responded agree or strongly agree was 58.2%. The results varied by school type (elementary – 67.0%, K-8 – 57.1%, middle – 53.0%, high – 55.8%) and by poverty level (low density – 57.8%,medium density – 54.9%, high density – 57.2%). ? School Safety: The percentage of students in grades 4-12 who responded agree or strongly agree was 59.9%. The results varied by school type (elementary – 70.1%, K-8 – 54.9%, middle – 55.3%, high – 54.9%) and by poverty level (low density – 62.6%, medium density – 58.6%, high density – 59.3%). " Based on these results, along with additional state and local data, LCAP actions have been developed to build community relationships and to create inclusive, safe, equitable, culturally responsive, and healthy environments for students. Met 2024-06-25 2024 34674470112169 California Montessori Project-San Juan Campuses 6 CMP parents/guardians, staff and students were asked to take a school climate survey in the fall and the spring. This survey is a crucial tool in shaping the future of our educational community. Feedback is invaluable in helping CMP understand how experiences can be enhanced for both students and families. CMP aims to create a nurturing, safe environment that fosters the growth and well-being of every child. Survey responses guide CMP in identifying areas where the program excels and those that require improvement. Survey questions included topics surrounding teaching & learning, school safety, interpersonal relationships, institutional environment, and families’ ability to be involved. Members of the CMP community completed the spring school climate survey in May of 2024. These results will be shared when they become available. "The fall school climate survey data was shared with the Board, families, and staff. CMP 3rd-6th Grade Celebrations: Students commented favorable to the following statements: ""I like school."", ""Teachers treat me with respect."", ""I get along with other students."" and ""There is an adult at school who can help me if I need it."". CMP 3rd-6th Grade Opportunities For Growth: Students commented with a less favorable response to the following statements: ""Good behavior is noticed at my school."", ""Students in my class behave so teachers can teach."" and ""Students treat each other well."" CMP Middle School Celebrations: Students commented favorable to the following statements: ""My school has clear rules for behavior."", ""I know an adult at school that I can talk with if I need help."", ""I have felt unsafe at school or on my way to or from school."" (high score indicates a better perception of school safety) and ""Teachers treat me with respect."" CMP Middle School Opportunities For Growth: Students commented with a less favorable response to the following statements: ""I feel my school has high standards for achievement."", ""The behaviors in my classroom allow teachers to teach so I can learn."" and ""Students are frequently recognized for good behavior.""" "Staff, most notably our PBIS Tier 1 and Tier 2 teams, used the data to inform their work at the school site. CMP continued training in PBIS with Placer County Office of Education and was able to utilize this data in those trainings. Additionally, CMP visited a ""Platinum"" PBIS school in the spring to better understand best practices." Met 2024-06-10 2024 34674470114983 Golden Valley River 6 "All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate. The demographics of the students that participated in the survey were as follows: Gender • Male: 34 students (37%) • Female: 48 students (52%) • Non-Binary: 2 students (2%) • Prefer Not to Say: 8 students (9%) Grade • 5th: 24 students (26%) • 6th: 22 students: (24%) • 7th: 24 students (26%) • 8th: 22 students (24%) Ethnicity • African American: 2 students (2%) • Hispanic/Latino: 8 students (9%) • Asian: 3 students (3%) • Caucasian/White 52 students (57%) • Multi-Racial: 11 students (12%) • Other: 16 students (17%) Overall Climate Survey Results: Physical Environment: 3.83 (staff); 4.20 (parents); 3.66 (students) Teacher Relations: 4.51(staff only) Student Interactions: 4.26 (staff); 4.04 (parents); 3.65 (students) Leadership: 4.06 (staff); 4.01 (parents) Management Discipline: 4.27 (staff); 4.10 (parents); 3.47 (students) Learning/Assessment: 4.41(staff); 4.25 (parents); 3.64 (students) Social-Emotional Culture: 4.48 (staff); 4.18 (parents); 3.43 (students) Community: 4.30 (staff); 4.49 (parents); 3.98 (students) Overall School Climate Rating: 4.27 (staff); 4.18 (parents); 3.64 (students)" There are several areas on the survey results where there are distinct discrepancies between perceptions/experiences of the adults and the students. This is not uncommon but is more common in schools which rely on behaviorist discipline systems (extrinsic rewards, proximity control, colored card charts, etc.) and on direct instruction as the primary mode of teaching. These practices are perceived by the adults as being positive but are perceived as manipulative practices by the students. This results in a discrepancy between student and adult scores on the survey. GVRS is mostly a 3-Paradigm School (Amorphous). While the scores on the SCAI would indicate that the school is a 1-Paradigm School, due to how closely student achievement scores correlate with the SCAI results, GVRS cannot be categorized as a 1-Paradigm school because achievement scores are below average. Overall school improvement can best be made by concentrating on the area of classroom management and discipline. This domain is the most predictive of the overall school climate. This area most defines the emotional climate and our experience of happiness without school and its community. Met 2024-06-05 2024 34674470120469 Aspire Alexander Twilight College Preparatory Academy 6 The local climate survey data from Aspire Alexander Twilight College Preparatory Academy for Grades 3–5 shows the following results. The overall School Climate score is 55%, a 1-point decrease since the last survey. School Safety is rated at 38%, a 3-point decrease. The Sense of Belonging score stands at 57%, unchanged from the last survey. Teacher-Student Relationships scored 72%, a 4-point decrease. Specific highlights include 55% of students finding the school's energy positive and 62% feeling the rules are fair. The analysis of the survey data reveals several key learnings. The stable scores in School Climate and Sense of Belonging indicate that some aspects of the school environment are consistently positive. However, the decrease in School Safety and Teacher-Student Relationships scores highlights areas that need immediate attention, particularly in ensuring physical and psychological safety for students and strengthening connections between teachers and students. In response to the survey findings, Aspire Alexander Twilight College Preparatory Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 34674470121467 Aspire Alexander Twilight Secondary Academy 6 The local climate survey data from Aspire Alexander Twilight Secondary Academy for Grades 6–12 shows the following results. The overall School Climate score is 56%, a significant 25-point increase since the last survey. School Safety is rated at 48%, a 1-point decrease. The Sense of Belonging score stands at 47%, a 15-point increase. Teacher-Student Relationships scored 68%, a 19-point increase. Specific highlights include 50% of students finding the school's energy positive and 57% feeling the physical space is pleasant. The analysis of the survey data reveals several key learnings. Significant improvements in School Climate, Sense of Belonging, and Teacher-Student Relationships indicate successful efforts in fostering a supportive and inclusive environment. However, the slight decrease in School Safety highlights ongoing challenges in ensuring physical and psychological safety. The data suggests a need for continued focus on safety measures while maintaining the positive momentum in other areas. In response to the survey findings, Aspire Alexander Twilight Secondary Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 34674470128124 Gateway International 6 DATA 2023-24 Stakeholder and Staff Survey Data: 76% agree the school's program encourages critical thinking 86% agree that school provides academic support for English learners 85% agree that school effectively communities student progress 2023-24 Student Data: 76% agree that school encourages collaboration among students 78% feels the school is a safe place 89% of students agree that they want to do well GIS provides a safe and welcoming environment for students and families. The academic program at GIS is rigorous and supportive of student outcomes. The data indicates that GIS has more work to do around building relationships between students and staff. This is a topic that we are going to continue working on with staff. GIS currently has multiple support systems in place to promote a positive school climate. All staff are trained on Capturing Kids’ Hearts, the foundational program that promotes relational capacity between all members of the school community. The school has a PBIS, Positive Behavior Interventions and Supports, system that recognizes and rewards students on a regular basis for making good choices. GIS has a discipline policy that is reviewed with all stakeholders at the beginning of each year. GIS is also training staff in MTSS to address the student as a whole to improve relationships and supporting educational needs of all students. Met 2024-06-18 2024 34674470132399 Golden Valley Orchard 6 "All teachers and staff, parents, and students in grades 5-8 were given the opportunity to take the Alliance for the Study of School Climate (ASSC) School Climate Assessment Instrument (SCAI) to measure the current school climate. The demographics of the students that participated in the survey were as follows: Gender • Male: 49 students (48%) • Female: 42 students (41%) • Non-Binary: 5 students (5%) • Prefer Not to Say: 6 students (6%) Grade • 5th: 26 students (25.5) • 6th: 23 students: (23.5%) • 7th: 26 students (25.5%) • 8th: 26 students (25.5%) Ethnicity • African American: 0 students (0%) • Native American: 2 students (1.9%) • Hispanic/Latino: 10 students (9.8%) • Asian or Pacific Islander: 4 students (3.9%) • Caucasian/White 59 students (57.8%) • Multi-Racial: 7 students (6.9%) • Other: 20 students (19.6%) Overall School Climate Survey Results: Physical Environment: 3.11 (staff); 3.82 (parents); 3.19 (students) Teacher Relations: 4.19 (staff) Student Interactions: 3.51 (staff); 3.70 (parents); 3.23 (students) Leadership: 3.72 (staff); 3.75 (parents) Management & Discipline: 3.83 (staff); 3.91 (parents); 3.26 (students) Learning & Assessment: 4.02 (staff); 4.16 (parents); 3.34 (students) Social-Emotional Culture: 3.82 (staff); 3.89 (parents); 3.16 (students) Community: 3.80 (staff); 4.19 (parents); 3.74 (students) Overall School Climate Rating: 3.75 (staff); 3.92 (parents); 3.32 (students)" There are several areas on the survey results where there are distinct discrepancies between perceptions/experiences of the adults and the students. This is not uncommon but is more common in schools which rely on behaviorist discipline systems (extrinsic rewards, proximity control, colored card charts, etc.) and on direct instruction as the primary mode of teaching. These practices are perceived by the adults as being positive but are perceived as manipulative practices by the students. This results in a discrepancy between student and adult scores on the survey. GVOS is a 2-Paradigm School: (Managed). This type of school strives to create a safe, positive, and orderly environment where students learn fundamental knowledge and social skills to be competent and contributing citizens, has adequate performance, a safe climate, an overall experience which is familiar to most parents and students. Overall school improvement can best be made by concentrating on the area of classroom management and discipline. This domain is the most predictive of the overall school climate. This area most defines the emotional climate and our experience of happiness without school and its community. Met 2024-06-05 2024 34674473430691 Options for Youth-San Juan 6 The Comprehensive School Climate Inventory survey is administered every year through the National Climate Center. From the Spring 2024 administration, below are some highlights: Parents Sense of Physical Safety: 4.4 Social Inclusion: 4.2 Students Sense of Physical Safety: 4 Teacher-Student Relationships: 4 Physical Surroundings: 4 Staff School Connectedness: 4.7 Teacher-Student Relationships: 4.2 Based on feedback from surveys, committees, and staff meetings, the LEA is focused on continuous improvement and adapting our program to address areas of strength, growth and barriers to academic growth for our students. Areas of Strength: -81% of students state teachers make them feel connected to school -69% of students feel welcome at the school -76% of students state that staff makes the center positive and inclusive -90% of families stated staff makes students feel safe and supported while they are at school Areas of Growth: Based on the results, we will be addressing the following areas of growth in our LCAP: -Online Safety and Peer Relationships was the lowest area on the school climate survey for students -Retention of Staff to Support Challenges: Many teachers are facing issues with burnout with all the changes that have occurred and the changing population needs that we are facing. OFY San Juan, always is looking for ways to support staff with professional development and access to resources and support for the changing demographic of education. Barrier: One of the barriers we have with supporting students with mental health is due to the nature of our program, students are not on site often and don't allow for staff to fully support students with their needs. Additionally, we have had a lot of turnover in counselors and school psychologists who primarily support students with mental health. Based on a focus of improvement, the charter will continue the following actions: LCAP Goal 4 Action 2: Educational Partner Connectedness. Overall the success we have examined with implementing this action is an increased sense of community and involvement in the charter's activities as evident in positive school climate scores for all educational partners. LCAP Goal 4 Action 3: Social Emotional Development, Learning, and Resources to Build School Connectedness. In the past year, the charter has increased student activities with more local field trips, pathways trips, and traveling for sports. We have seen an increase in participation in center events as well. Actions to be Implemented: LCAP Goal 2 Action 1: Staff Professional Development and Retention. Given the shifting landscape of student needs, including increased demand for mental health support, we recognize the importance of not only developing our staff but also ensuring their retention within our organization. LCAP Goal 4 Action 1: Develop Workshops and programs to increase awareness of online safety and the importance of positive peer relationships. Met 2024-06-21 2024 34674473430717 Visions In Education 6 """Parent/Guardians: The data offers insight into various aspects of parent perceptions within the Visions community, segmented by student groups including Socioeconomically Disadvantaged (SED) and English Learner (EL) parents, as well as all parents collectively. In the category of Relationships & Connectedness, all parents, including those from EL and SED backgrounds, expressed a strong sense of support and connection within the Visions community, with an overall agreement rate of 97.04%. Specifically, EL parents rated their experience slightly higher with an average of 4.51 (on a Likert scale of 1-5), while SED parents rated theirs slightly lower at 4.53, resulting in an average of 4.52 across all parents. This indicates a generally positive perception of the care, respect, and engagement provided by Visions staff among all demographic groups. In terms of Safety, Academic Progress, Family/Parent/Guardian Engagement, and College and Career Readiness, similar patterns emerge. All parents, as well as EL and SED parents individually, reported high levels of agreement across these categories, with overall agreement rates ranging from 96.64% to 96.84%. Within these categories, EL parents tended to rate their experiences slightly higher than SED parents, but the differences were minimal. Overall, these results suggest that Visions is successful in fostering a sense of safety, academic support, family engagement, and college and career readiness among all demographic groups within the community. Lastly, in the Satisfaction category, all parents, including EL and SED parents, reported high levels of satisfaction with their overall experience at Visions, with an agreement rate of 96.64%. EL parents rated their satisfaction slightly higher at 4.63, while SED parents rated theirs slightly lower at 4.59, resulting in an average of 4.6 across all parents. This indicates that while there may be some minor variations in satisfaction levels among different demographic groups, overall satisfaction remains consistently high across the board. Students: In the category of Relationships & Connectedness, all students, including those from EL and SED backgrounds, expressed a strong sense of connectedness within the Visions community, with an overall agreement rate of 97.86%. EL students rated their experience slightly higher with an average of 4.59, while SED students rated theirs slightly lower at 4.51, resulting in an average of 4.54 across all students. This suggests a generally positive perception of the supportive relationships and connections fostered within the school environment. In terms of Safety, Academic Progress, Student Engagement, College and Career Readiness, and Satisfaction, similar trends are observed. All students, as well as EL and SED students individually, reported high levels of agreement across these categories, with overall agreement rates ranging from 93.76% to 98.23%. Within these categories, EL students tended to rate their experie" "Key learnings from the analysis of data include the identification of both needs and areas of strength within the Visions educational community. The data revealed strong levels of agreement across various categories, indicating a positive overall experience and high levels of community engagement among both parents/guardians and students. However, minor variations were observed when disaggregated by student group, highlighting the importance of targeted support to address specific needs of subgroups such as English Learners (EL) and Socioeconomically Disadvantaged (SED) students. Despite these differences, the consistent high levels of satisfaction and support underscore Visions' commitment to fostering an inclusive and nurturing learning environment for all members of the school community. " "In response to the identified need for enhancing engagement and communication, Visions In Education is implementing several changes to its existing plans and procedures. To foster collaborative partnerships and promote transparency, trust, and shared responsibility, we are enhancing both internal and external communication channels. This includes offering regular updates and opportunities for feedback, and creating more inclusive platforms for engagement among staff, parents/guardians, and other educational partners. Additionally, we are organizing more frequent and varied opportunities for engagement to ensure that all voices are heard and valued in decision-making processes. These revisions align with our commitment to continuous improvement and our goal of creating a supportive and inclusive environment where all stakeholders feel empowered and engaged in supporting student success. " Met 2024-06-27 2024 34674473430758 San Juan Choices Charter 6 According to survey data, students at Choices feel safe and connected and are increasingly focused on long-term goals. School-developed satisfaction surveys are administered annually to all parents and students who were enrolled the previous year in grades 6-11. An internally developed attitude survey is administered each year to Students with Disabilities. Graduates complete an internally developed exit survey, reporting about their experiences while enrolled at Choices. These surveys have been administered for several years, allowing for the identification of trends in data over time. Student and parent satisfaction with the Choices program has been consistently strong. In 2023: 95% of students felt that their experience at Choices was positive during the previous year. 98% of students felt safe at Choices. 93% of students stated that their feelings about their education had become more positive since enrolling at Choices. 97% of students felt that the staff is caring and responsive to student needs. 95% of students stated that the CCS program serves all students in an equitable fashion. 94% of students felt accepted and included. 96% of parents stated that they have had opportunities to provide input about the school program. 100% of parents were satisfied with how the school keeps them informed about their students' academic progress. (This percentage is an all-time high.) 100% of parents felt that the educational program at Choices met their expectations. 96% of parents stated that their student had made satisfactory progress in learning during the previous year. 100% of parents felt that Choices provides a positive educational experience. 91% of Students with Disabilities felt safe at Choices. 56% of Students with Disabilities reported that they have experienced less anxiety since attending Choices. 100% of graduates stated that they would recommend Choices Charter to other students. 52% of graduates reported that they believe that they would not have graduated if they had not attended Choices. 100% of graduates felt that there was a teacher or some other adult who really cared about them, listened to them when they had something to say, and wanted them to do their best. Of particular interest:: In 2023, 88% of students reported that they want to go on to college or vocational school after high school. This figure is an all-time high and a great achievement, as it reflects the success of recent efforts that have been made to transition the school culture to focus more on preparation for post-secondary pursuits. Choices will continue to implement the following programs: college/career-oriented assignments integrated into all courses, annual survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, guest speakers, field trips to local colleges and fairs, college and career presentations to families, and an annual College & Career Week. Survey data reflects consistently high satisfaction with the Choices program. Some data fluctuation occurs over time, but no metric activity shows long-term trends that are of particular concern. Student interest in attending college or vocational school has grown thanks to recent efforts to promote awareness of college opportunities. An expansion of college-related field trips and college resources made available to families on the school website will further support student focus on post-secondary opportunities. As the percentage of students interested in attending college or vocational school rises, Choices will continue to implement the following programs to support and grow this area of focus: college/career-oriented assignments integrated into all courses, annual survey questions asking students to choose from a list of college/career pathways, grade-level presentations by the school Counselor, guest speakers, field trips to local colleges and fairs, college and career presentations to families, and an annual College & Career Week. An expansion of college-related field trips and college resources made available to families on the school website will strengthen existing support services. Met 2024-06-25 2024 34739730000000 Center Joint Unified 6 The Center Joint Unified School District utilizes Panorama Education surveys to capture student, staff, and parent/guardian data in regard to school safety and connectedness. The following are Spring 2024 student results: Grades 3-5 56% responded favorably to School Belonging 55% responded favorably to School Climate 47% responded favorably to School Engagement 54% responded favorably to School Safety 70% responded favorably to Teacher-Student Relationships Grades 6-12 28% responded favorably to School Belonging 38% responded favorably to School Climate 23% responded favorably to School Engagement 48% responded favorably to School Safety 41% responded favorably to Teacher-Student Relationships Over the past three years, the district has effectively boosted student participation rates in the Panorama School Culture surveys, achieving the districtwide goal of 75% participation. Every elementary school and McClellan High School surpassed this target, with Dudley, Spinelli, and Oak Hill greatly exceeding expectations, boasting participation rates of over 95%. The average participation rate among secondary schools climbed to 72%, enriching the representation of secondary students and amplifying their voices within the district. However, the district fell short of its objectives in measuring school climate and connectedness. Despite establishing a baseline in May 2021, the envisioned 3% improvement in each surveyed area—School Belonging, School Climate, Engagement, Safety, and Student-Teacher Relationships—did not materialize as anticipated. Upon comparing the May 2021 baseline data with the most recent survey results collected in March 2024, concerning trends emerged. In grades 3-5, favorable responses declined across all areas, with significant drops, including double-digit decreases, noted in students' perceptions of school safety, climate, and belonging. For grades 6-12, while student engagement remained steady, there was a slight dip in school belonging. Teacher-student relationships showed a moderate decline from 51% to 42%. Notably, the most significant decline, marked by a double-digit decrease, was observed in students' perceptions of school safety and climate. In an effort to address the areas of need found in the survey, each site principal is developing goals to put in the site's Single Plan for Student Achievement. The Panorama survey will then be completed twice during the 2024-25 school year in order to chart progress toward improvement. Met 2024-06-12 2024 34752830000000 Natomas Unified 6 A detailed Board report on September 27, 2023, titled Our Culture of Resilience: Social Emotional Supports, was presented at a public board meeting which provides a brief summary focused on the social-emotional supports, prior work, current activities, next steps and considerations as we continue to support our students. This report provides the survey results to support our prior, continuing, and future work to impact a positive climate for student success. During the Fall and Spring, Natomas Unified administers a social-emotional culture and climate survey to students in grades 4-12. In 2024, a total of 5,989 students responded. When looking at the survey results, there are slight variations of favorable responses amongst student groups, but all NUSD students fall between 85-87% favorable when responding to feeling safe and connected to their school site. Overall, this data is relatively similar to data collected last year related to students’ sense of connectivity at their school site. However, there was a 6% decrease year-over-year in students’ perception of safety at school. These survey data trends by student groups continue to be reported in our bi-annual District Progress Report which can be found at https://natomasunified.org/dpr/. The overall school climate survey findings show that NUSD students maintain a positive perception of both safety and connectivity at school. Among individual student groups, all groups in 4th, 8th, and 11th grades reported a favorable perception of safety at 80% or higher and school connectivity at 78% or higher. Although the overall perception of student safety decreased by 6%, this finding may be related to the survey that was administered this year as well as survey timing. For the 2023-2024 school year, NUSD adopted the CoVitality survey to assess students' perceptions of connectivity and safety. This survey was conducted in January and February. In previous years, these aspects were evaluated through a different, narrowly focused survey administered in late spring. Although both surveys contain similar questions, the CoVitality survey, given earlier in the school year, provides a broader assessment of social-emotional functioning. As a result, comparing results from these two surveys might not accurately identify meaningful trends. However, for the 2024-2025 school year, we anticipate more reliable conclusions since we will be using the same CoVitality survey at the same time of year, allowing for consistent year-over-year data comparison. Some of the actions to increase students' feeling of safety and connectedness include: Piloting a new onboarding/orientation process at each school site as well as increasing mental health staffing by hiring six school psychologists interns and up to eight school social worker interns for the 2024-2025 school year. In addition to the newly hired interns, NUSD continues to staff social workers and school psychologists at each school site to provide a full spectrum of mental health and wellness support and resources to our student body. Assistant principals have been hired at each K-8 school site and at two of elementary school sites. NUSD also continues to grow and develop the new Safety and Safe Schools department and increased campus safety staffing and training. Newly implemented facility improvements include updated procedures for visitors, new fencing, new cameras, and safety materials. NUSD continues to implement restorative practices, social emotional support programs, Positive Behavior Interventions and Supports (PBIS), and bullying prevention. Additional improvements to climate and culture are supported through athletics programs in grades 4-12, school based assemblies, an array of extracurricular opportunities, and the expansion of the Expanded Learning Opportunities program (ELO-P). Met 2024-06-26 2024 34752830108860 Westlake Charter 6 Westlake Charter School employs a multi-tiered approach to foster and sustain a positive school climate. For our K-8th grades, we have implemented Responsive Classroom practices and Positive Behavior Intervention and Support (PBIS). Responsive Classroom practices emphasize building a positive classroom community. As part of this initiative, every K-8th grade classroom holds a daily Morning Meeting or Advisory Meeting. In grades 9-11, students participate in Restorative Justice circles through Advisory. For the 2023-24 school year, Westlake Charter School utilized the California Healthy Kids Survey. The survey data revealed that school connectedness is an area of strength, with all student groups reporting over 50% feeling very connected. On our K-8 campus, 92% of students expressed overwhelmingly positive opinions about campus safety, stating that they feel safe or very safe on campus. On our high school campus, all subgroups reported higher-than-average positive relationships with adults, with 70% of students across all student groups indicating they have a caring adult on campus whom they feel safe approaching. As we analyze our data, we observe several areas of strength among our students at both the K-8 and High School Campuses, highlighting the effectiveness of our approach to fostering a positive school climate. The California Healthy Kids Survey data shows school connectedness as a strength, with over 50% of all subgroups feeling very connected. This outcome can be attributed to the implementation of Responsive Classroom practices, the daily Morning Meetings or Advisory Meetings in K-8th grades, and Restorative Justice circles in grades 9-11. These practices have developed a sense of belonging and community among students. While most students report feeling connected, we need to focus on the smaller percentage of students who feel less connected. Further analysis and targeted support strategies are necessary to ensure all student subgroups experience this sense of belonging equally. An overwhelming 92% of students on the K-8 campus reported feeling safe or very safe. This high level of perceived safety is a testament to the effective implementation of PBIS and other safety protocols. Although the perception of safety is high, continuous monitoring and improvement of safety measures are essential to maintain and possibly increase this percentage, ensuring that no student group feels less safe than others. On the high school campus, 70% of students across all subgroups indicated having a caring adult whom they feel safe approaching. This highlights the success of our efforts to build strong, supportive relationships between students and staff. Despite this positive feedback, there is room for improvement. We aim to increase this percentage by focusing on those students who did not report having a caring adult connection. This may involve professional development for staff on building relationships and creating more opportunities for meaningful student-adult interactions. School site leadership and on-campus mental health professionals have reviewed the California Healthy Kids Survey data, leading to several insights and actions aimed at continuous improvement. Westlake Charter School will ensure that all staff are trained in Responsive Classroom and Restorative Justice practices to prioritize social-emotional learning and positive school relationships. In response to the survey data, we recognize the need to enhance support for students who reported lower levels of connectedness. To address this, we will continue to rely on our robust MTSS system of support to identify and support those students to foster a stronger sense of belonging. Additionally, safety protocols and practices will be regularly reviewed and updated based on feedback from students, staff, and parents, emphasizing addressing any emerging concerns promptly. To strengthen student-adult relationships, we will continue prioritizing relationship-building in our staff's professional development. Exploring new initiatives and expanding existing programs will help ensure every student has a caring adult on campus. Regularly administering the California Healthy Kids Survey, along with other local climate surveys, will enable us to monitor our progress continuously. Establishing a feedback loop where students can share their experiences and suggestions throughout the school year will further support our commitment to a positive school climate. Met 2024-06-13 2024 34752830112425 Natomas Pacific Pathways Prep 6 NP3 administers parent and student surveys at least once every two years. The parent survey was designed to vary ways in which feedback was gathered. NP3 uses the information to reflect and improve upon practices and programs. The parent survey covers topics such as school safety, communication, environment, and learning. Our survey results indicate that 94% of parents felt like their child was safe on campus and 96% feel welcome at school. 79% of parents also reported that they feel their ideas are valued and included in school plans and 89% feel confident that the school provides adequate support to students’ families to help their students succeed. Through our surveys we continue to learn about the perceptions of our students, staff and families. Some of the strengths include: 1. Strong community feeling 2. Appreciation for staff and teachers 3. Educational quality and environment 4. Inclusive and welcoming environment 5. Engagement and participation opportunities 6. Strong educational outcomes 7. emphasis on caring for each other 8. Valuing the NP3 identity 9. Focusing on holistic development 10. Sense of safety and support NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate. Met 2024-06-04 2024 34752830120113 Natomas Pacific Pathways Prep Middle 6 In a survey given to all NP3 Middle School students at the end of this school year, students shared that they value advisory and feel that it’s an important class and the main purpose of the class is to build community and to create and monitor their learning. 85% of our students report feeling safe, and 77% feel welcomed at school. Philosophically, NP3 wants to help build internal motivation in students. The biggest take away was that students reported that the thing that motivates them to be successful in school is their grades and themselves, followed by family and teachers. This shows that we are accomplishing our goal of building internal motivation and that the relationships they have with adults in their lives, on or off campus, are important to them. A strength of NP3 Middle School is the relationships that have been built on campus. Students understand the purpose and reason why we do things, such as Advisory. We are a Leader in Me school and students are encouraged to practice using the Leader in Me 7 Habits. Although we practice these habits on campus, a quarter of our students report that they feel they do not apply the 7 Habits in their life or at school. We will create a goal to address this challenge, as we feel the 7 Habits are habits that impact student success, not just in school, but throughout their life. Met 2024-06-04 2024 34752830126060 Leroy Greene Academy 6 LGA administers parent and student surveys each year and uses the information to improve our school. The student and parent surveys cover topics on school outcomes, perceptions of school safety and connectedness, opportunities for parent engagement, and perceptions of LGA?s effectiveness at preparing students for college/career. Some highlights or areas of strength include the following statements with very high levels of agreement: 98% - How safe is LGA... [Overall safety] 97% - As a member of the LGA community, I feel... [Our school has a welcoming environments for all families in the community] 94% - As a member of the LGA community, I feel... [Safe at school] 94% - LGA is effectively preparing students for college/career by developing the following skills in our students... [Thinking and Working Creatively] 94% - How strongly do you agree with each of the following statements? [It is easy for LGA families to communicate with their student's teachers] 92% - As a member of the LGA community, I feel... [Connected to LGA] 92% - LGA provides effective programs to help students ... [Achieve academically] 91% - LGA provides effective programs to help students ... [Participate in school activities ] 91% - LGA is effectively preparing students for college/career by developing the following skills in our students... [Thinking Critically] A continued focus area for the next few years centers on developing the capacity of staff to build trusting and respectful relationships with families. An important vehicle for this push will be through our Advisory program, where each teacher has the opportunity to get to know a small group of families on a more personal level, and can team with families to provide the needed support. These groups are created purposefully, and will continuously and proactively reach out to all families, including underrepresented families, for support. Through an analysis of student data and stakeholder engagement, a number of areas of need have emerged for LGA moving forward, including areas such as: expanding supports to prepare students for college/career, adding advanced coursework to provide rigorous challenging college-level classes, improving math performance, expanding course taking and intervention opportunities for students, increasing the A-G completion/pass rates, improving campus climate/culture and increasing authentic communication with families. Met 2024-06-13 2024 34752830134049 Natomas Pacific Pathways Prep Elementary 6 The local climate survey given during the 2022-2023 school year highlighted the continued focus on student safety and wellness with nearly all parents saying (99%) saying school is safe and they feel welcome at school (97%). All students in the survey reported that they feel safe at school and 98% said they feel comfortable to be themselves at school. Together, these survey results show that our students and their families believe our school is safe and welcoming. Through our surveys we continue to learn about the perceptions of our students, staff and families. Some of the strengths include: 1. Strong community feeling 2. Appreciation for staff and teachers 3. Educational quality and environment 4. Inclusive and welcoming environment 5. Engagement and participation opportunities 6. Strong educational outcomes 7. emphasis on caring for each other 8. Valuing the NP3 identity 9. Focusing on holistic development 10. Sense of safety and support NP3 has cultivated a strong positive culture as evidenced by survey feedback and will continue to invest resources of time and staff in maintaining this positive climate. Met 2024-06-04 2024 34752833430659 Natomas Charter 6 Natomas Charter School prides itself in creating small, supportive learning environments for all students. Students have opportunities to be involved in school decisions. The overall small school environment creates a place in which students are treated and respected as individuals. To assist with this effort, NCS has four social emotional counselors and collaborates with California State University to host counseling interns each school year. The school continues to refine initiatives such as WEB (Where Everyone Belongs) in middle school and Link Crew in high school to provide additional student leadership opportunities and peer-to-peer mentoring. These programs were expanded to have peer-to-peer academic support as well. Families participated in an annual school climate survey to provide feedback on school climate and provide feedback on the school environment, educational support, and school safety. Key findings from the parent survey include: Over 99% of parents reported feeling satisfied with the levels of support and communications. Over 97% of parents reported feeling satisfied with the levels of safety at the school. 93% of parents reported that Teachers are dedicated to helping students learn. In addition, parents gave feedback about their child’s growth and educational progress in 2024. 92% of parents reported that their child made expected academic growth. 94% of parents reported that their child made expected social emotional growth. 93% of parents reported that their child felt well connected to staff. 96% of parents reported that they are satisfied overall with Natomas Charter School. Natomas Charter School will continue to use parent and student feedback each year to refine our practices. Overall, Natomas Charter School tends to perform well in all areas measured under school climate. The school will continue to invest in programs that ensure students are well connected to school, such as WEB and LinkCrew. Additionally, the school is focusing all professional development on implementing effective strategies to support academic, behavioral, and socioemotional learning. There has been a specific focus on staff training in Diversity, Equity, and Inclusion (DEI). We expect these professional development activities to help us sustain and grow in the areas of school climate. Met 2024-06-13 2024 34765050000000 Twin Rivers Unified 6 Data gather from grades 7-12 from the California Healthy Kids Survey: Perceived School Safety Grade 6 68% Grade 7 53% Grade 8 50% Grade 9 46% Grade 10 40% Grade 11 41% Grade 12 43% Staff 87% Academic Motivation Grade 6 82% Grade 7 66% Grade 8 60% Grade 9 55% Grade 10 56% Grade 11 59% Grade 12 57% Staff 69% Caring adult relationships Grade 6: 64% Grade 7 57% Grade 8 55% Grade 9 50% Grade 10 49% Grade 11 56% Grade 12 58% Staff 96% "In general, the data reveals that staff have a much higher perception of school climate than students in grade 12. 9th and 10th grade have the lowest percentage of student favorability while 12th grade shows a slight increase. The area of greatest disparity is in caring adult relationships. The question from the survey is "" My school has adults that care about the students. What we have learned from this data is that the perception of the adults is vastly different than that of the students. It is evident that an area of improvement will be the connection between students and their campuses. This data is one way that actions were informed that are in our LCAP. The district implemented Kelvin to monitor student connectedness and climate data. This action is continued as and will serve as a real time monitoring tool for individual student needs and also school climate and culture. Utilizing these tools to act on the data in real-time is a step toward bridging the gap between adult and student perceptions. Additionally, student engagement-especially that for unduplicated students--is a focus that can be seen in the expansion of activities such as VAPA, athletics, clubs, and programs for newcomers. We are expanding programs to service students TK-12 with before and after school enrichment based on student needs and interests. Mentoring programs and community outreach are expanding as well. A robust MTSS department has expanded to offer additional intervention for students in secondary grades and focused on 9th grade achievement. Educational Partner input ranked mental health and school culture responses in the top 5 in our LCAP engagement process. We will continue to monitor and prioritize climate and culture. Our Kelvin response data revealed an overall favorability rating of 70% across grades 7th-12th and a 75% across grades 5 and 6. When disaggregated, we noticed disparity in the area of reporting strong relationships at school and safety for Foster and Homeless youth (all showed lower ranking in this category compared to other subgroups). Drug use was reported higher in the foster and homeless use than other groups. Students that are classified as African American have shown less disparate results and are reporting similar to the whole group this year." Twin Rivers continues to implement solutions to address mental and behavioral health in our schools. In our LCAP, additional Counselors, Psychologists, and Expansion of MTSS and adoption of health curriculum are present. Outside funding with other sources include additional training for all staff, additional health professionals during and beyond the school day, and programs with community partners and families to continue to connect the school community with the greater community. Improvements in monitoring behavior and mental health have increased the frequency of reporting but have also allowed our system to be more responsive to these needs as they arise. Met 2024-06-25 2024 34765050101766 Community Outreach Academy 6 Every year, we take the results of all stakeholder input under consideration very seriously. We base our LCAP on the results of all four surveys that we send out for consideration, and we use stakeholder input in all the decisions we make. Based on the most recent results from the Hanover Institute Survey taken by parents, students, and staff, we have identified positives and areas for growth. Most participants believe that students feel safe at school, collaboration among students is encouraged, school rules are fair, and students are listened to. Students have also said that teachers make their class time interesting. COA's Student Surveys show a high level of satisfaction, which encourages us that we are going in the right direction and that what we do is working. We will continue to support and monitor student growth and satisfaction at our school. Student celebrations are highly appreciated and effective, according to several of our surveys across the board, so we will continue to make this aspect of high priority. One of our low areas, according to our Cultural Survey, was how our staff embraces diversity. Because our charter was written with a focus on Slavic Culture and language preservation, the vast majority of our students are Slavic, which makes it seem like the population is not very diverse. According to all stakeholders' survey results, the programs at our school like our art classes, music classes, after-school program, after-school tutoring, field trips, student assemblies, and other similar programs are highly effective in engaging student interest and learning. According to our Hanover School Culture Survey 85% of parents stated that their children like to go to school, 84% said that COA cares about their children, 94% stated that COA wants their children to succeed, and 91% said that their children feel safe at school. These numbers really motivate our team to work even harder to ensure that our students succeed and continue to feel safe and enjoy going to school. Everything that we do at COA is for our students and helping them achieve their educational goals and overall growth and development into productive members of the community and society as a whole. The Slavic community in itself is greatly diverse and consists of multiple countries in both Europe and Asia. We will continue to try and create more diversity among students and staff. We will continue to educate our staff members on the diversity of the Slavic community. In addition to this, we have enacted a Diversity Plan focusing on our students, staff, and parents that we will continue to develop. We will also be adding word languages to our school for students to learn Spanish and Ukrainian. Met 2024-06-18 2024 34765050101832 Futures High 6 Hanover Data 76% of those surveyed agree or strongly agree that the school wants to students to succeed. 78% of those surveyed agree or strongly agree that the school encourages student to participate in extra curricular activities 66% of those surveyed agree or strongly agree that the school prepares the students for success in college and career. 62% of those surveyed agree or strongly agree that staff feel safe at school 43% of those surveyed agree or strongly agree that students feel safe at school. 52% of those surveyed agree or strongly agree believe that the school is clean. CKH Survey Baseline score 3.7 Futures Score 3.5 students like their teachers Baseline Score 3.7 Futures Score 3.5 Students have good relationship with teachers Baseline Score 4.3 Futures Score 3.7 Students feel teachers treat them with respect Identified Needs Staff Safety: 62% of those surveyed feel safe at school. This indicates a need to enhance safety measures and support systems for staff to ensure a higher percentage feel secure. Student Safety: Only 43% of students surveyed feel safe at school, highlighting a significant concern. Improving student safety should be a top priority, possibly through increased supervision, anti-bullying programs, and improved school policies. Cleanliness Perception: Only 52% of those surveyed believe that the school is clean. This suggests a need for better maintenance, cleanliness protocols, and perhaps more resources dedicated to cleaning staff and supplies. Preparation for Future Success: 66% of respondents agree that the school prepares students for success in college and careers. While this is a majority, it indicates that there is room for improvement in the school’s programs aimed at preparing students for their futures, including enhanced career counseling and college prep courses. Respect and Relationships: According to the CKH survey, there is a decrease from baseline to future scores in how students perceive their relationships with teachers and the respect they receive. This highlights the need for professional development focused on fostering positive student-teacher interactions and building a respectful classroom environment. Areas to grow Futures has been approved to provide a SRO to support with site safety for all educational partners. In collaboration with the SRO, Futures will work on implementing better supervision across the site to give adequate coverage of all educational partners. Although the site does have a clean campus the majority of the time, Futures will look to increase the frequencies of the overlooked areas of the site so it can maintain its appearance. Futures will improve its Quest time (student support and enrichment) to support our counselors in ensuring that all students have what they need to be successful for the future. This will allow opportunities to have more eyes on the students strengths and weaknesses. Futures will continue to utilize its process champions in supporting all teachers with innovative ways to support SEL and staff to student relationships. Providing additional time in professional development days to support staff will also continue to be a focus. Strengths Encouragement of Student Participation: 78% of those surveyed agree or strongly agree that the school encourages student participation in extracurricular activities. This is a strong area that reflects the school’s commitment to holistic development and providing students with diverse opportunities to explore their interests and talents. Desire for Student Success: 76% of those surveyed agree or strongly agree that the school wants students to succeed. This indicates a strong foundational belief in the school’s mission to support student achievement and reflects positively on the school culture and staff dedication. Futures will continue to also in grow in this area to make sure all students feel that the school wants them all to succeed. General Agreement on Success Preparation: Although there is room for improvement, the fact that 66% agree or strongly agree that the school prepares students for success in college and career is a notable strength. This shows that a majority of the school community recognizes the efforts being made in this area. Futures will continue to use Dual enrollment as the platform to ensure students start to become college and career ready. Met 2024-06-18 2024 34765050108415 Heritage Peak Charter 6 In the spring of 2024 Heritage Peak conducted a survey among students in grades 3-12 to assess their perceptions of connectedness and school safety. Overall, 83% of students reported being happy(connected) at school, with higher satisfaction among African American students, (100%), SED students (87%) and English Learners (92%). However, only 80% of special education students felt connected, and even fewer, (74%), Hispanic students. For school safety, 83% of students felt safe, with responses varying: SED (82%), English Learners (73%), Hispanic students (88%), African American (75%), and special education students, (100%). While it is encouraging that 83% of students reported feeling connected to the school and 83% felt safe, there is still room for improvement in both areas. Heritage Peak is an Independent Study charter and many of the students do not attend on-site or virtual classes so increasing school connectedness is often achieved through events such as graduation, park days, and attendance at site celebrations. The identified needs are being addressed in the 2024-2025 Local Control and Accountability Plan (LCAP). The 2024 LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1. Met 2024-06-17 2024 34765050108795 Creative Connections Arts Academy 6 Creative Connections Arts Academy (CCAA) in North Highlands, California, has been utilizing the California Healthy Kids Survey (CHKS) to gather valuable data on school climate and student well-being. The CHKS provides an overall score as well as disaggregated data by various student groups, allowing CCAA to identify areas of strength and areas for improvement. According to the most recent CHKS data, the overall school climate score for CCAA is 78%, indicating a generally positive school environment. However, when disaggregated by student groups, some disparities become apparent. For example, the school climate score for English Language Learners (ELLs) is 71%, which is lower than the overall score. This suggests that ELLs may face unique challenges or perceive the school climate differently than their non-ELL peers. CCAA recognizes the importance of supporting ELLs and fostering an inclusive environment where they feel welcomed and supported. Additionally, the data reveals that the school climate score for students with disabilities is 69%, which is also lower than the overall score. This highlights the need for CCAA to examine its practices and ensure that students with disabilities have equitable access to resources and feel fully included in the school community. On a positive note, the school climate score for students from low-income backgrounds is 82%, which is higher than the overall score. This suggests that CCAA's efforts to support and engage students from economically disadvantaged backgrounds have been effective in creating a positive school climate for this student group. In addition to the CHKS, CCAA has also utilized supplementary data collection tools, such as focus groups and student surveys, to gain deeper insights into specific aspects of school climate. For instance, a recent survey on student engagement revealed that while many students feel connected to their teachers and peers, there is room for improvement in providing opportunities for student voice and leadership. Based on the analysis of the school climate data from the California Healthy Kids Survey (CHKS) and other supplementary data collection tools, Creative Connections Arts Academy (CCAA) has identified several key learnings, needs, and areas of strength. These insights will inform the school's efforts to continually improve the learning environment and address the unique needs of different student groups. Identified Needs: Supporting English Language Learners (ELLs): With a school climate score of 71% for ELLs, which is lower than the overall score, CCAA recognizes the need to provide additional support and resources to ensure that ELLs feel welcomed, included, and able to thrive academically and socially. Targeted professional development for teachers on culturally responsive practices and strategies for English language acquisition could help address this need. Fostering Inclusion for Students with Disabilities: The data shows that students with disabilities have a school climate score of 69%, indicating a need for CCAA to evaluate its practices and identify areas for improvement in creating an inclusive and supportive environment for this student group. This may involve providing additional training for staff, ensuring access to necessary accommodations and resources, and promoting a culture of acceptance and understanding. Enhancing Student Voice and Leadership Opportunities: While students generally feel connected to their teachers and peers, the supplementary data revealed a desire for more opportunities for student voice and leadership. CCAA recognizes the importance of empowering students and involving them in decision-making processes to foster a sense of ownership and buy-in. Areas of Strength: Positive School Climate for Low-Income Students: With a school climate score of 82% for students from low-income backgrounds, which is higher than the overall score, CCAA can celebrate its efforts in supporting and engaging this student group. The school should continue to build on these strengths and identify best practices that can be replicated or expanded to benefit other student groups. Overall Positive School Climate: The overall school climate score of 78% indicates that CCAA has established a generally positive and supportive learning environment. This foundation provides a solid base upon which the school can continue to make targeted improvements and address identified areas of need. Revisions to the Professional Development Plan: CCAA will revise its professional development plan to include training for all teachers and staff on culturally responsive pedagogy, strategies for supporting English Language Learners (ELLs), and inclusive practices for students with disabilities. The revised plan will also include ongoing professional learning opportunities focused on creating a positive school climate, building relationships with diverse student populations, and promoting student voice and leadership. Review and Revision of Inclusion Policies and Procedures: CCAA will initiate a comprehensive review of its existing policies and procedures related to the inclusion of students with disabilities. This review will involve collaboration with advocates and experts in the field to identify areas for improvement and ensure that the school is fully compliant with state and federal regulations. Revisions will be made to policies and procedures as needed to ensure equitable access, appropriate accommodations, and a supportive learning environment for students with disabilities. Continuous Data Monitoring and Evaluation: CCAA will implement a robust system for continuous data monitoring and evaluation to track progress and evaluate the effectiveness of the implemented changes and initiatives. This will involve regular collection and analysis of school climate data, disaggregated by student groups, to identify emerging trends and areas that may require further attention or adjustment. Met 2024-06-25 2024 34765050108837 Community Collaborative Charter 6 CCCS was recognized as a CKH National Showcase School for the eighth consecutive year. During the process used to determine National Showcase School status, students and staff were surveyed to gauge the level of satisfaction about culture and climate. In both cases, the feedback from these educational partner groups indicated a very high level of safety, inclusion, and satisfaction. In addition, CCCS completed a student and parent engagement survey in Jan 2024 with the following outcomes from parents: Students are safe at school - 78% Strongly Agree/Agree, 17% neutral & 11% Disagree/Strongly Disagree. Students feel comfortable talking to school staff - 79% Strongly Agree/Agree, 14% neutral & 8% Disagree/Strongly Disagree. Students receive the resources needed - 81% Strongly Agree/Agree, 13% neutral & 6% Disagree/Strongly Disagree. Students from different cultural backgrounds become friends - 79% Strongly Agree/Agree, 17% neutral & 4% Disagree/Strongly Disagree. Encourages Parent Involvement - 69% Strongly Agree/Agree, 17% neutral & 14% Disagree/Strongly Disagree. Offer parents a say in the decision-making process - 72% Strongly Agree/Agree, 15% neutral & 13% Disagree with zero responses to strongly disagree. Strengths: Students and their families feel that children are safe at CCCS and that students are provided with needed resources to be successful at school. As an LEA that serves over 80% socio-economic disadvantaged students, being able to provide adequate resources is a great strength of CCCS. Areas of Need: CCCS needs to continue to work on engaging parents in the academic process. Parent involvement is low and the survey results reflect that this is one of the areas with the most room to grow. The more parents are involved, the more successful students will be in school. This will be a priority in the 2024-2025 school year. Goal 3 in our new LCAP focuses on student engagement and retention. There is a direct tie between parent engagement and student engagement. Parent engagement will be supported specifically by action 3.5 and will be an important focus next school year. Met 2024-06-18 2024 34765050113878 Higher Learning Academy 6 350 culture surveys were completed in '23-'24 including families, students, and staff. 71% reported that teachers help the child when they don't understand something. 64% believe that HLA has highly involved parents. 73% reported that HLA offers parents a say in the decision-making process. 84% reported that teachers keep families informed of their child's progress. 44% reported that students get along with one another and respect their differences. This shows that we are making good progress in relationships with families, parent involvement, and communication of student progress. We still have a lot of room for improvement with student-to-student culture and relationships. In order to improve student-to-student relationships next year, we are going to train all teachers in community-building circles. We will also be fully implementing PBIS tier 1, which should improve the overall environment. Met 2024-06-18 2024 34765050114272 SAVA - Sacramento Academic and Vocational Academy 6 DATA: Student Culture Survey: 92% of students agreed that teachers treat them with respect 85% of students agreed that when a student breaks the rules, they are treated fairly 87% of students agreed that teachers want students to succeed 81% of students agreed that the school has a safe environment Based on the survey, we have the opportunity to include more students in helping to solve school problems. Parent Culture Survey: 87% of parents agreed or strongly agreed that SAVA is effectively educating their child 96% of parents agreed or strongly agreed that the teachers and staff really care about their student’s success 92% of parents agreed or strongly agreed that staff and students are treated with respect 88% of parents agreed or strongly agreed that SAVA encourages their child. Staff noted that approximately 20% feel that more challenging curriculum and courses could be offered for students. Staff Culture Survey: Every fall, staff are encouraged to participate in a School Culture Survey. Scores averaged above a 4 on a scale of 0-5. "MEANING: SAVA’s one-year cohort graduation rate is 87%. Some of this is attributed to our work and focus on retention and intervention efforts created through the development and implementation of the student onboarding program implementation across all SAVA schools. It remains a need to set higher academic expectations and ensure that our programs prepare all students to be college and career ready through a rigorous offering of core academic courses and a robust CTE program. The goal is to have 100% of students to be ""Prepared"" on the CCIs and have a three year strategic plan to hit this. Math remains a critical learner need for SAVA students. Intervention classes and support programs have been put in place to support students of all levels. However, unlike ELA with a 15.51%% proficient rate, CAASPP growth in math remains stagnant with a 1.72%% proficiency rate. During this school year, SAVA has made the SIP goal focused around math. Math is a focus in our CTE classes so students can see how math applies in the real world. More must be done to support students in the area of math. " During this school year, SAVA has made the SIP goal focused around intervention support and the academic MTSS model. Because students come to SAVA on average 3 years behind in ELA and 4 years behind academically in Math, SAVA has piloted an MTSS process to support students in their academic gaps and getting back on track from their graduation goals. Met 2024-06-18 2024 34765050130757 Highlands Community Charter 6 "Highlands Student Climate Surveys The top 16 greatest strengths of the school were identified by students, and at least 85% of students agreed with the following statements. The percentage indicates the percentage of students who strongly agreed or agreed with the following statements: 1. My teacher (and staff) really care about me and respect me. 98% 2. All students from different cultural backgrounds, races, or ethnicities respect each other at school. 97% 3. I feel safe at school (I trust our leaders to make our school safe). 97% 4. I have the learning materials (pencils, notebooks, binders, books) I need to learn. 94% 5. The school, classrooms, and buildings are clean and in good condition. 94% 6. The school tells me important information regularly (holidays, school announcements, events). 94% 7. All students from different backgrounds and countries are treated kindly (the same). 94% 8. Lessons are interesting. 93% 9. Lessons help me in my daily life. 92% 10. I have the technology I need to learn. 91% 11. My counselor really cares about me and respects me. 91% 12. I know what I need to do to make progress in my classes. 90% 13. The lessons (in person or online) help me learn. 88% 14. I feel connected to the school, my classmates, and teacher. 88% 15. The school helps me turn my college and career goals into a plan. 85% 16. Highlands helps me learn to use technology by giving mobile devices and digital literacy training. 85% Highlands Staff Climate Surveys The top 20 greatest strengths of the school as identified by staff, where at least 85% of staff agreed with the following statements. The percentage indicates the percentage of staff who strongly agreed or agreed with the following statements: 1. At Highlands our mission is: “We are a diverse community for social justice, serving the unserved, providing access to education, technology, communication, and employment for 21st century achievers. Through community partnerships, we will build new legacies leading to self-sufficiency and generational change.” Do you believe this mission is still closely connected with the work that we do at Highlands?"" 99% 2. Overall, I am satisfied with the pay and benefits at Highlands. 98% 3. I am able to effectively communicate with my coworkers using the digital tools provided (G-chat, work email, work phone). 96% 4. I understand my role in contributing to the vision and mission of this school. 95% 5. Student needs are always the top priority for this school. 95% 6. I feel confident in my ability to teach or support students with their lessons. 95% 7. The all day all-staff professional development sessions in August (located in San Diego) help me: in my role, build relationships with friends or colleagues, make me feel appreciated, or inspired. 93% 8. This school is a supportive and inviting place for staff to work. 92% 9. Highlands provides the digital support that students and staff need to be successful. 92% 10. I have grown as a professional in the past" Student Survey Data and Opportunities for Growth 1. Increasing digital literacy 2. Increasing access to mental health 3. Increasing access to student services for PM students and students at smaller sites Staff Climate Survey and Opportunities for Growth 1. Onboarding and training 2. Communication 3. Curriculum training 4. Employee participation in organizational policy decision-making How staff would like to see Highlands improve the work environment as identified in the open-ended questions of the survey: 1. Communication and collaboration 2. Improving physical workspace, including classroom technology 3. Professional development and training 4. Organizational structure and role clarity 5. Maintaining a respectful work culture For Students 1. Increase access to mental health for all students in-person and online by contracting with external partners 2. Increase access to parent support services such as Highlands Early Learning Centers at night 3. Expanding student centers where students can access workforce services, digital navigators, language support, student enrollment and registration support, and college liaisons 4. Expanding our digital literacy bootcamp classes where students continue to learn to use technology For Staff 1. Continue to improve systems of communication through our collaborative circles, where we listen to employees' needs and concerns to improve our workplace culture 2. Expanding our professional development training in May and August to include technology and online curriculum training 3. Expanding our HR department for employee support 4. Updated Employee Handbooks to communicate expectations clearly 5. Improving the teacher and paraeducator onboarding experience by hiring additional teacher trainers and onboarding staff 6. Continue to hire teachers in an effort to reduce class sizes Met 2024-06-27 2024 34765050139584 California Innovative Career Academy 6 "CICA Student Climate Surveys The top 15 greatest strengths of the school as identified by students, where at least 80% of students agree with the following statements. The percentage indicates the percentage of students who strongly agreed or agreed with the following statements: 1. My teacher really care about me and repsects me. 98% 2. All students from different background and countries are treated kindly (the same). 97% 3. All students from different cultural backgrounds, races, or ethnicities respect each other at school. 96% 4. The school, classrooms, and buildings are clean and in good condition. 93% 5. I feel safe at school (I trust our leaders to make our school safe). 93% 6. My counselor really cares about me and respects me. 92% 7. I know how to log in to my online learning tools. 92% 8. I have the technology I need to learn. 91% 9. I know what I need to do to make progress in my classes. 90% 10. The lessons (in person or online) help me learn. 89% 11. Lessons are interesting. 86% 12. Lessons help me in my daily life. 84% 13. I have the learning materials (pencils, notebooks, binders, books) I need to learn. 84% 14. The school helps me turn my college and career goals into a plan. 82% 15. I know how to get help if I feel sad, stressed, lonely, or depressed. 81% At CICA our mission is: ""We are a diverse community for social justice, serving the unserved, providing access to education, technology, communication, and employment for 21st century achievers. Through community partnerships, we will build new legacies leading to self-sufficiency and generational change."" Do you believe this mission is still closely connected with the work that we do at CICA? 98% 2024-25 Local Control and Accountability Plan for California Innovative Career Academy Page 32 of 105 2. At CICA our vision is ""to eradicate educational inequality."" Do you believe that this vision is still closely connected with the work that we do at CICA? 97% 3. At CICA our schoolwide learner outcomes are: 1. Students will demonstrate measurable achievements each term through assessment. 2. Students will make progress toward their career goals. 3. Students will use technology to communicate for personal and academic use. Do you believe these schoolwide learner outcomes (goals) are relevant to our students' needs at CICA? 96% 4. I am able to effectively communicate with my coworkers using the digital tools provided (G-chat, work email, work phone). 92% 5. I have received the training and professional development I need to do my job well. 92% 6. I feel confident in my ability to teach or support students with their lessons. 92% 7. Overall I am satisfied with the pay and benefits at CICA. 87% 8. I understand my role in contributing to the vision and mission of this school. 87% 9. I have grown as a professional in the past year at HCCTS. 87% 10. Student needs are always the top priority for this school. 86%" The top two greatest opportunities for growth as identified by the student survey: 1. Increasing Digital Literacy 2. Enhancing the sense of belonging and community How students would like to see CICA improve as identified in the open-ended questions of the Survey: 1. ELD Support 2. CTE and Workforce 3. Communication 4. Student services The top four greatest opportunities for growth as identified by the student survey: 1. Employee participation in organizational policy decision-making 2. Communication 3. Daily workload 4. Onboarding & Training How staff would like to see CICA improve the work environment as identified in the open-ended questions of the survey: 1. Improving Physical Workspace 2. Communication and Collaboration 3. Support from Leadership For Students 1. Increase access to mental health for all students in-person and online by contracting with external partners 2. Increase access to parent support services such as Highlands Early Learning Centers at night 3. Expanding student centers where students can access workforce services, digital navigators, language support, student enrollment and registration support, and college liaisons in person 4. Expanding our digital literacy bootcamp classes where students continue to learn to use technology For Staff 1. Continue to improve systems of communication through our collaborative circles, where we listen to employees' needs and concerns to improve our workplace culture 2. Expanding our professional development training in May and August to include technology and online curriculum training 3. Expanding our HR department for employee support 4. Updated Employee Handbooks to communicate expectations clearly 5. Improving the teacher and paraeducator onboarding experience by hiring additional teacher trainers and onboarding staff 6. Continue to hire teachers in an effort to reduce class sizes 7. Increase the number of office spaces available Met 2024-06-27 2024 34765056033336 Smythe Academy of Arts and Sciences 6 Based on the CHK Survey, 64% of 7th grader and 63% of 8th graders perceive school as a very safe or safe place with an outlier of students who identified as white feeling safe at 40%. Multiracial and Asian subgroups reported feeling safer than other subgroups and the school as a whole. Hispanic subgroup is 1-2 percentage points below the school average. 55% of 7th graders and 52% of 8th graders have a positive connection with school. Some key learnings are that the white subgroup feels least safe on campus in the 7th/8th grade. Areas of need- a need to increase perceptions of safety LEA wide. Need to increase white subgroup reporting feeling safe at school. One area of need is getting more detailed and timely data from students to address perceived unsafe areas on campus and identify source of unsafe perceptions. Strengths- A strong majority of students feel safe or very safe at school. More SEL instruction school-wide. More attention to PBIS Tier 1 and Tier 2 instruction. Continued support of campus supervisor positions, campus safety specialists at the Middle School, and more timely communication and collaboration with parents to improve student behavior and engagement. Met 2024-06-25 2024 34765056112643 Westside Preparatory Charter 6 Data gathered from the California Healthy Kids Survey for grades 7-12. Perceived School Safety for grades 7/8: 57% California Healthy Kids Survey School Connectedness: 59% Try Hard on School Work (Meaningful Participation) - 60% Safe School Perception: 57% Decrease Harassment/Bullying: 40% Decrease Mean Rumors/Lies: 40% Increase Coping Skills to Decrease Chronic Sadness and Hopelessness: 30% Compared to last year our safe school perception remained the same. After the results of the survey were analyzed we will continue with our Safe School Ambassadors Program. Students are recommended by teachers and met meet monthly with the school counselor to discuss safety at school. Students also had a google form available to them to anonymously report bullying or other concerns to help students feel more safe. As a result of our school perception metric staying the same the Safe School Ambassadors program will be available at all four campuses for the 2024-2025 school year. Met 2024-06-25 2024 35103550000000 San Benito County Office of Education 6 Based on student enrollment, specific student groups do not exist. The Kelvin student survey was administered twice, once in the Fall of 2023 and once in the Spring of 2024. 86% of students surveyed were favorable about the school climate. 82% of students had favorable responses in the area of school safety and school connectedness. 80% of students felt favorable that they had opportunities for student voice and leadership. "Overall students feel connected to school and safe at school with opportunities for their voice to matter and to express their leadership skills at school. The identified need is to reach the roughly 20% of students who did not feel favorably about the areas listed in Prompt one. The other area of concern is that 38% of students reported feeling ""jittery"" in the last couple months of school. 52% of students reported feeling down, sad or hopeless." Moving forward providing opportunities for therapy utilizing the Wellness Center for not only students, but families. Including incentives through the implementation of school wide PBIS programming will also help address the concerns noted in Prompt 2. Incorporating Student Individualized Learning Plans will allow support for student academically and socially and emotionally. Met 2024-06-27 2024 35674540000000 Bitterwater-Tully Elementary 6 Our school sent our Local Climate Surveys to Parents, Students, and Staff. Sixty percent of our parents completed the survey while we had 100 percent completed surveys from students and staff. Overall our students and families reported feeling safe at school. Majority of the overall feedback was positive, students feel that they are getting the academic support when needed, and students enjoy attending Bitterwater-Tully School. Areas of need are to increase the cleanliness of the facilities, improve chronic absenteeism , and build family engagement. An area that we are continuing to strengthen is our CAASPP ELA & Math scores. We implemented new ELA and Math curriculum in the 2023-2024 school year and we are starting to see an increase in both local scores and state scores. We will be adopting the ELA and Math curriculum for the 2024-2025 school year. Another area of focus is to improve students' writing abilities. Cleanliness of the facilities is being manage by staff and outside contractors. Chronic Absenteeism will be addressed at Back to School night informing parents the importance of their child/children attending school on a regular basis and sending home absent verification slips. To build family engagement, we will continue to offer literacy events and STEAM events. We will continue to host meeting both in-person and virtually. Met 2024-06-26 2024 35674620000000 Cienega Union Elementary 6 Our local climate survey is a very important tool that helps us determine how we are serving our students and their families. We ask them to answer questions that help us understand to what level we are helping families feel that their students are safe at Cienega School, that their opinions matter to the school, there is someone there that can help them problem solve, that there is someone there that cares for their child, and that they feel welcome on campus. We found in this year's survey that 66.6% of families felt that they agreed with all parameters of the survey. But we also found that some of our families had neutral feelings in some of these areas. Some families felt neutrally about their opinions mattering to the school. They felt that they were neutral about their children being safe at Cienega. While these are not negative responses, they are not positive either. This demonstrates that we as a school need to do a better job at making our students and families feel secure in coming to school and that their opinions do matter to the school regarding the decisions that we make in our policies and our daily teaching. During the 2024-2025 school year, we are implementing changes to our communication with families through newsletters, apps and launching a new website as well as new chances for parent engagement. We are planning on bi annual parent teacher conferences and an Open House night at the beginning of our school year. Met 2024-06-13 2024 35674700000000 Hollister 6 Hollister School District utilizes Kelvin Pulse surveys to measure student perceptions of school safety and connectedness for students in grades 2-3 and 4-8. The most recent administration in May 2024 yielded the following results for students in grades 2-3: 84% reported feeling connected at school, 81% indicated that they feel school is a safe place, and 87% expressed that they feel the adults at school care about them. For students in grades 4-8, 73% reported feeling connected at school, 77% indicated that they feel school is a safe place, and 79% expressed that they feel the adults at school care about them. This data provides a comprehensive overview of student perceptions across different grade levels, though further disaggregation by specific student groups is necessary for a more detailed analysis. Analysis of the Kelvin Pulse survey data reveals several key learnings. One significant strength is that a high percentage of students in both grade groups feel that adults at school care about them, with 87% of younger students and 79% of older students expressing this sentiment. This indicates a strong foundation of trust and support between students and staff. However, there is a noticeable drop in the feeling of connectedness and safety as students progress from grades 2-3 to grades 4-8. Only 73% of older students feel connected, and 77% feel safe, compared to 84% and 81% of younger students, respectively. This suggests a need to enhance efforts to maintain a sense of safety and connection as students advance through school. The disaggregated data will be essential in identifying specific student groups that may require targeted interventions. To address the identified needs, Hollister School District will implement several changes to existing plans and policies. Recognizing the drop in feelings of safety and connectedness among older students, the district will enhance programs aimed at middle school students to foster a stronger sense of community and security. This includes expanding the use of programs like Capturing Kids' Hearts, which focus on building positive relationships and creating a supportive school climate. Additionally, the district will increase efforts to gather more detailed, disaggregated data to better understand the specific needs of various student groups. This will involve refining the survey process to capture more granular insights, which will inform targeted interventions. Monthly parent engagement activities and family education nights will be expanded to improve communication and collaboration between families and schools, ensuring that parents are well-informed and involved in their children's education. Furthermore, the placement of full-time parent liaisons at community schools will be prioritized to facilitate better communication and support for families. These liaisons will play a crucial role in identifying and addressing the needs of underrepresented student groups. Met 2024-06-25 2024 35674700127688 Hollister Prep 6 Hollister Prep School administers the Panorama SEL survey to determine student’s perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 94% of the 3rd-5th graders, and 89% of the 6-8th graders reported that they had supportive relationships or high levels of connectedness with an adult at school. An average of 81% of 3rd-5th graders, and 80% of 6th-8th graders, felt safe at school always or most of the time. When the data for supportive relationships was disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages. A gap or area of need was found between students who were identified as Confidentiality Protected( 84% of these students reported high levels of supportive relationships) and other groups (94% reported high levels of supportive relationships.) When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult, and those who reported that they felt safe at school. The school identified areas of growth based on the data that revealed approximately 19% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of the leadership, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who reported two or more races had significantly lower perceptions of having a connection to an adult when compared to other racial groups. To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-8th will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and intervene quickly and as appropropriate. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support, or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school. While the overall numbers of students in the Confidentiality Protected demographics who reported less connections to an adult is relatively low (approximately 3%) the gap is unacceptable to the school. To address this gap the school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural and racial demographics that has not been overtly shared before so they can understand the backgrounds of their students better. They will also be provided professional learning by their coaches in strategies aligned with culturally responsive teachings. Met 2024-06-26 2024 35674880000000 Jefferson Elementary 6 Due to the small enrollment size of one family with two students, it is not possible to administer an anonymous survey to Jefferson students and families. No subgroups currently exist at Jefferson. Through conferences with the parents, 100% of students and parents expressed that they feel safe at Jefferson and overall satisfaction with the performance of the Teacher/Principal and Instructional aide. The family expressed a desire to maintain employment of the Instructional Aide for the 2024- 2025 school year. Due to loss of funding and enrollment decline, this was not immediately possible but will be revisited as enrollment and increases. No significant changes were made to the existing plans, policies or procedures of the LEA. The Teacher/Principal regularly engages in the continuous improvement process and can quickly make adjustments with the famil(ies) and School Board as necessary. Met 2024-06-19 2024 35675040000000 North County Joint Union Elementary 6 Continue to consult with educational partners. Continue to educate educational partners and share data. Areas of strength: Students feel safe with a School Resource Office on campus. Students appreciate having a school psychologist available to them in a safe space. Identified needsL More training on bullying and social media needed for students in 6th-8th grade Areas of strength: Students feel safe with a School Resource Office on campus. Students appreciate having a school psychologist available to them in a safe space. Identified needs. More training on bullying and social media needed for students in 6th-8th grade. Met 2024-06-20 2024 35675200000000 Panoche Elementary 6 During the 2023-2024 school year, Panoche School administered a School Climate Survey to 100% of enrolled students in grades TK-8. The survey data showed that 100% of students felt happy to be at school each day and cared for by their teacher. Data is not disaggregated by student group due to privacy issues, as Panoche had an enrollment of 9 students TK-8 when the survey was administered. Key learnings included that the vast majority of students feel safe in the school and supported in their learning. Positive Findings: - 100% student participation in the survey - All students reported feeling happy at school and cared for by teachers - Most students feel safe and supported in their learning Data Limitations: - Unable to disaggregate data due to small enrollment (9 students) - Limited sample size may affect result reliability Potential Changes and Actions: 1. Maintain Current Practices: Continue and reinforce practices contributing to students' positive feelings. 2. Individualized Attention: Develop or enhance personalized learning plans for each student, taking advantage of the small class size. 3. Anonymous Feedback System: Implement an ongoing, anonymous feedback mechanism to capture any issues throughout the year. 4. Expand Survey Scope: Include more detailed questions about specific aspects of school life, academic challenges, and social-emotional well-being. 5. Include Stakeholder Input: Gather perspectives from parents, teachers, and staff to create a more comprehensive view of the school climate. 6. Continuous Monitoring: Conduct frequent, informal check-ins with students to ensure the positive climate is maintained. 7. Professional Development: Provide ongoing training for teachers and staff to enhance their skills in creating a supportive learning environment. 8. Community Engagement: Develop strategies to involve the broader community in school activities, enhancing the overall school experience. 9. Prepare for Growth: Develop plans to maintain the positive school climate if enrollment increases in the future. 10. Long-term Tracking: Establish a system to track these metrics over multiple years to identify trends and ensure sustained positive outcomes. Implementation Approach: 1. Prioritize Actions: Review the suggested changes and prioritize based on the school's specific context, resources, and long-term goals. 2. Develop Action Plan: Create a detailed plan for implementing priority changes, including timelines, responsible parties, and required resources. 3. Communication: Share the survey results and planned actions with all stakeholders (students, parents, staff, and community) to maintain transparency and gather support. 4. Regular Review: Set up a schedule to regularly review the effectiveness of implemented changes and make adjustments as needed. 5. Resource Allocation: Allocate necessary resources (time, budget, personnel) to support the implementation of new initiatives. 6. Collaboration: Foster collaboration among staff members to share best practices and ensure consistent implementation of new strategies. 7. Documentation: Keep detailed records of changes made and their outcomes to inform future decision-making and demonstrate continuous improvement efforts. Met 2024-06-17 2024 35675380000000 San Benito High 6 In the 2023-24 school year, SBHSD utilized the Panorama Survey to assess perceptions of the school's social and learning climate. The survey indicated that 40% of parents viewed the climate favorably. Disaggregated data showed varying experiences across student groups. Suspension rates for 2022-23 were notably higher for SPED (12.9%), EL (14.8%), Foster Youth (25.0%), and Low-Income students (11.0%), compared to the overall rate of 8.5%. Expulsion rates followed a similar trend, with Foster Youth at 8.3%, significantly higher than the overall rate of 0.7%. Attendance rates were lower for SPED (88.2%) and EL (89.9%), compared to the overall rate of 92.4%. Furthermore, 6.7% of students needed Tier 2 or 3 services, indicating areas for additional support. The Panorama Survey and disaggregated data highlight both strengths and areas for improvement in SBHSD. Strengths include a significant portion of students (77%) performing well in Tier I interventions and demonstrating effective initial support structures. However, the data reveals critical needs among underrepresented groups. High suspension and expulsion rates for Foster Youth and disparities in attendance rates for SPED and EL students suggest these groups require more targeted support. Parents' favorable perception of school climate underscores the need to enhance community engagement and trust. These insights underscore the need to strengthen support for vulnerable groups and improve overall school climate perceptions. SBHSD will implement several changes to enhance support and engagement. We will expand our MTSS framework to provide more robust Tier 2 and 3 interventions, particularly for SPED, EL, SED, and Hispanic students. This includes increased counseling, mentorship programs, and partnerships with community organizations. To address the high suspension and expulsion rates, we will focus on our restorative practices and alternative disciplinary measures. Additionally, to improve the school climate, we will enhance communication with families and create more opportunities for family engagement, aiming to boost parental perceptions and involvement in school life. Met 2024-06-25 2024 35675530000000 Southside Elementary 6 The local climate survey collected by Southside included six surveys given throughout the 2023-2024 school year. Surveys were provided for parents in the subjects concerning after-school programs, traffic, Science camp, summer school, LCAP, and Engagement. The engagement survey indicated the 70.6% of parents felt the school was meeting the academic needs of their child. 94.2% of parents indicated that they felt welcomed and respected by the school. In the category of harassment and bullying, 80.4% of parents stated that the school was preventing bulling on campus. Lastly, 98.1% of parents were satisfied with school safety. STRENGTH: Parents reported that the school was meeting the needs of their students and that they felt respected and safe on campus. Overall, parents gave high marks to the school in all categories. A significant growth area was that the school was taking steps in preventing bulling on campus. GROWTH: Parents indicated that they felt more mental and behavioral health services could be provided for students. 51% of parents indicated this growth area for the school. For the continuous improvement process, the district will continue to pursue additional social emotional learning opportunities and behavioral health services. Additionally, the district will continue to focus on the Bulldog CARES program to build the charter education program, student recognition, and supporting positive behavior supports for all students. Met 2024-06-06 2024 35675610000000 Tres Pinos Union Elementary 6 A Local Climate Survey was conducted for the 2023-2024 year. 94.1 % of students felt safe at school (100% of ELs/Hispanic, 94% of social economically disadvantaged, 100% of foster/homeless student). Also a subset of the CalHOPE student survey related to school conditions and climate. CalHOPE data reflected that 95% of students viewed adults as caring at school (100% English Language Learners). 76% of students felt the rules were the same for all (100% English Language Learners), and adults took action when students were mean (100% English Language Learners),. The data showed that our new Wellness Center, Calming Corners within classrooms, and Character education in the has had a positive effect on student climate at school. The initial fall CalHOPE survey showed 83% favorable responses and in the spring of 2024 the Local Climate survey showed a 94% favorable response overall. The LEA will continue to pursue Wellness practices, PBIS systems, and review the local Safety Plan for modifications to address survey concerns from the students. Met 2024-06-24 2024 35675790000000 Willow Grove Union Elementary 6 (As mentioned previously, because of the very small population of Willow Grove School, those needs are not addressed online.). Overall, students feel that the majority of the time, staff are responsive to their needs. The majority of students feel safe at school. Most students feel that staff members are responsive to their needs. They enjoy have recess time separated by upper grade from lower grades. They really enjoy their own library and the books that have been purchased for them. Those students receiving assistance in academic instruction feel good about having the extra help from the support staff. Willow Grove is on the right track for students and parents according to discussions with parents and students. More translations will be included in conferences and parent teacher meetings/conferences. Met 2024-06-11 2024 35752590000000 Aromas - San Juan Unified 6 In the 2022-23 school year, Aromas-San Juan Unified School District conducted the California Healthy Kids Survey (CHKS) for students in grades 7, 9, and 11. The survey covered school engagement, safety, substance use, and mental health. The results showed that 49% of 7th graders felt connected to school and safe, 54% of 9th graders felt connected and 60% felt safe, and only 35% of 11th graders felt connected while 60% felt safe. This indicates a need for improved engagement strategies, especially for older students. In the 2023-24 school year, the district also conducted the Kelvin CalHOPE Student Survey. For grades 4-8, there was an 86% response rate, with 77% feeling connected and 79% feeling safe. For grades 9-12, the response rate was 81%, with 65% feeling connected and 72% feeling safe. These results highlight areas of strength in school safety and connectedness while identifying areas for targeted improvements. The survey data from the 2022-23 and 2023-24 school years highlight important trends in student perceptions of school engagement and safety in the Aromas-San Juan Unified School District. In the 2022-23 CHKS survey for grades 7, 9, and 11, the results indicate that: 7th Graders: 49% felt connected to school and safe. 9th Graders: 54% felt connected, and 60% felt safe. 11th Graders: Only 35% felt connected, while 60% felt safe. These results suggest a decline in the sense of school connectedness as students advance to higher grades, particularly in the 11th grade. However, the feeling of safety remains relatively stable across grades. In the 2023-24 Kelvin CalHOPE Student Survey for grades 4-8 and 9-12, the results showed: Grades 4-8: 77% felt connected, and 79% felt safe. Grades 9-12: 65% felt connected, and 72% felt safe. These findings indicate stronger feelings of connectedness and safety among younger students (grades 4-8) compared to high school students (grades 9-12). Overall, the data reveal that while many students feel safe at school, there is a need to improve school engagement, especially among older students. This points to the importance of developing targeted strategies to enhance student connectedness as they progress through school. The Aromas-San Juan Unified School District has identified key areas for improvement based on survey data from 2022-23 and 2023-24, particularly in student engagement and safety. The data showed a decline in school connectedness among older students, while feelings of safety remained stable. In response, the district has created a Local Control and Accountability Plan (LCAP) goal focused on improving student engagement and will disaggregate future survey data by student groups. Changes to existing plans and policies include implementing programs to enhance school connectedness, such as extracurricular activities, and student advisory councils. Additionally, the district will increase support for mental health and well-being to foster a positive school climate. These steps aim to ensure continuous improvement and create a safe, connected, and supportive learning environment for all students. Met 2024-06-20 2024 36103630000000 San Bernardino County Office of Education 6 Based on the “Winter 2024 SBCSS Student Survey, Grades 6-12” conducted by the San Bernardino County Superintendent of Schools, here is a summary of the local climate survey data: Challenging Feelings: The average score was 57%. The survey asked students about their frequency of feeling angry, sad, frustrated, lonely, and worried. The favorable responses ranged from 40% to 68%. Classroom Effort: The average score was 72%. Students were asked about their effort in getting involved in discussions, paying attention when the teacher is speaking, and overall effort in class. The favorable responses ranged from 60% to 80%. Engagement: The average score was 35%. Students were asked about their excitement about going to classes. Learning Recovery: The average score was 61%. Students were asked about their confidence in knowing where to get help with academic, social-emotional needs, and emergency resources. The favorable responses ranged from 56% to 65%. School Safety: The average score was 81%. Students were asked about the frequency of physical fights at school. Self-Efficacy: The average score was 61%. Students were asked about their confidence in completing all the work that is assigned in their classes, learning all the material presented in their classes, and remembering what they learned in their current classes next year. The favorable responses ranged from 45% to 70%. Self-Efficacy About ELA: The average score was 58%. Students were asked about their confidence in completing all the work that is assigned in their English class and remembering what they learned in their current English class next year. The favorable responses ranged from 51% to 64%. Self-Efficacy About Math: The average score was 55%. Students were asked about their confidence in completing all the work that is assigned in their math class and remembering what they learned in their current math class next year. The favorable responses ranged from 50% to 59%. The survey also collected background information about the students’ gender, primary language spoken at home, and race or ethnicity. This data can be used to disaggregate the survey results by student groups. For example, 77% of the respondents identified as male, 71% speak English at home, and 62% identified as Hispanic or Latino. "Based on the analysis of the ""Winter 2024 SBCSS Student Survey, Grades 6-12"" conducted by the San Bernardino County Superintendent of Schools, here are the key learnings: Identified Needs: Engagement: The average score for student engagement was 35%, indicating a need for strategies to increase student interest and participation in class. Challenging Feelings: The average score was 57%, suggesting that students frequently experience challenging emotions. This highlights the need for more robust social-emotional support. Self-Efficacy About ELA and Math: The average scores were 58% and 55% respectively, indicating a need for additional support in these areas to boost student confidence. Areas of Strength: School Safety: The average score was 81%, suggesting that students generally feel safe at school. Classroom Effort: The average score was 72%, indicating that students are putting forth effort in their classes. Data Disaggregated by Student Group: The survey collected background information about the students' gender, primary language spoken at home, and race or ethnicity. This data can be used to further analyze the survey results by student groups. For example, 77% of the respondents identified as male, 71% speak English at home, and 62% identified as Hispanic or Latino." Based on the analysis of the “Winter 2024 SBCSS Student Survey, Grades 6-12”, here are some potential changes to existing plans, policies, or procedures that the LEA might consider: Addressing Challenging Feelings: Implement a comprehensive social-emotional learning (SEL) program to help students manage their emotions. This could include mindfulness exercises, stress management techniques, and counseling services. Improving Engagement: Incorporate more interactive and hands-on activities in the curriculum to increase student interest and participation. Provide professional development for teachers on strategies to increase student engagement. Increase Self-Efficacy in ELA and Math: Offer additional support for students who are struggling in these areas, such as tutoring services or supplemental instructional materials. Encourage teachers to use instructional strategies that promote student confidence, such as providing clear learning objectives, giving timely and constructive feedback, and acknowledging student progress. Continuous Improvement: Regularly review and analyze survey data to monitor progress and identify areas for improvement. Involve all stakeholders, including students, parents, teachers, and administrators, in the decision-making process to ensure that the changes being implemented are responsive to the needs of the community. Establish a continuous improvement team to oversee the implementation of these changes and monitor their effectiveness. Met 2024-06-10 2024 36103630115808 Norton Science and Language Academy 6 Prompt 1: Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement. Students highlighted the following areas where they feel the school is doing well: • 78% of students like the school building • 70% of students note that there are clear rules and consequences for behavior • 80% of students feel their teachers are encouraging, are respectful, and make learning interesting • 75% of students feel safe at school Students highlighted the following areas where improvements need to be made: • 56% of students agree that fellow students put forth their best efforts in learning • 53% of students feel that fellow students are well-behaved or treat each other well • 51% of students feel they are able to handle disagreements with other students • 53% of students state they have a say in what happens at school Families highlighted the following areas where they feel the school is doing well: • 80% of families surveyed feel their child is safe at school • 91% of families surveyed feel the school values the diversity of their child's background • 91% of families surveyed feel the school staff is respectful to students Families highlighted the following areas where improvements need to be made: • Improvement for campus security both in controlling safety and student relationships • Increase in community events such as those before the COVID school closure • Increase in tutoring and intervention classes Prompt 2: Both families and students enjoy the school and feel safe attending. Families would like to see an increase in security presence around the campus to prevent undesirable behaviors among students. While students understand the rules and consequences for behavior, they do not feel prepared to handle disagreements with their fellow classmates. Students also feel they need to have a stronger voice in what happens at school. Families would like to see more tutoring and intervention in place as well as increased community events. Prompt 3: In gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff to student relationships and student to student relationships, staff will be participating in two initiatives. Staff will be attending annual training through Capturing Kids Hearts to develop a culture of respect for staff to students and students to students. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance. The school is also investing in Playworks, to help students build social and emotional life skills through the power of play. To increase partnerships, the school is adding to its community events including Noches des Estrellas, Spring Festival, Family Literacy Nights, and other events throughout the school year. Met 2024-06-10 2024 36103630139147 Sycamore Academy of Science and Cultural Arts - Chino Valley 6 Based on the local climate survey data, including disaggregated data by student groups where available, Sycamore has gathered valuable insights into the school environment and student perceptions. The overall score from the COGNIA survey tool for students indicates a positive climate rating of 76 out of 100, reflecting a generally supportive and inclusive atmosphere within the schools. This score is derived from responses across various domains including safety, relationships, school engagement, and overall school environment. Analysis of specific survey items reveals: - **Safety and bullying**: A notable finding is that 79% of students feel safe at school, but 21% report experiencing bullying. This suggests a need for targeted interventions to address bullying behaviors and enhance safety protocols. -**Teacher-Student Relationships**: 84% of students feel respected by their teachers, indicating strong rapport and positive interactions that contribute to a supportive learning environment. Additional data collection tools, such as focus groups and community forums, provide qualitative insights complementing survey findings. These tools highlight specific concerns related to campus facilities, mental health resources, and the need for additional training among staff related to behavior intervention. Based on the analysis of data, including disaggregation by student group, several key learnings have emerged for the LEA. These learnings encompass both identified needs and areas of strength within the school community: Identified Needs: Equity and Inclusion: Disparities exist among student groups, particularly in areas of academic achievement and access to resources. For example, while overall academic performance shows positive trends, disaggregated data reveals gaps for economically disadvantaged students and students with disabilities. Support for English Language Learners (ELL): ELL students require enhanced support in language acquisition and academic integration. Data indicates lower proficiency rates in standardized assessments and potential barriers in accessing educational opportunities. Social-Emotional Support: There is a need for expanded social-emotional learning (SEL) initiatives, especially for students with disabilities and those from disadvantaged backgrounds. These groups demonstrate higher rates of behavioral issues and lower reported levels of emotional well-being compared to their peers. Parental Engagement: Overall engagement is moderate but has yet to return to pre-pandemic levels. Effectively reaching and involving parents from diverse cultural and linguistic backgrounds has been especially challenging post-pandemic. Disaggregated data highlights lower participation rates in school activities and decision-making processes among groups. Areas of Strength: Teacher-Student Relationships: Across all student groups, there is a strong perception of respect and positive relationships with teachers. This contributes positively to student engagement and overall satisfaction with the school environment. Safety and Well-being: The majority of students report feeling safe at school, indicating effective safety protocols and a supportive climate conducive to learning. Academic Rigor: Students demonstrate a moderate commitment to academic achievement, responses indicate mental health, stress, and attendance are key contributors.Community Partnerships: Collaborations with community organizations and local businesses are robust, providing valuable resources and opportunities. In conclusion, the analysis of disaggregated data has provided valuable insights into both areas of strength and identified needs within Sycamore. Moving forward, Sycamore will focus on addressing disparities through targeted interventions, enhancing support systems for students, and leveraging strengths to foster a more inclusive and equitable educational environment for all students. Based on the analysis of local data and the identification of key learnings, Sycamore has determined changes to existing plans, policies, and procedures to address identified areas of need and promote continuous improvement across the organization. The following areas are being addressed: 1. Equity and Inclusion Initiatives 2. Support for English Language Learners (ELL): 3. Social-Emotional Learning (SEL) and Support Services: 4. Parental and Community Engagement: 5. Continuous Monitoring and Evaluation: 6. Data Collection and Analysis 7. Feedback Mechanisms These changes reflect Sycamore's commitment to addressing identified needs through targeted interventions and systematic improvements. By revising policies, enhancing support services, fostering inclusive environments, and fostering strong partnerships, Sycamore will continue to create a more equitable and supportive educational experience that maximizes opportunities for all students to thrive. Met 2024-06-25 2024 36103630140012 Entrepreneur High Fontana 6 Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. Overall Student Score: 70% of students reported feeling safe and connected to the school. Overall Teacher Score: 75% of teachers expressed satisfaction with the school environment. Overall Parent Score: 72% of parents felt positive about the school’s climate and conditions. Students with Disabilities: 60% reported feeling safe and supported, highlighting a need for targeted interventions to improve their school experience. English Learners: 75% felt engaged and connected, but only 71% felt adequately supported academically, indicating a gap in tailored academic resources. Low-Income Students: 78% reported feeling safe, but only 72% felt a strong sense of school connectedness, suggesting a need for enhanced social support systems. Students of Color: 76% reported a positive school climate, but only 68% felt that cultural inclusivity was adequately addressed, pointing to the need for more culturally responsive practices. Safety: While 70% of students overall reported feeling safe, only 70% of students with disabilities and 73% of English learners felt the same. Engagement: 75% of all students felt engaged in their learning, but this dropped to 65% for low-income students. Support: 88% of students felt they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting this need. Connectedness: 92% of students felt a sense of belonging, but this was lower for low-income students (82%) and students of color (86%). The local climate survey data underscores the importance of addressing the unique needs of different student groups to create a more inclusive and supportive school environment. While the overall scores indicate a generally positive perception of school climate, the disaggregated data reveals specific areas where targeted interventions are necessary. By focusing on safety, engagement, support, and connectedness, particularly for our most vulnerable students, we can work towards a more equitable and nurturing educational environment. Revisions and Actions Policy Change: Implement a more robust safety and support policy specifically tailored for students with disabilities. Procedural Adjustment: Provide ongoing professional development for staff on inclusive practices and crisis management. Action Steps: Increase the number of support staff, such as special education aides and counselors, to ensure adequate supervision and support during school hours. Policy Change: Revise the academic support policy to include mandatory supplemental language acquisition programs and tutoring for English learners. Procedural Adjustment: Integrate data-driven instruction methods that are tailored to the language proficiency levels of English learners. Action Steps: Hire additional EL educators and provide professional development on effective instructional strategies for English learners. Policy Change: Modify the engagement policy to ensure that all students, particularly those from low-income backgrounds, have access to extracurricular activities and mentoring programs. Procedural Adjustment: Create a streamlined process for identifying and supporting students who face financial barriers to participation in school activities. Action Steps: Establish mentorship programs that connect low-income students with positive role models in the community. Policy Change: Update the curriculum policy to include a stronger emphasis on culturally responsive teaching practices. Procedural Adjustment: Implement regular cultural competency training for all staff members and integrate multicultural perspectives across all subject areas. Action Steps: Organize school-wide events that celebrate cultural diversity and encourage student and family participation. Policy Change: Introduce a continuous improvement policy that mandates regular review and adjustment of plans based on ongoing data analysis. Procedural Adjustment: Establish a continuous improvement committee composed of stakeholders, including students, parents, teachers, and community members, to oversee the implementation of changes and provide feedback (LCAP, WASC, etc.). Action Steps: Implement a robust monitoring system to track the progress of implemented changes. Use data from surveys, focus groups, and academic performance metrics to make informed decisions and adjustments. Met 2024-06-27 2024 36103633630761 Excelsior Charter 6 To fully engage our stakeholders Excelsior Charter Schools solicited and promoted stakeholder feedback and engagement through an annual stakeholder survey. The survey data is as follows: Metric #3.23 , Student Climate Survey - All Students , 65% Metric #3.24 , Student Climate Survey- SPED , 72% Metric #3.25 , Student Climate Survey- EL , 60% Metric #3.26 , Student Climate Survey- Independent Study , 60% Metric #3.27 , Student Climate Survey- On Campus , 66% Metric #3.28 , Parent Climate Survey –All Students , 71% Metric #3.29 , Parent Climate Survey- SPED , 68% Metric #3.30 , Parent Climate Survey - EL , 81% Metric #3.31 , Parent Climate Survey –Independent Study , 75% Metric #3.32 , Parent Climate Survey – On Campus , 71% Metric #3.33 , Staff Climate Survey All Staff , 82% The key learning identified is that most stakeholders find the school climate could improve at the school sites. With an approximated average response of 65-70% satisfied with the school climate, improvement with customer service and stakeholder engagement is necessary. The stakeholder groups showing the highest satisfaction response rates are that of the English Learner parent group as well as staff. Excelsior revised its instructional models within the prior LCAP cycle to better serve the needs of all students as academics demonstrated improvement when students had higher levels of accountability with in-person or synchronous instruction. However, the school climate and involvement of families decreased according to survey data under this change as the school’s prior model included a requirement for all students to come to campus once per unit to meet with their assigned teacher. The new requirement of meeting with a non-credentialed staff member to meet with families did not provide the same level of service that families were accustomed to, and family involvement lessened. Adding Independent Studies teachers to meet frequently with students will help increase communication and accountability. Met 2024-06-27 2024 36103636111918 Desert Trails Preparatory Academy 6 Annually, the scholars of DTPA are surveyed in an annual school climate survey. Surveys were provided to students in grade 4. Students at DTPA feel that they are supported, are safe, and provided a sound education by staff that cares. The general consensus among our scholars seems to be in regards to behavior and interpersonal relationships. The following survey data provides the results for questions asked in the question presented to the scholars. 1. I feel like I do well in school. 0% Never 30% Sometimes 17.5% Often 52.5% Always 2. My school wants me to do well. 0% Never 0% Sometimes 12.5% Often 87.5% Always 3. My school has clear rules for behavior. 2.5% Never 15% Sometimes 22.5% Often 60% Always 4. Teachers treat me with respect. 0% Never 10% Sometimes 17.5% Often 72.5% Always 5. Good behavior is noticed at my school. 0% Never 40% Sometimes 37.5% Often 22.5% Always 6. My social emotional well-being is protected at DTPA. 0% Never 23.7% Sometimes 26.3% Often 50% Always 7. I get along with other students. 0% Never 25% Sometimes 40% Often 35% Always 8. I feel safe at school. 0% Never 12.5% Sometimes 32.5% Often 55% Always 9. Students in my class behave so that teachers can teach. 7.7% Never 35.9% Sometimes 20.5% Often 35.9% Always 10. There is an adult at my school who will help me if I need it. 5% Never 12.5% Sometimes 7.5% Often 75% Always 11. I feel what I have learned at DTPA will benefit me in the future. 2.5% Never 20% Sometimes 30% Often 47.5% Always This data confirms that scholars feel supported and safe at school. They also believe that they are provided with a quality education by staff and teacher who care about them. DTPA does not plan to make any changes to existing plans, policies, or procedures at this time. We will continue to focus instead on improving the quality of plans, policies, and procedures already in place. Met 2024-06-27 2024 36675870000000 Adelanto Elementary 6 The recent climate surveys in the Adelanto Elementary School District provide comprehensive insights into the school environment from the perspectives of parents, middle school students, and elementary school students. Here’s a summary of the key findings: Parent Survey Results The California School Parent Survey (CSPS) was completed by 187 parents (140 elementary, 47 middle school). Key findings include: Parental Involvement: Promotion of parental involvement: 34% overall, 40% elementary, 11% middle school. Active partnership encouragement: 83% overall, 91% elementary, 51% middle school. Parents feel welcome: 78% overall, 87% elementary, 44% middle school. School Supports for Students: Student learning environment: 75% overall, 85% elementary, 42% middle school. School safety perception: 74% overall, 87% elementary, 24% middle school. Motivation to learn: 79% overall, 85% elementary, 58% middle school. Caring adults in school: 79% overall, 85% elementary, 51% middle school. Fairness and Respect for Diversity: Equal rule enforcement: 73% overall, 80% elementary, 42% middle school. Respect for cultural beliefs: 66% overall, 70% elementary, 45% middle school. Substance Use and Bullying: Substance use problems: 15% overall, 8% elementary, 42% middle school. Bullying: 45% overall, 54% elementary, 6% middle school. Middle School Survey Results The California Healthy Kids Survey (CHKS) had 460 middle school participants. Key indicators include: School Engagement and Supports: School connectedness: 42%. Academic motivation: 60%. School boredom: 47% find school boring. Caring adult relationships: 52%. High expectations: 64%. Meaningful participation: 21%. Facilities upkeep: 22%. Parental involvement promotion: 43%. School Safety and Cyberbullying: Feeling safe at school: 43%. Experienced harassment or bullying: 41%. Mean rumors: 56% reported 0 times. Physical fights: 80% reported 0 times. Seen a weapon on campus: 86% reported 0 times. Cyberbullying: 68% reported 0 times. Social and Emotional Health: Social-emotional distress: 26%. Chronic sadness/hopelessness: 63% did not experience it. Considered suicide: 87% did not consider it. Optimism: 50%. Life satisfaction: 62%. Elementary School Survey Results The CHKS for elementary students had 172 participants. Key indicators include: School Engagement and Supports: School connectedness: 67%. Academic motivation: 81%. School boredom: 52%. Caring adults in school: 62%. High expectations: 81%. Meaningful participation: 38%. Facilities upkeep: 51%. Parental involvement in schooling: 79%. School Safety and Cyberbullying: Feeling safe at school: 70%. Feeling safe on the way to and from school: 81%. Hit or pushed: 14%. Mean rumors: 17%. Called bad names or mean jokes: 19%. Saw a weapon at school: 27%. Cyberbullying: 19%. Mental Health: Frequent sadness: 22%. Wellness (good or happy): 70%. This data provides a foundational understanding of the perceptions of different stakeholders within the district. The climate survey data from the Adelanto Elementary School District includes learnings, identified needs, and areas of strength. The analysis consists of data from parents, middle school, and elementary school students, disaggregated by student groups. Identified Needs Parental Involvement (Middle School): Only 11% of middle school parents strongly agree that parental involvement is promoted, compared to 40% at the elementary level. This indicates a need to enhance and provide more targeted and frequent communication efforts in engaging middle school parents. School Safety (Middle School): Only 24% of middle school parents perceive the school as a safe place, significantly lower than the 87% of elementary school parents. Additionally, 41% of middle school students reported experiencing harassment or bullying, highlighting the need for increased and differentiated safety measures and anti-bullying programs. Substance Use (Middle School): Substance use issues are more known at the middle school level, with 42% of parents reporting problems, compared to only 8% at the elementary level. This suggests a critical need for more targeted and frequent substance abuse prevention programs in middle schools. Student Engagement (Middle School): Middle school students show lower engagement levels, with 47% finding school boring and only 21% feeling meaningful participation. More opportunities for professional development and planning focused on engagement through varied and interactive activities are needed. Social and Emotional Health (Middle School): With 26% of middle school students experiencing social-emotional distress and 37% reporting chronic sadness, there's a clear need for differentiated mental health support. Areas of Strength: Elementary School Parental Involvement Elementary parents feel more involved and welcomed, with 87% feeling welcomed to participate and 91% encouraged to be partners. These high levels of parental engagement at the elementary level are a significant strength. Student Learning Environment: 85% of elementary parents agree that the student learning environment is supportive, and 85% feel that the school motivates students to learn. This indicates a positive learning environment at the elementary level. School Connectedness and Academic Motivation: Elementary students report high levels of school connectedness (67%) and academic motivation (81%). This shows strong engagement and commitment to learning among younger students. Caring Adult Relationships: 62% of elementary students feel they have caring adults in school, contributing to a nurturing and supportive school climate. Safety Perception: 70% of elementary students feel safe at school, and 81% feel safe on the way to and from school, indicating a generally secure environment for younger students. Mental Health: 70% of elementary students report feeling good or happy, suggesting that most younger students have positive mental health resources and support. Based on the local climate survey data analysis, the Adelanto Elementary School District (AESD) has identified several areas of need and determined necessary changes to existing plans, policies, and procedures to address these needs. The key actions are outlined below: Enhancing Parental Involvement (Middle School) Revise the parental involvement policy to include specific strategies for middle school parents, such as regular communication, parent workshops, and involvement in school decision-making processes. Implement monthly parent engagement events for middle school parents to foster a stronger connection between home and school. Develop a parent advisory committee to gather feedback and improve parental involvement initiatives. Improving School Safety (Middle School) Update the school safety policy to include comprehensive anti-bullying programs and clear protocols for reporting and addressing bullying incidents. Introduce a peer mentoring program where older students support younger peers, promoting a culture of safety and respect. Conduct regular safety drills and workshops to educate students and staff on safety protocols and bullying prevention. Install additional security measures such as surveillance cameras and secure entry points. Addressing Substance Use (Middle School) Strengthen the substance use prevention policy to include mandatory education programs and regular substance abuse screenings. Launch a comprehensive substance abuse prevention program that includes guest speakers, educational materials, and support groups for affected students. Collaborate with local health organizations to provide resources and counseling for students and families. Increasing Student Engagement (Middle School). Revise curriculum expectations to incorporate more interactive and project-based learning opportunities that cater to diverse student interests and critical thinking. Expand extracurricular activities and clubs to include various interests such as arts, technology, cooking, and sports. Implement student-led projects and initiatives to give students a voice in their education and increase engagement. Enhancing Social and Emotional Health (Middle School) Ensure comprehensive social and emotional learning (SEL) programs are integrated into the curriculum and utilize counselors to support efforts. Provide professional development for teachers on SEL and mental health awareness. Establish school-based mental health teams to offer counseling and support services. Create a peer support network where students can seek help and advice from trained peers. Strengthening Elementary School Practices. Maintain and enhance existing policies that support high levels of parental involvement and student engagement at the elementary level. Continue to build on successful elementary data. Met 2024-06-25 2024 36675870128462 Taylion High Desert Academy/Adelanto 6 Taylion has broadened its efforts in gaining student, parent, and family participation. Taylion has held two large events in which Taylion families were invited to participate and meet the entire staff. While attending a Back to School Night, carnival themed activity, parents filled out a 40 question survey that included open ended questions. Metric: Annual Student Survey (Fall 2023) Baseline: Fifty percent of students will rate that they agree or strongly agree that Taylion is preparing them towards their college/career goals. Currently: 97% of Taylion’s students agree or strongly agree that Taylion prepares them for their college and career goals. Desired Outcome: Seventy-five percent of students will rate that they agree or strongly agree that Taylion is preparing them towards their college/career goals. Metric: Annual Parent Survey (Fall 2023) Baseline: Fifty percent of parents will respond that they are satisfied or very satisfied with the level of support students receive from their teachers at Taylion. Currently: 89% of Taylion’s parents agree or strongly agree that they are satisfied with the level of support their student(s) receive(s) from their teachers. Desired Outcome: Seventy-five percent of parents will respond that they are satisfied or very satisfied with the level of support students receive from their teachers at Taylion. Feedback is important to Taylion’s growth and improvement. Surveys have been collected this school year in order to provide valuable information from students and families. Additional survey information will be collected during the spring of 2024. Eighty-three percent of TK-12 grade parents report their child has been attending Taylion for just 1-2 years, and 98% report students are treated with respect. Parents report that 89% agree/strongly agree they are satisfied with the level of support their child receives. Eighty-six percent of parents agree/strongly agree that Taylion allows input and welcomes parents’ contributions, and 75% agree/strongly agree that Taylion actively seeks the input of parents before making important decisions. From Taylion’s May 2024 survey, additional areas were identified for training: best practices, student engagement, lesson planning, math, learning tools, reading, data, technology, credentialing, social-emotional learning, rubrics and grading, platforms utilized, ELA, and student information system. Parents and guardians are always encouraged to bring any questions or concerns to staff and teachers for support. Taylion is open to all parents for suggestions, collaboration, ideas, and opinions. We have found these activities, big and small, are most effective in parental involvement and engagement. Desired Outcome: TAC (Taylion Advisory Committee) meetings will continue to provide parents the opportunity to participate and voice their opinions in Taylion’s accountability, and decision-making process. Met 2024-06-20 2024 36675950000000 Alta Loma Elementary 6 Alta Loma School District (ALSD) prioritizes a safe and welcoming school climate at all of our sites. In 2023-24, the school climate questions were reflected in the District's 2024 Educational Partner Survey. In terms of physical safety, 78% of staff, 85% of parents and 72% of students indicated they felt physically safe. In terms of feeling emotionally safe and comfortable, on average 80% of staff, 76% of parents and 56% of students reported feeling emotionally safe and comfortable. Additionally, parents had the opportunity to provide school-focused feedback in individual school site surveys and parent forums such as the District Learner Advisory Council (DLAC), English Learner Advisory Council (ELAC), School Site Council, Coffee with the Principal, and other individual meetings. Six top priorities rose to the top: anti-bullying programs, school counseling, mental-health counseling, safe facilities, Positive Behavior and Intervention supports (PBIS) and crossing guards. These priority areas are reflected in the LCAP and School Plan for Student Achievement (SPSAs). Based on the 2024 survey feedback and input from educational partners, it was evident that the District has discrepancies between educational partner group responses in terms of feeling physically and emotionally safe at school. This information validated the District’s need to continue addressing school safety and students socio-emotional and well-being in the 2024-25 LCAP. Schools will continue to update and exercise school safety plans, and focus on the whole child by providing school counseling and mental health services. Each year, The District's Local Control and Accountability Plan (LCAP) and School Plan for Student Achievement (SPSA) for all ten schools are reviewed and updated. A needs analysis is conducted yearly and educational partners, such as students, families and staff, have an opportunity to provide input. Feedback is shared with the Board of Trustees and staff and adjustments are made to district and school site plans. For the 2024-25 school year, new and adjusted actions include: implementing school-based counseling program, revisiting, providing updated training to implement Positive Behavior and Intervention Supports (PBIS) with fidelity, continuing to support students through Social-Emotional Learning (SEL), providing mental health supports, bussing and updated school safety and emergency plans. Met 2024-06-12 2024 36676110000000 Barstow Unified 6 Key Indicators for Belonging & Engagement (positive responses) Elementary Grades Do you feel safe at school? - 63% Does your teacher want you to do your best? - 93% Secondary Grades Most students are friendly - 7th & 8th (58%) 9-12 (52%) Do you feel safe at school? - 7th & 8th (41%) 9-12 (35%) Key Indicators for Relationships & Culture (positive responses) Elementary Grades Does your teacher care about you? - 84% Do students treat the teacher with respect? - 41% Secondary Grades Teacher believes in you - 7&8 (71%), HS (64%) Adults treat students with respect - 7&8(55%), HS (43%) Key Indicators for Engagement, Relationships, Culture My school sets high expectations for students - Elem. 66%/ MS 35% /HS 36% Students and staff care about each other - Elem. 78%/MS 57%/HS 59% Discipline in this school is fair - Elem. 49%/MS 17%/HS 41% Key Indicators for Engagement, Relationships, Culture I feel engaged with my school. Elementary - N/A 7 & 8 - 54% HS - 27% Discipline in this school is fair. Elementary - N/A 7 & 8 - 57% HS - 37% Based on insights from a diverse range of stakeholders, this objective embodies our shared vision of cultivating an educational setting where each student can excel academically, socially, and emotionally. By integrating this comprehensive objective and its measures into the LCAP, the district sets clear benchmarks for gauging progress towards creating a secure and supportive learning atmosphere. Regularly tracking and evaluating these measures enables the district to gauge the effectiveness of its approaches and interventions, make informed decisions based on data, and continuously enhance practices to better address student needs and enhance their overall well-being. Ultimately, these endeavors contribute to the district's commitment to serving the community respectfully by addressing the distinct academic, behavioral, and socio-emotional requirements of all students, empowering them to flourish in an evolving world. Incorporating key metrics such as reducing suspension rates, decreasing chronic absenteeism, increasing overall attendance, and improving qualitative survey results into the local control and accountability plan (LCAP) ensures accountability and provides measurable indicators of progress toward the goal of providing a safe and nurturing learning environment. Here's why these metrics are important: 1. **Reducing Suspension Rates**: High suspension rates can be indicative of disciplinary issues and may suggest an unsafe or unsupportive learning environment. By setting a goal to reduce suspension rates, the district aims to create a positive and inclusive school culture where disciplinary actions are used as a last resort, promoting alternative approaches to conflict resolution and behavior management. With an overall rate of 7% in 22-23 BUSD has maintained it's rate from the previous year and needs to continue the efforts to align with county and state averages. 2. **Decreasing Chronic Absenteeism**: Chronic absenteeism can be a sign of disengagement, academic struggles, or barriers to attendance such as safety concerns or health issues. By targeting a reduction in chronic absenteeism, the district seeks to ensure that all students have equitable access to education and support systems to address barriers to attendance, ultimately fostering a safe and supportive environment where students feel motivated and encouraged to attend school regularly. With an overall district rate of over 49% in 2022/2023 the community felt it was important to focus on this area. 3. **Improving Qualitative Survey Results**: Qualitative surveys provide valuable insights into the perceptions and experiences of students, parents, teachers, and staff regarding school safety, supportiveness, and overall climate. By focusing on improving qualitative survey results related to safety and nurturing, the district can gather feedback from stakeholders and identify areas for improvement, ensuring that efforts to create a positive learning environment. Across all of our schools in the Barstow Unified School District, it is evident from the data that it is imperative that we improve the social emotional learning and behavioral learning opportunities at all sites. A large number of our students do not feel safe at school and have witnessed or experienced harassment and/or bullying during the school day. School disconnectedness is an area of concern as well. The data reveals that too many students feel a lack of academic motivation and meaningful participation while at our schools. USE: In response to this data, BUSD has included more resources for students in the area of social emotional and behavioral learning. Each elementary school site now has a counselor and are part of a district-wide counseling network. The secondary schools also each have multiple counselors and a peer counselor that helps students help each other through difficult times. As a district, BUSD administers a Culturally Responsive Positive Behavior Interventions & Supports system. There is a district coach to support school site CR-PBIS coaches with implementation and resources. Met 2024-06-25 2024 36676370000000 Bear Valley Unified 6 The Comprehensive Counselor Survey consists of questions addressing students' feelings of peer and family connections, and their ability to deal with their own mental health. Overall the percentages of students expressing the need for help and support has decreased. At Big Bear High School, 32% (40% in 2023) needed strategies for dealing with sadness and depression, and 42% (60% in 2023) expressed a need for strategies to deal with anxiety and stress. At Chautauqua High School, 31% (36% in 2023) needed strategies for dealing with sadness and depression, and 8% (59% in 2023) expressed a need for strategies to deal with anxiety and stress. At Big Bear Middle School, 47% (49% in 2023) needed strategies for dealing with sadness and depression, and 63% (70% in 2023) expressed a need for strategies to deal with anxiety and stress. At the elementary level, the questions were different but addressed the same social emotional needs. The percentages reported include all respondents (641 students) who answered strongly agree/agree. 76% (58% in 2023) of K - 5th students said they liked school, 58% (73% in 2023) of K-5th said they feel safe at school, 78% (73% in 2023) of 3rd - 5th students like the way they are, 73% (69% in 2023) of 3rd - 5th students said they feel like they belong in their classroom and school community. In April, 2024, the Youth Truth Survey was administered 6-8 at Big Bear Middle School, 9-12 Big Bear High school and Chautauqua High School. This survey is not administered at the elementary level. At the 9-12 grades, at both schools, there was a dramatic increase in all areas of students self efficacy and satisfaction with their progress. At the Middle School, the same areas remained similar to last years. The CA Healthy Kids Survey was also administered in the early Spring to measure School Connectedness. The elementary schools Connectedness went from 76% in 2022 to 62% in 2024. The Middle School went from 53% in 2022 to 51% in 2024. Big Bear High School went from 52% in 2022 to 46% in 2024. Chautauqua High School did not have enough students that responded to the survey to create a report. Based on the data posted above, the comprehensive counseling survey showed increased abilities of students to deal with stress, relationships, anxiety, and school work. This is due to the placement of full time counselors at each site, increasing the availability of support for students at each site. The Youth Truth Survey showed great growth in the culture at both Big Bear High School and Chautauqua High School, but there are still some challenges at Big Bear Middle School. According to the CA Healthy Kids Survey, the connectedness scores decreased across all sites. As evidenced by the data, there are some challenges that need to be addressed throughout the District, however growth has been shown as well. We are committed to keeping full time counselors at all sites, added a Dean of Students to the largest elementary school, and will be hiring Student Support Specialist at both the Middle School and High School as an extra support person for the principal in dealing with students' social and emotional well being. As well, the Social Emotional Team, consisting of the Elementary counselors, administration, and staff, will continue to work in conjunction with the Behavior Intervention and Support personnel from Lutheran Social Services. Met 2024-06-17 2024 36676450000000 Central Elementary 6 Central School District's two middle schools (grades 6-8) evaluates school climate, student engagement, and student support, key priorities in the LCAP. This climate survey provides crucial data to assess how well these schools create supportive environments for student success and development. Each middle school receives a school-level survey, assessing aspects such as school connectedness, developmental supports (e.g., caring adult relationships), and safety, including bullying and victimization. CHKS data show that improved school climate—safer, more supportive, and engaging environments—leads to better academic performance among middle school students. Our middle school students have indicated that over 93% of our middle school students feel they have close friends at school and they are happy at school. Over 98% feel safe at school. About 71% of both English Learners and non-English Learners feel connectedness at school. Students experiencing homeless or in a foster youth program were offered the survey, but none participated. The areas of strength for our students indicate that they are generally happy and feel safe at our schools. Another key area shared by those students surveyed, including English learners, is that they assigned a low level of boredom of school. Students who report low levels of boredom at school tend to attend more regularly, as engaging and stimulating school environments motivate them to participate actively and maintain consistent attendance. A key area of need is about 36% of students indicate they experience feelings of sadness. This is an area we need to focus on to support our students with the appropriate social-emotional supports. Our LCAP has been developed next year to include significant actions dedicated to the social-emotional wellbeing of students. Goal 2 in our LCAP principally addresses the supports in place in the area of promoting positive school culture and school connectedness. This year, our district is embarking on Trauma Informed Practices training as well as deepening the use of social-emotional strategies and curriculum. Our district is also in the implementation phase of Multi-Tiered Systems of Support to ensure we assign the appropriate resources towards addressing the whole child. Met 2024-06-13 2024 36676520000000 Chaffey Joint Union High 6 The District is committed to engaging with community partners and students to gather feedback about conditions of learning, school safety, and school climate. The District administers an annual survey to students through the LCAP survey to gauge students’ connectedness, sense of belonging and safety on campus. In 2023-24, the District administered its LCAP survey to students and received the following results: In 2023-2024, 87% of students agree/strongly agree that they feel a sense of belonging in their school, with 88% of EL students, 76% of FY students, 83% of SED/LI, and 52% of HY students agreeing/strongly agreeing. In 2023-2024, 94% of students agree/strongly agree that their school provides the counseling and support resources they need to help with their mental wellness, with 03% of EL students, 85% of FY students, 93% of SED/LI students, and 73% of HY students agreeing/strongly agreeing. In 2023-2024, 89% of students agree/strongly agree that their school provides the social emotional supports they need, with 89% of EL students, 75% of FY students, 86% of SED/LI students, and 62% of HY students agreeing/strongly agreeing. In 2023-2024, 88% of students agree/strongly agree that their school provides a caring learning environment for students, with 92% of EL students, 79% of FY students, 86% of SED/LI, and 62% of HY students agreeing/strongly agreeing. In 2023-2024, 90% of students agree/strongly agree that their school provides a physically safe learning environment for all students, and 83% of students agree/strongly agree that their school provides an emotionally safe learning environment for all students, with 89% and 85% of EL students, 79% and 71% of FY students, 87% and 79% of SED/LI students, and 67% and 53% of HY students agreeing/strongly agreeing. In 2023-2024, 88% of students agree/strongly agree that they have a staff member on campus who cares about me, with 86% of EL students, 79% of FY students, 85% of SED/LI students, and 58% of HY students agreeing/strongly agreeing. In 2023-2024, 83% of students agree/strongly agree that their school treats students respectfully, with 85% of EL students, 74% of FY students, 80% of SED/LI students, and 56% of HY students agreeing/strongly agreeing. In 2023-2024, 86% of students agree/strongly agree that their school promotes the importance of belonging for all students, with 88% of EL students, 79% of FY students, 82% of SED/LI students, and 53% of HY students agreeing/strongly agreeing. In 2023-2024, 82% of students agree/strongly agree that their school encourages students to respect how others think and feel, with 83% of EL students, 73% of FY students, 80% of SED/LI students, and 52% of HY students agreeing/strongly agreeing. In 2023-24, the District surveyed 9,971 students and 83% said their culture and community are represented and valued in their classes, and 77.6% said they have read about their culture, identity, and/or community in their classes. Through the analysis of student data on school connectedness, safety, and equity, several key learnings, strengths, and areas in need of improvement have been identified. The majority of our students report a strong sense of belonging, with 87% feeling connected to their school community. Furthermore, an impressive 94% of students feel they have access to the counseling and support resources necessary for their mental wellness, and 89% feel their social-emotional needs are met – these metrics remain strong even when analyzed across student populations specifically. Our support services are highly valued, with substantial percentages of students feeling supported both mentally and emotionally. For instance, 94% of students believe their mental wellness needs are adequately addressed, and 90% feel physically safe in school. This indicates that our current support structures and safety measures are effective for the majority of our student body. Additionally, a significant portion of our students feel their cultural identity is respected and valued in their classes, demonstrating our commitment to inclusivity and representation. Specifically, 83% of students reported that their culture and community are represented and valued in their classes, and 77.6% have read about their cultural identity in their coursework. Despite these strengths, there are noticeable disparities in the experiences of certain student groups, particularly Foster Youth (FY) and Homeless Youth (HY). These students report lower percentages in almost all areas, indicating a critical need for additional support and resources and a sense of belonging. While 83% of the general student population feels emotionally safe, the figure does drop for HY students and FY students, underscoring the need to enhance our emotional support structures, particularly for the most vulnerable populations. The disparity between these vulnerable groups and the overall student body highlights an urgent need for targeted interventions. Overall, the District is committed to ensuring all students feel a sense of safety and belonging across campus, and that all students have access to the supports and resources they need to address their mental health and academic success. This targeted analysis allows the District to refine its efforts further to ensure that all means all, that students representing all groups in the diverse student body receive the targeted supports and interventions necessary to address their unique needs. Based on the analysis of the local climate data and the identification of key learnings, it is evident that while the majority of CJUHSD students report a strong sense of connectedness, safety, and value, there are targeted interventions that need to be expanded upon to ensure all students begin to feel the same sense of belonging, connectedness, and safety. The District will continue its efforts to ensure a more inclusive and equitable learning environment for all. While the majority of students feel that their cultural identity is respected and valued, we need to ensure that this sentiment is shared by all student groups. The District is proud of the growth seen in this area through targeted curriculum diversification initiative and will continue to allocate funding that supports growth in this area. We will also continue to provide professional learning for teachers to equip them with the skills and knowledge necessary to create inclusive classroom environments that celebrate and respect diversity. Furthermore, the District will continue efforts to promote emotional safety across all student groups. The District will continue its implementation of school-wide programs focused on social-emotional learning (SEL) and trauma-informed practices, as well as dedicated resources, spaces, and staffing to address students’ mental health needs. These programs will provide students with the tools and resources they need to manage their emotions, build healthy relationships, and develop resilience. Additionally, we will continue to offer training for all staff members on recognizing and responding to signs of trauma. Finally, the District will continue to enhance the support structures for Foster Youth and Homeless Youth. The data revealed that these groups experience lower levels of belonging and emotional safety compared to their peers. To address this, we will continue to implement targeted intervention programs that provide specialized counseling and mentorship for students. Ensuring students’ sense of safety, belonging and connectedness is an important and critical component of ensuring students have access to the resources and supports they uniquely need to support their overall mental health and academic success. It also requires a multifaceted approach that includes enhancing support structures for vulnerable students and regularly evolving practices and structures across campus to ensure that students’ needs are being met. Ultimately, the CJUHSD believes every student deserves to feel seen, valued, and safe, and it is our collective responsibility to make sure that each campus is structured, staffed, and supported to make sure that this is possible. Met 2024-06-12 2024 36676780000000 Chino Valley Unified 6 The School Quality Survey was administered during the 2023-2024 school year to students in grades 6-12. Based on the responses from 10,589 students, 73% reported that they feel safe at school, and 71% of the students reported they feel that they belong at their school. These percentages represent increased student perceptions of safety and belonging in comparison to the previous school year. These high percentages of student responses exemplify our District’s commitment to providing a positive learning environment for all students. Positive Behavior Interventions and Support (PBIS) implementation through a Multi-Tiered System of Supports (MTSS) is an area of strength across the District, as all schools will receive state-wide recognition for their successful implementation of socio-emotional, behavioral, and mental health supports to all students in grades TK-12th during the 2023-2024 school year. PBIS is a systems-based, multi-tiered framework that aims to help improve academics, reduce problem behavior, increase attendance, reduce bullying, and improve social and emotional competency of students. Both students and teachers highly benefit from these practices in positive ways, such as positive school climates, the ensured safety within our schools, encouraged good behavior, and positive student educator relationships. Based on results from the School Quality Survey administered during the 2023-2024 school year, areas of identified need include increasing students’ feelings of emotional safety both in and outside of the classroom setting. While data from the School Quality Survey administered during the 2023-2024 school year indicate an increase in student responses regarding feelings of emotional safety in and outside of the classroom setting in comparison to data collected from the School Quality Survey administered during the 2022-2023 school year, each school site is dedicated to continuously strengthening their implementation of PBIS by clearly defining positive behavioral expectations for students, specific to areas in and outside of the classroom setting. All staff, including the District’s K-12 Intervention Counselors, continue to support PBIS by participating in trainings, conducting classroom lessons, holding student assemblies and a implementing a schoolwide rewards system to acknowledge positive behavior, all of which contribute to increasing the emotional safety of students. To ensure continuous improvement for students across the District, each school site has developed a PBIS SMART goal, which is also included in each school site’s School Plan for Student Achievement (SPSA) as an area of focus. In addition, the District continues to support all school sites with a full-time K-12 Intervention Counselor to increase socio-emotional, behavioral, and mental health supports to students across the District. Finally, the District continues to increase awareness and accessibility to resources and supports for students and families focusing on safety, harassment and bullying, and social, emotional, and mental health, through the District’s “One-Stop-Shop” webpage available on the District website and all school site websites. These actions allow the District to continuously improve its commitment to ensuring a positive school climate. Met 2024-06-20 2024 36676780137547 Allegiance STEAM Academy - Thrive 6 "The school climate is generally positive, with broad participation from students, parents, and staff. The 2023-24 LCAP Parent Survey included 882 parent responses, 476 student responses, and 211 staff responses, providing comprehensive insights into school conditions and climate. Overall Climate Perception The survey data reveals that a majority of respondents have a positive view of the school environment. Approximately 95% of parents feel well-informed by the school, and 93% believe their children are encouraged to take academic risks in a safe environment. Among staff, 92% reported a supportive work environment, and 89% of students feel safe at school. Disaggregated Data by Student Groups Socioeconomically Disadvantaged Students For socioeconomically disadvantaged (SED) students, 85% feel supported by their teachers, though only 65% agree that there is adequate academic support available after school hours. This suggests a need to increase support for these students outside regular school hours. English Learners English learners (ELs) reported that 80% receive necessary language support, but only 60% feel they have equal access to extracurricular activities. This indicates that barriers to extracurricular involvement for EL students need to be addressed. Students with Disabilities Among students with disabilities, 75% feel supported by teachers, but only 55% feel the school environment is fully inclusive. This highlights a need for enhanced inclusion practices and equal opportunities in school activities. Specific Survey Items Safety and Bullying While 90% of students feel safe at school, 20% have experienced or witnessed bullying. This indicates a need for continued efforts to strengthen anti-bullying programs to ensure a secure environment for all students. Parental Involvement 88% of parents are satisfied with school communication, but only 70% feel they have sufficient opportunities to engage in decision-making. This suggests the need to improve parent involvement in school governance. Additional Data Collection ASA Thrive also uses tools like ""Howling with the Principal"" and School Site Council meetings to gather qualitative feedback. These forums provide valuable insights into specific concerns and areas for improvement not fully captured by surveys. Conclusion The survey data from ASA Thrive shows a positive school climate with high satisfaction levels, but also highlights areas for improvement, particularly for SED students, ELs, and students with disabilities. By addressing these areas, the school can further enhance its supportive and inclusive climate." "Based on the analysis of local climate survey data from Allegiance STEAM Academy (ASA) Thrive, several key learnings have emerged, highlighting both areas of strength and identified needs across different student groups. Key Learnings and Identified Needs Academic Support for SED Students One significant finding is the need for enhanced academic support for socioeconomically disadvantaged (SED) students. While 85% of SED students feel supported by their teachers, only 65% reported sufficient academic help outside regular school hours. This points to a need for more accessible after-school programs, such as tutoring and homework assistance, to ensure these students can succeed academically. Extracurricular Access for English Learners For English learners (ELs), 80% reported receiving adequate language support, but only 60% felt they had equal access to extracurricular activities. This highlights a need to remove barriers that prevent ELs from participating in extracurricular programs, which are essential for comprehensive development. The school should implement initiatives to make these activities more inclusive and accessible to EL students. Inclusivity for Students with Disabilities Students with disabilities reported a need for better inclusion practices. Although 75% felt supported by teachers, only 55% felt the school environment was fully inclusive. This suggests a need for enhanced policies and training to ensure these students have equal opportunities in all school activities. Areas of Strength Positive School Climate A strong area for ASA Thrive is the overall positive school climate. Survey data shows that 95% of parents feel well-informed and engaged, and 89% of students feel safe. This indicates effective communication and a supportive environment that fosters a sense of community and security. Robust Community Engagement ASA Thrive excels in community engagement through regular updates and inclusive events like ""Howling with the Principal."" This helps families feel connected and involved in the school’s activities, building trust and fostering a collaborative atmosphere. Effective Educational Support The data also shows effective support for student learning, with 80% of English learners and 85% of socioeconomically disadvantaged students feeling adequately supported. This reflects the school’s success in addressing diverse educational needs. Conclusion In summary, key learnings highlight the need to enhance academic support for SED students, improve extracurricular access for English learners, and increase inclusivity for students with disabilities. The school’s strengths in maintaining a positive climate, strong community engagement, and effective learning support provide a robust foundation for addressing these needs, further improving the supportive and inclusive environment at ASA Thrive." ASA Thrive will implement several changes to address areas of need and support continuous improvement. Enhanced Academic Support To better support socioeconomically disadvantaged (SED) students, ASA Thrive will expand after-school programs, including targeted tutoring and homework assistance. Additional resources will be allocated to hire more tutors and extend program hours, ensuring comprehensive academic support for these students. Improved Extracurricular Access ASA Thrive will revise its extracurricular policy to be more inclusive for English learners (ELs). This includes creating bilingual programs, providing transportation, and offering flexible scheduling. Partnerships with local organizations will help offer a diverse range of activities tailored to the interests and needs of EL students. Strengthening Inclusivity The school will update its inclusion policy for students with disabilities to ensure equal opportunities in all activities. This involves additional staff training on inclusive practices and enhancing facilities and resources. The Individualized Education Program (IEP) process will be revised to offer comprehensive support plans and regular monitoring to accommodate all students' needs effectively. Improved Communication and Engagement ASA Thrive will enhance communication strategies, providing more frequent multilingual updates and personalized communication channels. This aims to improve relationships with non-English-speaking families and ensure they receive relevant information, promoting greater family involvement in school activities and decisions. Robust Feedback Mechanisms The school will establish a continuous improvement team to analyze feedback and regularly review and update plans and policies. This team will ensure that all stakeholder input is considered, fostering an environment of ongoing development and responsiveness to the school community's needs Met 2024-06-26 2024 36676860000000 Colton Joint Unified 6 CJUSD administers the PBIS School Climate Survey to students in grades 3-12. The survey is part of PBIS Assessment, which is part of PBISAPPS.ORG. The survey measures student perception of school climate. Examples of questions include, but are not limited to: I like school, Teachers treat me with respect, I feel safe at school, Students treat each other well etc. The mean scores are from 1 (lowest) to 4 (highest). Elementary Schools: Overall mean score = 3.1 which is the same as 2022. Overall mean scores for subgroups: Hispanic Students = 3.1 which is the same as 2022. Black/African American Students = 2.98 which is a slight decrease from 2022. White Students = 3.1 which is a slight decrease from 2022. Sample overall scores for Elementary questions: Q5 - Teachers treat me with respect = 3.5 which is a slight decrease from 2022. Q8 - I feel safe at school = 3.1 which is the same as 2022. Q10 - There is an adult at school that I can talk to if I need help = 3.52 which is the same as 2022. Middle Schools: Overall mean score = 2.87 which is a slight decrease from 2022. Overall mean scores for subgroups: Hispanic Students = 2.87 which is a slight decrease from 2022. Black/African American Students = 2.76 which is a slight increase from 2022. White Students = 2.86 which is a slight decrease from 2022. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.23 which is a slight decrease from 2022 Q8- I feel safe at school = 2.68 which is a slight decrease from 2022. Q9- There is an adult at school that I can talk to if I need help = 3.02 which is the same as 2022. Comprehensive High Schools: Overall mean score = 2.86 which is a slight increase from 2022. Overall mean scores for subgroups: Hispanic Students = 2.87 which is a slight increase from 2022. Black/African American Students = 2.76 which is a slight decrease from 2022 White Students = 2.91 which is a slight increase from 2022. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.2 which is the same as 2022 Q8- I feel safe at school = 2.64 which is a slight increase from 2022 Q9- There is an adult at school that I can talk to if I need help = 2.88 which is the same as 2022. Alt Ed Schools: Overall mean score = 3.17 which is the same as 2022 Overall mean scores for subgroups: Hispanic Students = 3.19 which is a slight decrease from 2022. Black/African American Students = 3.14 which is an increase from 2022 White Students = 3.27 which is a decrease from 2022. Sample overall scores for Secondary questions: Q5- Teachers treat me with respect = 3.45 which is a slight decrease from 2022. Q8- I feel safe at school = 3.08 which is an increase from 2022. Q9- There is an adult at school that I can talk to if I need help = 3.22 which is a slight decrease from 2022. The Fall 2023 scores on the PBIS School Climate Survey show a slight decrease compared to the Fall 2022 scores. We continue to have a need to focus on creating a climate where students feel safe at school - specifically at the comprehensive secondary school sites. This continues to be our lowest scoring area. Elementary school sites’ and Alternative Education school sites’ data show that students have a higher perception of positive school climate in all areas than do comprehensive secondary students. The data also shows that the perception of school climate as positive declines from elementary to middle and declines further from middle to high school. One area of strength is that students at our two alternative school sites have a significantly higher perception of positive school climate than students at all comprehensive secondary sites. Secondary school sites need to focus on improving Tier 1 PBIS practices related to school climate (revisit expectations, 5:1 positive to negative feedback, recognizing and reinforcing expected behaviors), and addressing students who are not responding to Tier 1. Our comprehensive high schools are our biggest area of concern when it comes to a positive school climate. Comprehensive high school sites need to continue work on student perception regarding “There is an adult at school that I can talk to if I need help” as those scores are not at a “3” which is our goal. All comprehensive secondary sites need to work to address students’ feeling of safety at school. All comprehensive secondary sites scored below a “3” in this area which is our goal. CJUSD will continue to implement PBIS across all school settings with the goal of all schools implementing all 3 tiers of PBIS at 70% or higher as measured on the PBIS Tiered Fidelity Inventory. In 2024-2025 Restorative Practices will be implemented, including Restorative Conversations and Conferencing, in order to promote a positive, restorative culture and climate across the District. Bullying Prevention efforts and an increased focus on promoting RESPECT at all school sites will also be implemented. Student voice will also be included to determine WHY students do not feel safe at school. Based on student feedback, action steps will be created to address student concerns. CJUSD actively fosters parental involvement in decision-making processes through various parent and community committees. As part of the CJUSD Design Plan, parents and community members were engaged in strategic planning, revising the district's vision, and identifying key focus areas. The Parent Professional Learning Team has been established to offer recommendations on enhancing parental and community support. Parent committees, including DPAC, DELAC, AAPAC, LCAP Parent Committee, DIPN, and Community Cabinet, along with site-based School Site Councils and ELACs, serve as platforms for input collection. The LCAP Parent Committee ensures parental input on LCAP fund allocation, goal setting, and performance metrics, as well as reviewing CA Dashboard data relevant to CJUSD's student success. Additionally, CJUSD provides online and in-person workshops and webinars facilitated by a dedicated parent manager to support parents and keep them informed about educational updates. Moving forward, CJUSD aims to bolster participation in the parent portal to enhance communication regarding enrollment, student information, and feedback mechanisms. Met 2024-06-25 2024 36676940000000 Cucamonga Elementary 6 The local climate survey data for the 2023-2024 school year reveals significant insights into student perceptions of safety. The California Healthy Kids Survey, shows that 82% of elementary school students felt safe at school, while this figure was 48% for middle school students. The survey also disaggregates data by student groups, highlighting variations in the sense of safety across different demographics. For instance, 90% of female elementary students reported feeling safe compared to 75% of male students. In middle school, 55% of Hispanic students felt safe versus 40% of their non-Hispanic peers. Additionally, students with disabilities reported a lower sense of safety (60% in elementary and 35% in middle school) compared to their non-disabled counterparts. The analysis of the survey data indicates several key learnings. A primary area of strength is the high percentage of elementary students who feel safe, suggesting effective safety measures and a positive school environment for younger students. However, the lower percentage of middle school students feeling safe highlights a critical area of need. The disaggregated data reveal that male elementary students and middle school students, particularly those who are non-Hispanic, feel less safe. This suggests that targeted interventions are necessary to address the specific concerns of these groups. The overall low suspension and expulsion rates are positive indicators of a supportive disciplinary environment, but the high number of student referrals suggests ongoing behavioral challenges. In response to the identified needs, CSD will continue to monitor existing plans and policies. To address the lower sense of safety among middle school students, we will enhance supervision during high-risk times such as transitions and recess. To improve the sense of safety among male elementary students, the LEA will initiate mentoring programs and peer support groups. Furthermore, we will review and revise our PBIS policies to reduce student referrals by incorporating restorative justice practices and enhancing social-emotional learning curricula. These actions are aimed at fostering a safer, more inclusive school environment and promoting continuous improvement in school climate. By addressing these areas of need through targeted interventions and policy revisions, we aim to create a more supportive and secure environment for all students, ensuring that every student feels safe and valued at school. Met 2024-06-13 2024 36677020000000 Etiwanda Elementary 6 The Etiwanda School District conducts an annual survey in September for students with parental permission in grades 3-8. In the 2023-24 school year, 7,672 out of 9,284 students completed it. The 26-question survey provides insights into students' perceptions and experiences. Results highlight several strengths and positive feedback. A significant 89% of students feel welcomed and cared for at school, reflecting an inclusive and supportive environment. Additionally, 89% agree teachers make classes interesting, highlighting a commitment to engaging instruction. The findings also indicate high levels of teacher-student interaction and collaboration within the schools. An impressive 94% of students agree teachers explain difficult concepts and provide support when needed, while 96% agree teachers promote cooperative learning. 93% of students feel teachers value their background and culture, highlighting a dedication to honoring diverse identities and experiences. The same percentage of students feel consistent behavior expectations are in place at school. Additionally, 92% feel teachers understand different learning needs, and an equal percentage know who to contact for help. An impressive 89% of students feel safe at school, reflecting regularly updated safety plans, dedicated staff, and strong partnerships with local agencies. This high agreement rate is consistent across all student groups, with a difference of ±3% from the average. The district-wide implementation of PBIS, character education programs, and annual family involvement events further nurture school connectedness and create a supportive community. The survey shows a high positive response rate, with 93% of students believing their school focuses on character development to promote an atmosphere where they can thrive academically, socially, and emotionally. Lastly, 90% of students would recommend their school to friends. High percentages of students across all groups feel supported by their teachers, with agreement rates such as 86% for American Indian or Alaska Native students, 95.6% for Asian students, 93.5% for Black or African American students, and 94.6% for Filipino students. Similar sentiments were expressed by Hispanic, Middle Eastern or North African, Native Hawaiian or Other Pacific Islander students, and those identifying as More than One Race, with overall agreement rates at or above 90%. Results regarding cooperative learning and collaboration were similarly positive across all student groups. For instance, 86% of American Indian or Alaska Native students felt their teachers excelled in this area. This sentiment was shared by 94% of Asian students, 89% of Black or African American students, and 95% of Filipino students. Additionally, high levels of agreement were noted among Hispanic, Middle Eastern or North African, Native Hawaiian or Other Pacific Islander students, and those identifying as More than One Race, with agreement rates ranging from 86% to 94%. The detailed analysis of survey responses by different racial and ethnic groups reveals consistently positive feedback regarding teacher support and collaboration. While overall survey results are positive, the district will continue to advance the Culturally Responsive Teaching and Learning initiative in response to the feedback. This initiative supports students by validating and affirming their cultural and linguistic behaviors, helping build rapport, and bridging academic and social skills. Additionally, efforts will be made to utilize other means of correction and restorative practices to improve the school climate. The district will also maintain high levels of expectations guided by character-building programs. Moving forward, we remain committed to addressing any areas of concern and enhancing the educational experience for all students. Ensuring a safe learning environment is a top priority for Etiwanda, and the survey results reinforce efforts in this area. Insights into the data highlight the strong, positive feedback from students across diverse racial and ethnic backgrounds, demonstrating the effectiveness of our educational strategies and the supportive environment cultivated at our 17 schools. While the response rate of 7,672 out of 9,284 students is encouraging, there's room for improvement. Increasing student participation in the survey is important to ensure all voices are heard, providing a more comprehensive understanding of the school climate. Evaluating and refining the survey questions is an ongoing process. Regularly revisiting and improving the questions can help capture a broader range of student experiences and perspectives. Including questions that delve deeper into students' views on school activities and resources can provide a more holistic view of their experiences. This comprehensive approach will help identify specific areas that require attention or improvement. While the quantitative data highlights positive trends, analyzing open-ended responses is equally important. These qualitative insights can reveal specific concerns, suggestions, or areas not captured by standard survey questions. Understanding these perspectives allows the district to address issues more effectively and tailor interventions to meet students' needs. Professional development remains a cornerstone of the district culture. Ongoing learning opportunities for teachers and staff are essential to support the diverse learning needs of students. By focusing on differentiated instruction, educators can better cater to individual student needs, ensuring every student has the opportunity to succeed. Ensuring the consistent implementation of character education programs is vital. These programs foster a positive school environment and promote values such as respect, responsibility, and empathy. Regular reviews and assessments of these programs can help maintain their effectiveness and ensure they meet students' needs. High levels of parental involvement are essential for student success. Engaging parents through regular communication, forums, and engagement events can help create a supportive network for students. This involvement supports academic achievement and enhances students' social and emotional well-being. Maintaining high academic and behavioral expectations is necessary for student growth. By setting clear, achievable goals and providing the necessary support, students can strive for excellence. Regularly reviewing and adjusting these expectations ensures they remain relevant and aligned with students' evolving needs. The district's commitment to building on current strengths while addressing areas of need is evident in its strategic initiatives. Expanding the Cultural Responsive Teaching and Learning initiative, for example, helps validate and affirm students' cultural and linguistic behaviors, fostering a more inclusive and supportive environment. Met 2024-06-13 2024 36677100000000 Fontana Unified 6 FUSD administers a climate survey to all students in grades 5, 7, 9, and 11 annually. The data shows that 69% of 5th grade students felt connected to school, compared to 47% at 7th grade, 40% at 9th grade, and 39% at 11th grade. These results indicate that students generally feel less connected at school as their grade level increases. There was however significant improvement in school connectedness in middle school and high school over the Fall of 2022. While 5th grade had a 1% increase, 7th grade increased by 8%, 9th grade by 7%, and 11th grade by 9% from the prior year. Despite this improvement, all grade levels remain well below the pre-pandemic rates when it comes to feeling connected at school. Students continue to feel less safe at school since the pandemic at elementary and middle school. High school student perceptions about school safety have consistently been greater than pre-pandemic rates over the past several years and showed a 2% improvement from fall 2022 to fall 2023. Perceptions of safety have remained stagnant since the pandemic in elementary but have seen a slight decline in high school and a significant decline in middle school. Unlike the decline in school connectedness as the grade level increases, feelings of safety are similar across elementary and high school and are significantly lower at middle school. The data show that the impact of efforts to improve school connectedness in middle and high school has had a positive effect from fall of 2022 to fall of 2023. These efforts included Climate and Culture coaches at all middle schools who to support teachers with strategies on building positive rapport with students. In addition, the district hired 7 Mental Health Therapists and 5 Social Emotional Support Specialists who provide school-based mental health services to all middle and high schools. A contract with an outside vendor and an MOU with a local university also supports additional mental health needs and drug counseling to students in need. PBIS implementation at all middle and high schools has also contributed to the positive increases in school connectedness. A need has been identified to improve data monitoring processes so effective support systems can be put in place when a school has a rise in behavior needs. The data show a continued need to help students feel safer at school, particularly in middle school. To address the identified needs around perceptions of school safety, FUSD will implement the Give Back Mentoring Program for Foster Youth. Efforts will also be made to ensure alignment between the district’s robust counseling and school-based mental health programs to ensure a customized support system for students in need. Lastly, the partnership with the local university will be expanded to bring in other community agencies to provide for the mental health needs of students. FUSD is committed to providing significant resources and continued focus on addressing the Social-Emotional needs of all students. Met 2024-06-19 2024 36677360000000 Helendale Elementary 6 HSD administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 3-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past seven years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. As students continue to attend post pandemic there is increased focus to see how the school climate has changed and where HSD can continue to improve. Food Quality and Options: A significant number of students expressed dissatisfaction with the quality of school lunches. They requested better-tasting, healthier, and more diverse meal options, including specific items like taco nadas, cheese bread, nachos, and more juice. Many students suggested the removal of packaged and plastic-wrapped foods in favor of freshly prepared meals. Recess and Physical Activities: Many students called for longer recess periods, more recess time, and additional playground equipment. They also highlighted the need for permanent soccer goals, more sports balls, and a wider variety of playground activities to keep them engaged and active. Bathroom Conditions: Improvements to the bathroom facilities were frequently mentioned. Students requested more cleanliness, privacy, and functionality in the restrooms. Specific suggestions included fixing broken stalls, increasing the height of stall doors, and ensuring regular maintenance. Bullying and Behavior: Addressing bullying was a recurrent theme. Students suggested implementing more effective anti-bullying measures, improving the behavior of peers, and having staff who are better equipped to handle behavioral issues. Extracurricular Activities: Students expressed a desire for more fun activities and clubs. They suggested adding clubs for drama, gardening, cooking, poetry, and various sports teams. They also wanted more fun events and celebrations to be organized regularly. Supervision and Staff: Some students mentioned the need for better supervisors and proctors. They asked for more respectful and helpful staff members who can effectively manage student behavior and provide a supportive environment. Academic and Schedule Adjustments: There were requests for adjustments to the school schedule, including starting the day earlier, extending school hours, and increasing the length of lunch breaks to ensure students have enough time to eat. Additionally, some students wanted more academic subjects and fewer restrictions on educational games. Facilities and Equipment: Students suggested replacing wood chips in playgrounds with softer materials, adding more shaded areas, and updating classroom equipment and technology. They also recommended better maintenance and availability of sports and recreational equipment. HSD plans to have professional development for staff to address many of the campus related items that were brough up in the survey allowing for a cleaner, safer, and more orderly campus. Additionally, the administration will be working on schedules to see if there are more appropriate times for students to go to recess and lunch or to participate in other activities. These things should address a majority of the concerns about what is happening on campuses. Met 2024-06-26 2024 36677360116723 Academy of Careers and Exploration 6 ACE administers an annual climate survey that focuses on the student's perception of whole school, classroom, bus, cafeteria, and bathroom safety. These surveys are administered to every student in grade 3-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past seven years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. As students continue to attend post pandemic there is increased focus to see how the school climate has changed and where ACE can continue to improve. Food Quality and Options: A significant number of students expressed dissatisfaction with the school lunches. They requested better-tasting and healthier food options, including the addition of vending machines for snacks and drinks. The quality and variety of the meals were common points of concern. Recess and Physical Activities: Many students called for longer lunch periods and more time for recess. They also suggested the addition of more sports and extracurricular activities, including the establishment of new clubs and a track team. Enhancements to existing athletic facilities and equipment were also highlighted. Bathroom Conditions: Improvements to the bathroom facilities were frequently mentioned. Students requested better maintenance, more cleanliness, and enhanced security to prevent issues like vandalism and misuse of the bathrooms. Behavior and Discipline: Addressing bullying and improving overall student behavior were recurrent themes. Students suggested implementing stricter punishments for bullying and other misbehaviors to create a safer and more welcoming school environment. Academic and Elective Courses: There were numerous requests for a broader range of elective courses and extracurricular programs. Students expressed interest in classes related to trades, creative writing, and additional academic subjects that would be useful for their future careers. Supervision and Staff: Students emphasized the need for better supervision and more attentive staff. They called for teachers and supervisors to be more proactive in addressing bullying and supporting students’ needs. Facilities and Equipment: Several students suggested improving the school’s physical infrastructure, including better water fountains, upgraded CrossFit equipment, and more shade in outdoor areas. The need for a dedicated library was also a common request, with students highlighting its potential benefits for research and reading. School Environment: Some students proposed changes to the school’s daily schedule, such as starting classes later and having early dismissal for athletes. They also suggested more frequent and engaging pep rallies and other school events to boost school spirit and student involvement. Communication and Awareness: Students expressed a desire for better communication about after-school activities, clubs, and extracurricular opportunities. They also emphasized the importance of educating peers about the dangers of drugs, smoking, and other risky behaviors. ACE plans to have professional development for staff to address many of the campus related items that were brough up in the survey allowing for a cleaner, safer, and more orderly campus. Additionally, the administration will be working on academic of the campus to find ways to better address individual student needs at all levels of achievement. These things should address a majority of the concerns about what is happening on campuses. Met 2024-06-26 2024 36677360128439 Empire Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population (71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-06 2024 36677360130948 Independence Charter Academy 6 ICA administers an annual climate survey that focuses on the student's perception of whole school, classroom, cafeteria, and bathroom safety. These surveys are administered to every student in grade 3-12. The results are reported at annual stakeholder meetings in order to gain feedback for LCAP and Strategic Planning purposes as well as during open session of a regularly scheduled Board Meeting. Annual survey data has had an upward or stable trend over the past seven years in all areas. Overall students feel that they attend school in a safe environment where those who are responsible care about their wellbeing. It should be noted that the last survey administration took place online and so some of the questions have changed and some of the responses have changed due to the change of survey locale due to moving back on an in class experience vs. a pandemic virtual experience. Additionally, a social and emotional survey is sent out to find out how students are doing with their individual mental health and counselors contact students that seem to need the most support. Field Trips and Activities: Several students expressed a desire for more field trips, including for online students, and more fun activities such as airsoft trips. They believe these activities could enhance their school experience and provide more opportunities for engagement. Physical Education: Students suggested increasing the amount of physical education to ensure they are getting enough exercise and physical activity during school hours. Social Interaction and Motivation: A few responses highlighted the need for better social interaction among students. They suggested organizing activities that help students build connections and socialize, as well as offering more motivational support to prevent feelings of depression and meaninglessness. Sports and Clubs: There were requests for more sports and clubs, indicating that students are looking for a wider variety of extracurricular activities to participate in. They want more opportunities to engage in different interests and hobbies. Volunteer Opportunities: One student suggested that more students should volunteer to help their peers, which could foster a supportive and collaborative school environment. Student Involvement: Some students wanted the school to be more involved in high school activities and to offer more participation opportunities for students to feel included and engaged. General Satisfaction: A notable number of students expressed satisfaction with the current state of the school, indicating that they felt it was already meeting their expectations and needs. They appreciated the current setup and did not have any specific suggestions for improvement. ICA plans to have more meaningful community engagement through adjustments in its current practices and support from San Bernardino County Superintendent of Schools family engagement options. Additionally, the administration will be working on ways that students can connect more frequently with both staff and peers for a more well-rounded educational experience. These things should address a majority of the concerns about what is happening in the school. Met 2024-06-26 2024 36677360136069 Sage Oak Charter 6 Parent Participants by Student Groups: English Learners (EL): 17.0% Foster Youth: 0.2% Homeless Youth: 0.4% Students with a Disability: 8.5% None of the Above: 75.9% Parent Participants by Ethnicity: White: 29.90% Hispanic/Latino: 28.90% African American: 2.90% Asian: 5.30% Filipino: 2.30% American Indian/Alaskan Native: 0.50% Two or more races: 18.30% Declined to State: 11.4% Overall Parent Agreement on School Aspects: Academic Achievement: 97.40% School Climate & Connectedness: 99.4% Connections and Partnerships: 99.10% College and Career Readiness: 96.9% Overall Satisfaction and Input: 99.0% Student Participants by Groups: EL: 14.3% Students with a Disability: 0.2% Foster Youth: 0.4% Homeless Youth: 5.2% None of the Above: 81.3% Student Agreement on Educational Aspects: Teacher Availability and Guidance: 98.8% Challenging Curriculum: 95.3% Engaging Curriculum and Completion: 89.5% Access to Rigorous Curriculum: 98.0% Teacher Support for Success: 99.7% Safety and Welcome to Discuss Progress: 98.8% Overall School Satisfaction: 98.3% Communication Satisfaction: 97.4% Support for Academic or Developmental Needs: 95.8% Access to Social/Emotional Support: 89.2% Awareness of Mental Health Resources: 85.5% Positive School Climate Student Survey Results: High Expectations: 99.30% School Safety: 98.80% Respectful Climate: 98.30% Supportive Adults: 99.70% Social and Emotional Learning: 86% Growth Mindset: 93.80% "This data highlights the diverse composition of the parent and student bodies, their high levels of satisfaction with various school initiatives, and areas where there is room for improvement, particularly in engaging curriculum and mental health resources. " "To address identified needs, the LEA will continue to enhance and promote greater student participation in synchronous instruction by increasing the number of live classes available to students and providing more professional development for teachers. This will include promoting classes and groups with counselors, ensuring students receive both academic and emotional guidance. Additionally, we are focused on connecting curriculum with college and career pathways starting in elementary grades and continuing through high school. This involves aligning instructional materials and class offerings with career objectives and higher education requirements early on, making adjustments to ensure a seamless articulation through all grade levels. These initiatives aim to provide clearer pathways for students as they progress, supporting both academic and career-oriented goals. " Met 2024-06-20 2024 36677360136937 Vista Norte Public Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 96% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 100% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-05 2024 36677360139576 Excel Academy Charter 6 "Students in grades 6-12 98% of survey respondents agree that their teacher is available to speak with them when they need guidance. 95% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 93.5% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 96.7% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 95.9% of survey respondents feel safe and welcome to meet with their teacher to discuss their progress. 96.7% of survey respondents feel overall satisfaction with Excel Academy Charter School. 95.1% of survey respondents feel the school does a good job communicating through all forms of communication. 94.3% of survey respondents know that they have someone at school who they can talk to (teacher or counselor). Testimonials ""My learning goals are met."" ""Excel already is helping me learn better and I feel as if my learning goals are already fulfilled."" Elementary SEL Survey - Grades TK - 6 83% of survey respondents feel they have an adult to talk to when they are upset (fearful, angry, or sad). 100% of survey respondents believe they have a trusted adult who will help them in any circumstance. 100% of survey respondents believe their students have 1 or 2 people who they consider to be friends. 100% of survey respondents believe their students have an adult to talk to when they are upset (fearful, angry, or sad). 76% of survey respondents are aware of Social Emotional Learning (SEL) groups provided by Excel Academy. Testimonials: ""We love the social emotional classes on Wednesdays."" Students in grades K - 12 Intervention Feedback 100% of survey respondents agree that their teacher communicates positively and professionally with students and parents. 95% of survey respondents agree that they feel a sense of belonging and part of the classroom community. 93% of survey respondents feel the class helped them grow academically. Testimonials: ""I appreciate the level of communication teachers maintain with parents and their efforts to engage students."" ""The teacher communicates with parents often. My student loves class and is very engaged in it."" ""This helped him improve significantly.""" MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. There was no input that directly affected the LCAP goals and actions. The most consistent trend we found was praise for EACS and appreciation for all of the resources provided to families. USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, and educational partner feedback to ensure students are being provided the best education that serves their individual needs. Met 2024-06-20 2024 36677770000000 Morongo Unified 6 Morongo Unified School District utilizes multiple survey tools to assess school climate and student well-being. In 2024, the annual LCAP Survey collected responses from 2,884 students in grades 4-12, along with 1,688 staff, parents, and community members. Student responses revealed mixed perceptions of school climate: 71.12% felt respected by peers, and 84.2% by staff. However, only 56.56% reported being taught coping skills, while 53% identified bullying as a problem, and 32% expressed feeling unsafe at school. On a positive note, 72% of students agreed that school staff support their success. The district piloted the Panorama survey in 2024, focusing on school safety and connectedness. For 3rd-5th graders, 39% responded favorably to questions about physical and psychological safety, with slight variations across gender and racial/ethnic groups. School connectedness showed higher favorable responses at 59%, with notable differences among demographic groups. For instance, Native Hawaiian or Other Pacific Islander students reported the highest sense of belonging at 85%, while Asian students reported the lowest at 45%. Among 6th-12th graders, 47% responded favorably to school safety questions, with some variation across gender and racial/ethnic groups. The California Healthy Kids Survey, last administered in 2022-2023 with varying participation rates across grades, is scheduled for re-administration in 2024-2025. The district plans to fully implement Panorama surveys district-wide in the 2024-2025 school year to enhance monitoring and support of school safety and connectedness. An additional climate survey is the California Healthy Kids Survey (CHKS), which was administered during the 2022-23 school year. The participation rate for each grade level was as follows: 23% (117) 5th graders, 67% (318) 7th graders, 27% (140) 9th graders, and 42% (183) 11th graders. Key learnings from Morongo Unified School District's climate surveys reveal both strengths and areas for improvement in school culture and student well-being. A notable strength is the high percentage of students (84.2%) who feel respected by teachers and staff, indicating positive adult-student relationships. Additionally, 72% of students believe that school staff support their success, suggesting a generally supportive learning environment. However, several areas of concern emerge from the data. Only 56.56% of students report being taught coping skills, highlighting a need for enhanced social-emotional learning programs. The fact that 53% of students perceive bullying as a problem and 32% feel unsafe at school points to challenges in creating a secure and inclusive school environment. The Panorama survey results for 3rd-5th graders from the pilot reveal concerning trends in school safety perceptions, with only 39% responding favorably. There are notable disparities in the sense of belonging among different demographic groups. For instance, Native Hawaiian or Other Pacific Islander students reported the highest sense of belonging (85%), while Asian students reported the lowest (45%). This stark difference suggests a need for targeted interventions to improve school connectedness for specific student populations. Grade-level differences in school connectedness are also apparent, with a declining trend from 3rd grade (72% favorable) to 5th grade (51% favorable). This drop-in school connectedness as students progress through elementary school is concerning and warrants further investigation and targeted support. For 6th-12th graders, school safety perceptions remain low, with only 47% responding favorably. This consistency across grade levels suggests that safety concerns persist throughout students' educational journey, requiring a comprehensive, school-wide approach to improvement. The data also reveals gender disparities, particularly in school connectedness among 3rd-5th graders, with males (63%) reporting higher levels than females (55%). This gap indicates a need for strategies to enhance school engagement for female students. In response to key learnings from local climate survey data, Morongo Unified School District is implementing several significant changes to address identified needs and promote continuous improvement. The district will fully deploy the Panorama survey across all schools in the 2024-2025 school year, utilizing its comprehensive social-emotional learning (SEL) and school climate assessment capabilities. This implementation will include the use of Panorama's curriculum, resources, and tools to address specific student needs identified through more frequent and detailed data collection. To address the low percentage of students reporting being taught coping skills, the district will enhance its SEL programs, leveraging Panorama's resources to provide targeted interventions and support. These efforts will be supported by ongoing professional development for staff on Multi-Tiered System of Supports (MTSS) and Positive Behavioral Interventions and Supports (PBIS) frameworks, aiming to create a more supportive and positive school environment. Recognizing the impact of trauma on student well-being and academic performance, the district will initiate trauma-informed training and awareness for staff through our trauma task force. This approach will equip educators with strategies to better support students who may have experienced trauma, potentially improving school connectedness and safety perceptions. To address disparities in school connectedness among different student groups, the district will begin a dialogue for a needs assessment relating to equity and access, helping to identify barriers and inform targeted interventions. Met 2024-06-25 2024 36677850000000 Mountain View Elementary 6 "For the local climate survey, Mountain View School District utilizes the California Healthy Kids Survey (CalSCHLS). This survey is administered to 5th grade students in an elementary setting and 7th grade students in the junior high setting. The CalSCHLS survey allows us to see the data for the individual grade level groups, but not individual student groups. The CalSCHLS survey was administered to 5th and 7th grade students between February 6th and February 8th, 2024. For school safety, the results showed that 79% of the 5th grade students stated that they feel safe at school either ""all of the time"" or ""most of the time"". The results showed that 54% of the 7th grade students stated, when asked if they perceive school as a safe place, as either ""agree"" or ""strongly agree"". For school connectedness, the results showed that 66% of the 5th grade students stated that they feel connected at school either ""all of the time"" or ""most of the time"". The results showed that 51% of the 7th grade students stated that they feel connected at school as either ""agree"" or ""strongly agree""." Our key learning from the CalSCHLS surveys includes a comparison to historical data. For school safety, our 5th graders increased in feeling of school safety while our 7th graders remained the same. Although we see the increase of the feeling of school safety as a strength, we would like this number to increase and strive for 100%. This area received higher percents pre-pandemic and are close to returning to previous levels. Conversations with students have informed us that many students felt unsafe returning to campus because of the pandemic periods of schools being virtual and additional media coverage of schools as unsafe locations for pandemic transmission. For school connectedness, both groups took a small drop in the negative direction. This is listed as a weakness. To improve the area of school safety and connectedness, the district will look to bolster our PBIS implementations and strategies. Our site administrators will analyze their site data and work with their leadership groups to do a root cause analysis specific to their campus. Met 2024-06-13 2024 36677930000000 Mt. Baldy Joint Elementary 6 Students in grades 3-8 favorably scored MBS in the areas of school belonging (grades 3-5: 82% favorable baseline data to 82% favorable at mid-year; grades 6-8 63% favorable baseline data to 55% at mid-year), school climate (grades 3-5: 85% favorable baseline data to 73% favorable at mid-year; grades 6-8 (73% favorable baseline data to 59% favorable at mid-year), school engagement (grades 3-5: 74% favorable baseline data to 68% at mid-year; grades 6-8: 51% favorable baseline data to 44% at mid-year), school safety (grades 3-5: 71% favorable baseline data to 60% at mid-year; grades 6-8: 87% favorable baseline data to 66% at mid-year), and valuing of school (grades 3-5: 78% favorable baseline data to 69% at mid-year; grades 6-8 68% favorable baseline data to 66% at mid-year) on student surveys. Although none of our student climate survey data is disaggregated by student group, we are able to identify needs and areas of strength through our analysis. We see highly favorable ratings from our students in the areas of school belonging, school climate, school engagement, school safety and valuing of school compared to national averages. That being said, we have room for growth in all of the same areas - during the Covid pandemic, parent and student climate data dipped, but due to our actions, we are now seeing our parent and student climate survey data increase and improve to pre-pandemic numbers. Much of the focus of our 24-25 LCAP will be on improving school climate for students - we have plans in place to train staff and parents in social emotional learning (SEL) strategies, use daily mindfulness and SEL instruction for all students, and increase student connection to teacher, classmates, and school. We will track student connections to trusted adults on our campus and how connected adults feel to individual students - this will help us catch any students who are not feeling a sense of belonging and connectedness. We will continue implementing an outdoor education program to increase the levels of student engagement and valuing of school, while also implementing our school safety plan to address student feelings of safety at school. Met 2024-06-13 2024 36678010000000 Needles Unified 6 Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. ? Of 360 students who were mostly in grades 6-11 they responded as follows when compared to staff. ? 91% want to do well in school vs. 60% of staff who believe students want to do well in school? 77% come to class prepared vs. 45% of staff who believe students come to class prepared? 61% care about their school vs. 59% of staff who believe students care about their school? 33% like going to school vs. 90% of staff who enjoy the work they do? Describe key learnings, including identified needs an areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group. ? A key learning from the survey was that 33% of students reported they like coming to school vs. 90% of staff who like coming to work. Another key learning was that 77% of students thought they came to class prepared vs. 45% of staff who thought students came to class prepared. ? Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement. ? To increase student enjoyment of school we are going to increase extra-curricular activities including, e-sports, add more interest-based clubs, increase college/trade-school visits and provide additional field trips. To increase student preparation for class we will create a defined definition and expectation for class preparation for students in class. ? ? Met 2024-06-18 2024 36678190000000 Ontario-Montclair 6 "2023-2024 California Healthy Kids Survey (CHKS) Grade 5 - School Connectedness Students in grade 5 were asked five questions on CHKS: • Do you feel close to people at/from this school? • Are you happy to be at/with this school? • Do you feel like you are part of this school? • Do teachers treat students fairly? • Do you feel safe at school? An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness. Using students' self-reported demographics on the survey, following are the results overall and for available student groups. All Students: 70% *Student Groups* American Indian or Alaska Native 68% Asian or Asian American 78% Black or African American 66% Hispanic or Latinx 71% White 77% Mixed (two or more) ethnics 67% Female 70% Male 71% Grade 7 - School Connectedness Students in grade 7 were asked five questions on CHKS: • Do you feel close to people at/from this school? • Are you happy to be at/with this school? • Do you feel like you are part of this school? • Do teachers treat students fairly? • Do you feel safe at school? An average percent of responses to these questions that were ""Yes, most of the time"" or ""Yes, all of the time"" were used to calculate an overall percentage for school connectedness. Using students' self-reported demographics on the survey, following are the results overall and for available student groups All Students: 54% *Student Groups* American Indian or Alaska Native 60% Asian or Asian American 63% Black or African American 51% Hispanic or Latinx 54% White 59% Mixed (two or more) ethnics 64% Female 49% Male 61% Nonbinary 33% English Learner 56% Students with Disabilities 53%" A key learning included is the need to improve foundational positive behavioral and social-emotional instructional strategies to increase student connectedness for greater access to the learning environment. Elementary 5th grade students feel 16% more connected than Middle School 7th grade students, so there is a need to investigate why there is a significantly reduced amount for Middle School students. In addition, there is a particular need for understanding the discrepancy between 70% of female 5th grade students feeling connected versus 49% of female 7th grade students. Areas of strength include similar results for 5th and 7th grade students in the following student groups: American Indian or Alaska Native, and Mixed Ethnicities. Our LEA site administrators will be setting goals to increase school connectedness for students to increase a positive school climate. In addition, our LEA will leverage our Community Schools work in identifying the Site Coordinator (known as the Outreach Consultant) as the lead to increase student school connectedness at all schools. Each school's Community School Implementation Plan is aligned to the School Plan for Student Achievement (SPSA), which is also aligned to our LEA's LCAP. Met 2024-06-20 2024 36678270000000 Oro Grande 6 Oro Grande Elementary administered a School Climate survey to all parents, and students in grade 3th-6th. All staff also completed the survey. The survey revealed that 84% of parents agree or strongly agree that “school[s] effectively keep parents informed about events and activities. Student safety and connectedness continues to be a priority at Oro Grande Elementary and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Oro Grande continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. This year the students are working towards opportunities to engage with students that are not feeling connected at school. Oro Grande added personnel and programs to address the issues of school promote healthy social and emotional growth for students. A School Resource Officer is trained to provide additional security to all campuses. A registered nurse and licensed vocational nurses were employed to work with parents, students, and staff on physical health concerns and healthy living. An elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health. There will not be significant changes made this school year due to the improvement of many school climate indicators. Met 2024-07-12 2024 36678270113928 Riverside Preparatory 6 Riverside Preparatory School administered a School Climate survey to all parents, grades TK-12. All staff also completed the survey and students. 86% of parents agree or strongly agree that their student feels connected at school. Student safety and connectedness continues to be a priority at Riverside Preparatory and many programs have been implemented to ensure students are safe and feel connected. The school will continue to look for new ways to engage students and give them opportunities to share their concerns. Riverside Preparatory continues to build programs that promote a safe school environment for students and staff. I-School and Student Leading Education Development (SLED) programs give students a platform to voice concerns and allow them the tools to find their own student lead solutions to these problems. For the last few year, teams will work on a national campaign to promote the dangers of vaping and give Riverside Preparatory students opportunities to engage with students that are not feeling connected at school. Data collected from local surveys did not indicate discrepancies in demographics and sub groups. Riverside Preparatory added personnel and programs to address the issues of school promote healthy social and emotional growth for students. A School Resource Officer was hired to train staff and provide additional security to all campuses. A registered nurse and licensed vocational nurses were employed for the elementary, middle and high school site to work with parents, students, and staff on physical health concerns and healthy living. An elementary school counselor works to provide students assistance with social issues that affect their academic progression. The second year of social-emotional curriculum, along with professional development for staff has resulted in all students having tools to advocate for their emotional health. Met 2024-07-12 2024 36678270137174 Mojave River Academy - Gold Canyon 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (98.1%) and also feel that their school is Safe (96.1% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137182 Mojave River Academy - National Trails 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (96.7%) and also feel that their school is Safe (94.3% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137190 Mojave River Academy - Oro Grande 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (96.9%) and also feel that their school is Safe (95.1% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137208 Mojave River Academy - Route 66 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (97.1%) and also feel that their school is Safe (91.6% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137216 Mojave River Academy - Rockview Park 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (98%) and also feel that their school is Safe (92.6% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137224 Mojave River Academy - Silver Mountain 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (98.6%) and also feel that their school is Safe (95.4% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678270137232 Mojave River Academy - Marble City 6 The Mojave River Academy students and parents participated in a school survey. Students at Mojave River Academy feel Connected to School (99%) and also feel that their school is Safe (93.3% agree or strongly agree). Additionally, MRA parents feel that their school is Clean (98%), Emotionally Safe (100%), Physically Safe (100%), and have an Adult Connected To/Trusted By their child (100%). The students at Mojave River Academy meet individually with their teachers once a week and have the opportunity to discuss any concerns that they have, both academic and emotional. Teachers and staff have regular communication with parents and are available during the student’s appointment time and available through electronic communication. These yield a high level of trust in the school and comfort coming to and working within the school sites. Extra curricular activities are increasing to engage even more students, but these opportunities can be increased further. Last school year, additional counselors were hired to work with students regarding social-emotional concerns, attendance, dual enrollment in college, post-high school planning, and academics. Previously, Translators and Family Engagement Specialists were hired to ensure that families have access to information in their primary language. They also helped ensure students have access to resources that are based on individual student needs. This year, increased Social Emotional Learning support through increased personnel, curriculum and services was provided. The addition of Marriage Family Therapists and Social Workers with a tiered system of support benefitted a growing number of students/families. Met 2024-06-12 2024 36678430000000 Redlands Unified 6 "6949 students between grades 3-12 responded to the Kelvin Education student ""pulse"" between May 21 and May 27, 2024. The survey reveals student perception regarding school climate in 5 major categories: Physical Safety, Academic Goals, Discipline, Behavior Supports, and School Climate & Culture. Kelvin Education student pulse is integrated with Google, and all students have an opportunity to respond to the ""pulse"" within the given survey window." Overall data suggests the following favorability: Physical Safety 71%, Discipline 70%, Academic Goals 69%, Behavioral Support 60%, and School Climate & Culture 57%. The highest scoring questions were: I know how to get help with homework assignments that I don't understand 72%, I feel safe on my school campus 71%, my school clearly communicates the rules and expectations for student behavior 67%. The lowest scoring questions were: My school rewards student for good behavior 57%, I am encouraged or recognized when I make positive choice at school 57%, my school effectively address teasing or bullying 51%, and students at school treat each other with respect 43%. An analysis between how the perception of different student groups compared to overall results is as follows: School Climate & Culture- No significant difference in perception between student groups; Behavior and Academic Supports- No significant difference in perception between student groups; Academic Goals- No significant difference in perception between student groups; Discipline- no significant difference in perception between student groups; Physical Safety- No significant difference in perception between student groups. Student safety continues to be a central focus in RUSD. The district has added a safety hotline using the Sprigeo calling system. Improved single point of entry protections have been done in all sites. Additional training for reporting will be conducted district-wide in the 2024-25 school year. On-going equity trainings are conducted district-wide. Additionally, an equity coordinator has been hired to assist community awareness and voice for different student groups. Finally, a Title IX Director was hired to improve response to student and staff situations. Met 2024-06-11 2024 36678433630928 Grove 6 The Grove school utilized the California Healthy Kids Survey (CHKS) and locally produced Family Winter Survey (FWS) to collect data. The data was analyzed by the leadership team, parent Advisory Committee, and presented to the full staff and school board. Social Climate FWS showed 85% of respondents said Grove is a welcoming place 77% of FWS respondents agreed or strongly agreed “My student is excited to attend school each day”, with 11% disagreeing or strongly disagreeing with the statement (12% said their student was neutral). FWS showed 21/74 respondents identified Intentional rudeness or meanness between students somewhat or a large problem. 19/74 respondents said students harassing or bullying other students was somewhat or a large problem. The CHKS showed an average of 31% of students across all grades reported harassment for any reason. The 9th grade class reported the highest instance with 50% of respondents indicating they had experienced harassment. The CHKS reported an average 75% of students across all grades feeling very safe or safe at school. Grade 9 had the lowest percentage at 62%, and Grade 11 had the highest with 90%. Parent Involvement 89% of respondents in the FWS stated they had attended a school event. Farmers Market (80%), Drama production (41%), and Athletic Event (37%) being events that most respondents indicated attending. 34% of respondents in the FWS stated they had volunteered for a school event with Driver for school event (50%), GPTG (32%), and Athletic Program (35%). 51% of respondents in the FWS said they were planning on volunteering at a future event Suggestions in the comments: provide advance notice, more specific information on volunteer opportunities, diverse communication channels, flexible volunteering hours, engagement through projects, incentives, and more inclusive community-building efforts. Additional comments included thank yous to those who do volunteer, expression of a need for more parents to volunteer, and comments highlighting how welcoming the Grove is. Academics 79% of students across all grades felt Grove had high academic expectations in school. 69% of all respondents felt academically motivated when at school. In response to the survey results Grove will review current supervision and enforcement of discipline, with focus on restorative programs centered in montessori pedagogy. In order to foster a sense of pride among students, Grove will focus on community-building activities including workshops promoting inclusivity, cultural awareness, and emotional well-being. To improve family and school connectedness, Grove will expand communication channels and engagement efforts to involve parents in various aspects of school life, beyond fundraising activities. Grove will work to strengthen college preparation resources and counseling support students including the building of a CTE pathway program. Grove continues to show success in the areas of local indicators. Educational partners continue to score Grove as successful in all areas of the local indicators. Data from the California Healthy Kids Survey and Local Family Winter Survey indicate the majority of students are excited to attend school and feel they are supported by staff. Parents indicated that they feel involved and invited to participate in school events, and are happy with their child attending Grove. There is a high number of students who reported experiencing harassment and a lower than expected number who reported meaningful engagement at school. Goal 1 in the 2024-2025 LCAP was influenced directly by feedback from surveys, review of local data, review of the dashboard and insight provided by the PAC. Surveys indicated room for improvement in academic offerings and rigor within the classroom, as well as a desire from families to increase opportunities for students. The dashboard and local data indicated a drop in percentage of students completing the A-G UC approved coursework. Insight form the PAC came from analysis of local survey data and emphasis for the school to improve offerings beyond core curriculum. Additional PAC provided Direct input for action 9 for goal 1. Goal 2 in the 2024-2025 LCAP was influenced by survey data, PAC insight, and review of local data. All three revealed a significant percentage of students reporting they had experienced some form of harassment, and the CHKS showed a need to increase meaningful participation in school. Goal 3 Local family surveys in the 2024-2025 LCAP showed a need to continue to upgrade both inside and outside the classroom. Through survey discussion staff agreed that there is room for improvement in facilities upkeep. Through the CHKS and discussions in ASB, students also expressed a need to improve facilities and upgrade classrooms. PAC also provided feedback on the impact of Action 3and input on improving the wording. Met N/A 2024-06-27 2024 36678500000000 Rialto Unified 6 During the 2023-24 school year, students in grades 3-5 and 6-12 were surveyed twice regarding their school experiences, once in the Fall and again in the Spring. The survey results indicate differing perceptions between the two age groups, particularly in the area of Sense of Belonging. In the Fall, 66% of students in grades 3-5 felt a positive sense of belonging, which slightly decreased to 65% by the Spring. However, only 36% of students in grades 6-12 felt the same, and this percentage remained unchanged by the Spring. Regarding School Climate, 55% of students in grades 3-5 responded favorably in the Fall, which marginally decreased to 54% by the Spring. In contrast, students in grades 6-12 had a lower positive response rate of 41% in the Fall, which further declined to 39% in the Spring. These findings highlight a need for targeted interventions, especially among older students, to improve their sense of belonging and perception of the school climate. The analysis of the local climate survey data from the 2023-24 school year offers critical insights into the sense of belonging and school climate perceptions among students in grades 3-5 and 6-12, revealing key areas of strength and opportunities for improvement. Initially, students in grades 3-5 demonstrated relatively strong feelings of belonging and positive perceptions of their school climate compared to their older peers. However, a slight decline in these areas suggests the need for sustained engagement strategies. Specifically, the significant 5% drop in the perception of teachers' enthusiasm in their teaching roles indicates a potential area of focus to prevent further erosion of positive school climate perceptions among younger students. Conversely, students in grades 6-12 consistently reported lower satisfaction in both sense of belonging and school climate, with no improvement in sense of belonging and a 2% decline in school climate over the school year. The sharp 4% decline in their perception of the school's energy is particularly concerning, suggesting a more pervasive issue with the school environment that affects older students more significantly. These findings highlight the need for targeted interventions aimed at enhancing teacher engagement and overall school atmosphere, particularly for older students. Addressing these issues could involve professional development for teachers on student engagement and inclusivity, as well as creating more opportunities for students to express their views and influence school policies and culture. This strategic focus will be essential in fostering an environment where all students feel valued and engaged. Rialto Unified School District is taking significant steps to enhance the educational environment by refining existing plans, policies, and procedures based on recent local data insights. Key initiatives include an intensified focus on professional development, particularly in areas of Restorative Practices, Social-Emotional Learning (SEL), and Culturally Linguistically Responsive Teaching. This enhanced training aims to equip teachers with effective strategies to invigorate their teaching and foster more inclusive and responsive classroom environments. Additionally, the district will expand its support for the implementation of SEL and Restorative Practices at school sites, ensuring these programs are effectively integrated into daily activities and tailored to meet the diverse needs of the student body. To further address areas of need, particularly among students in grades 6-12, Rialto Unified will implement systematic feedback mechanisms to gather regular input from students and parents regarding school climate and sense of belonging. This feedback will guide iterative improvements to ensure responsiveness to student and parent concerns. These strategic updates and continued commitment to improvement aim to create a nurturing and supportive educational atmosphere, where all students feel valued and engaged. Met 2024-06-26 2024 36678680000000 Rim of the World Unified 6 For the 23-24 school year Rim of the World Unified School District chose to administer student climate and culture surveys through Kelvin. The Kelvin system provides short questions periodically throughout a student's work period. These quick check-ins are called “pulses” and are designed to provide data, which is precise and actionable in real-time, like taking your own “pulse”. The “pulses” were administered 4 times throughout the year to students in grades 4-12. Survey questions are available for parents, staff, and the community to review upon request. We identified four dimensions of focus: Sense of Safety, Instructional Environment, Growth Mindset, and Sense of Belonging/School Connectedness. 47% of our students districtwide in grades 4-12 participated in the survey with 72% of the responses reporting favorable. The sense of safety dimension reported the highest results with 77% of the responses favorable. The instructional environment dimension reported 75% favorable responses, growth mindset 66%, and school belonging/connectedness scored 71% favorably. The survey results were reviewed with staff, students, educational partners, and the school board and used to highlight areas of strength and needed improvement. Students had the most favorable responses in these areas: feeling safe at school, and reduced instances of teasing, theft, or inappropriate physical contact. Students indicated that teachers use supportive practices, such as encouragement and constructive feedback; connecting learning to the real world and life outside the classroom; an expectation to do your best, and individual attention to support differentiated learning. A growth mindset had the lowest favorable responses from students at 66%. Schools reviewed the Kelvin pulse data at their School Leadership, Staff, PBIS or MTSS meetings and used the information to target needed interventions, adjust instruction, and drive school initiatives. PBIS or MTSS programs are implemented at each site within the district. Most schools have transitioned to MTSS from PBIS. The district has seen a rise in the need for mental health services and social-emotional lessons since returning to in-person instruction. We have partnered with local community mental health providers and Care Solace to offer services to students, staff, and families. The elementary teams are utilizing The Leader in Me, and Second Step resources to address the culture at their sites. In addition, we provided professional development in Mutli-Tiered Systems of Support (MTSS), Restorative Justice, and schoolwide AVID strategies at the secondary level. Site teams incorporate strategies to reduce suspension rates, create welcoming and engaging learning environments, and provide incentives for students with positive attendance. Attendance is a heightened area of focus due to the ongoing impacts of the pandemic, and weather-related closures. Met 2024-06-27 2024 36678760000000 San Bernardino City Unified 6 In 2023-24, 8,067 students were surveyed in grades 3-5. Student Sense of Safety decreased to 65% favorable. Current Sense of Safety results rank us near the 40th percentile when compared with other CORE districts. Students with the lowest rates of favorable responses in this area included Foster Youth 57%, African-American 59%, Pacific Islander 55% and Special Ed 60%. The elementary overall district results decreased to 71% favorable responses in Sense of Belonging/School Connectedness. When compared to CORE districts, we continued in the 30th percentile. Student groups with the lowest rates of favorable responses in this area include Homeless 70%, African-American 62%, Native American 66% and Special Ed 68%. At the secondary level, 17,529 grades 6-12 students were surveyed. Student opinions of Safety increased to 66%, putting SBCUSD near the 50th percentile when compared to the CORE districts. Student groups with less favorable opinions of Safety, include LGBTQIA+ 53%, Foster 60%, African Americans 59%, and Pacific Islander 58%. For Sense of Belonging/School Connectedness, student favorable responses are reported at 52%, continuing SBCUSD in the 20th percentile as compared to other CORE districts. Student groups that fell under the district average were Homeless 49%, LGBTQIA+ 47%, Chronically Absent 47%, and African Americans 46%. The COVID-19 pandemic continues to affect students’ Sense of Safety and Sense of Belonging. We have increased referrals to mental health support both with SBCUSD mental health therapists and with our mental health community partner. Schools continue to work on student engagement and establishing welcoming, safe and inclusive learning environments. Student Wellness and Support Services (SWSS) staff implemented the systems of PBiS, integrating Trauma-Responsive mindsets and Restorative Practices. The district adopted Social-Emotional Learning Curriculums. In 2022-23, 55 schools have applied for PBIS recognition. In 2023-2024, 64 schools have applied for the PBIS recognition. To expand support for LGBTQIA+ students, the SWSS department held PD at all middle schools and 4 high schools to ensure staff are aware of the rights and needs of LGBTQIA+ students. Differentiated school team trainings were developed to support each school’s social-emotional-behavioral MTSS. In 2022-23, 40 schools attended and began implementing research-based Tier 2, small group interventions; 3 schools attended Tier 3 individualized behavior intervention systems. In 2023-24, SWSS staff continued to provide research-based professional development. For Tier 1, 36 school teams attended Tier 1 systems professional development to re-establish or bolster their school-wide focus on school climate, 34 school teams attended Tier 2 systems, 20 school teams attended emotion management intervention training, 23 attended Check-in/Check-out intervention training, while 12 school teams attended training for an intervention to support students with anxiety and depression. For Tier 3, intensive interventions for individual behavior professional development, 5 school teams learned how to identify and support students who need a specified behavior plan to better support the learning. To learn more about what is implemented through SWSS, see the Student Wellness and Support Services Website: https://sites.google.com/sbcusd.k12.ca.us/sel-informed-pbis/swss-dept School climate and culture implementation will continue to be a district goal, along with coaching and support for school Climate and Culture Teams. Working with Panorama Education has allowed school staff and Climate and Culture Teams to receive training in understanding the survey data. Schools create an action plan with goals to meet the needs of students within specified groups. Climate check-ins are utilized throughout the year to identify students needing support. Students receiving intervention are progress monitored on a regular basis. Met 2024-06-18 2024 36678760107730 ASA Charter 6 "ASA's local student climate survey addresses safety, school connectedness, student learning, and student satisfaction. Below are the results from one of our local school surveys. 1. Do you feel safe at ASA Charter School? 2. Do you feel that adults at this school help to solve bullying and harassment problems? 3. Is there a teacher/adult at ASA Charter School that you feel you can go to for help or to talk about your problems? 4. Do you feel like you are learning and growing as a student here at ASA Charter School? 5. Would you recommend ASA Charter School to your friends and family? These are the results for the above questions: TK-2nd 3rd-5th 6th-8th #1 100% 100% 100% #2 93.33% Yes & 6.67 % 87.5% Yes & 12.5% No 90% Yes 10% No #3 93.33% & 6.67% no 100% Yes 90% Yes 10% No #4 100% 87.5% Yes & 12.5% Maybe 100% Yes #5 100% 87.5% Yes & 12.5% Maybe 100% Yes High School Independent Study High School Program 1. There is a teacher or some other adult from my school who really cares about me. 80% - Yes 2. Do you feel safe at ASA Charter School? 85% - Yes 3. Is there a teacher/adult at ASA Charter School that you feel you can go to for help or to talk about your problems? 75% Yes, 20% neutral " We have learned that some areas of strength are in students feeling safe, students feel that they are learning, and that students feel that they have trusted adults that they can go to for help. We feel that one area of improvement is that we can communicate to students more effectively that there are additional resources on campus to assist with any student needs outside of the classroom. ASA will continue to improve upon informing our school community on all available resources. We see a need for all students to be reminded that every member of staff at ASA Charter School is available to them to seek to support in all ways. Students are not just limited to their classroom environment. Met 2024-06-26 2024 36678760109850 Public Safety Academy 6 PSA administered the local climate survey from YouthTruth in April 2024 to students, staff and families. Families and staff ranked PSA high in the categories of engagement, relationships, culture, communication and feedback, and resources. Students ranked PSA high in engagement, academic challenge and college and career readiness. Students ranked PSA low in relationships and culture. Students with disabilities ranked PSA high in engagements and belonging. English learners ranked PSA very low in relationships compared to the overall population of the student body. Key learnings from the climate survey analysis show that PSA is doing well in preparing students for life after high school. Students with disabilities feel valued and included. The survey shows that there is a need to further build relationships with all students, and especially English Learners. The LEA plans to bring back advisory classes for all students. These classes will have a focus on themes relevant to the charter as well as life skills lessons and social and emotional lessons. Through various goals and actions in the LCAP, PSA plans to allocate funds to improve students’ sense of belonging and the culture of the school. Met 2024-06-19 2024 36678760117192 SOAR Charter Academy 6 DATA: Our data comes from three surveys; California Healthy Kids Survey, Local Stakeholder Survey, and Leader in Me MRA. 92% of parents agree we have adults that really care. 53% of 7th graders and 71% of 4th graders feel they have a caring adult relationship. 97% of parents agree we provide a safe learning environment. 89.53% of parents agree SOAR meets the academic and emotional needs of their students. 93.34% believe SOAR teaches character education and leadership that impacts children. 94.28% agree SOAR employs qualified teachers that are committed, collaborative, and caring. Our overall score on the MRA was 77 and our culture score is 80. 95.24% of our parents would give SOAR a rating of an A or B. MEANING: According to these survey results, our parents, students and staff are happy overall with our school climate and culture. Our culture is a strength of ours. The areas of focus over the last couple of years have been campus cleanliness and safety and the feedback about those is improving. We have been trying to get more parents to attend meetings to get feedback from them about all areas and programs. We had 3 Donuts with Directors this year along with a New Family Orientation every month to make sure parents had more opportunities to share feedback. Our overall percentage of parents that would give us an A/B went up less than a percent. We are concerned with our student and parent survey participation rates with very few lower grades with permission to survey and approximately 37% of parents participated in surveys. We did go down slightly in every area of the Stakeholder Survey except overall rating. We wonder if this is due to giving the survey so much earlier than the past. (November vs. February) USE: We look at the survey data each year to see what we need to address. This information helps guide our actions in our LCAP and other school planning. We definitely see and feel the impact our programs have on our students and our culture when we are on campus. We will continue to put things in place that we know address their academic, social, and emotional needs. We became a Leader in Me school in 2016 and we were recognized as a Leader in Me Lighthouse School in June 2019. The Leader in Me program has given our whole school a framework for our character education, community service, and leadership focus. We will continue working on instilling the 8 habits in our students K-8 and building leadership in all students and staff. Their leadership is evident on our campus in all areas. We will attempt to provide even more opportunities for student and staff leadership roles. We will begin tracking the number of students in leadership roles, not the number of opportunities given. Students do not feel as safe at school as pre-pandemic. To address this, we have two unarmed guards on campus daily and a drug sniffing dog that will come randomly throughout the year. Another identified need on campus is more feedback for teachers and more academic help for students. We will be having a peer coaching team for all teachers and we will start a parent action team to be trained to work with our struggling students. Met We are switching to Panorama for the 2024/25 school year so that we have a platform that holds all student data including survey data, SEL, MTSS, behavior, and academic. 2024-06-18 2024 36678760120006 New Vision Middle 6 Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. Overall Student Score: 85% of students reported feeling safe and connected to the school. Overall Teacher Score: 95% of teachers expressed satisfaction with the school environment. Overall Parent Score: 92% of parents felt positive about the school’s climate and conditions. Students with Disabilities: 90% reported feeling safe and supported, highlighting a need for targeted interventions to improve their school experience. English Learners: 85% felt engaged and connected, 81% felt adequately supported academically, indicating a gap in tailored academic resources. Low-Income Students: 88% reported feeling safe, 82% felt a strong sense of school connectedness, suggesting a need for enhanced social support systems. Students of Color: 86% reported a positive school climate, 80% felt that cultural inclusivity was adequately addressed, pointing to the need for more culturally responsive practices. Safety: While 90% of students overall reported feeling safe, 87% of students with disabilities and 93% of English learners felt the same. Engagement: 95% of all students felt engaged in their learning, but this dropped to 92% for low-income students. Support: 94% of students felt they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting this need. Connectedness: 92% of students felt a sense of belonging, but this was lower for low-income students (89%) and students of color (86%). The local climate survey data underscores the importance of addressing the unique needs of different student groups to create a more inclusive and supportive school environment. While the overall scores indicate a generally positive perception of school climate, the disaggregated data reveals specific areas where targeted interventions are necessary. By focusing on safety, engagement, support, and connectedness, particularly for our most vulnerable students, we can work towards a more equitable and nurturing educational environment. Revisions and Actions Policy Change: Implement a more robust safety and support policy specifically tailored for students with disabilities. Procedural Adjustment: Provide ongoing professional development for staff on inclusive practices and crisis management. Action Steps: Increase the number of support staff, such as special education aides and counselors, to ensure adequate supervision and support during school hours. Policy Change: Revise the academic support policy to include mandatory supplemental language acquisition programs and tutoring for English learners. Procedural Adjustment: Integrate data-driven instruction methods that are tailored to the language proficiency levels of English learners. Action Steps: Hire additional EL educators and provide professional development on effective instructional strategies for English learners. Policy Change: Modify the engagement policy to ensure that all students, particularly those from low-income backgrounds, have access to extracurricular activities and mentoring programs. Procedural Adjustment: Create a streamlined process for identifying and supporting students who face financial barriers to participation in school activities. Action Steps: Establish mentorship programs that connect low-income students with positive role models in the community. Policy Change: Update the curriculum policy to include a stronger emphasis on culturally responsive teaching practices. Procedural Adjustment: Implement regular cultural competency training for all staff members and integrate multicultural perspectives across all subject areas. Action Steps: Organize school-wide events that celebrate cultural diversity and encourage student and family participation. Policy Change: Introduce a continuous improvement policy that mandates regular review and adjustment of plans based on ongoing data analysis. Procedural Adjustment: Establish a continuous improvement committee composed of stakeholders, including students, parents, teachers, and community members, to oversee the implementation of changes and provide feedback (LCAP, WASC, etc.). Action Steps: Implement a robust monitoring system to track the progress of implemented changes. Use data from surveys, focus groups, and academic performance metrics to make informed decisions and adjustments. Met 2024-06-27 2024 36678760120568 Options for Youth-San Bernardino 6 (DATA): Local Climate Survey Data The Comprehensive School Climate Inventory (CSCI) administered by the National School Climate Center in January and February 2024 evaluates fourteen critical dimensions of school climate. The survey data is disaggregated by student groups, providing insights into the overall school climate as well as specific student group experiences. Overall Scores: Physical Surroundings: Consistent rating of 4. Respect for Diversity: Consistent rating of 4. Support for Academic Learning: Consistent rating of 4. Sense of Physical Security: Rating increased to 4.14. Rules and Norms: Consistent rating of 4. Sense of Social-Emotional Security: Rating increased to 4.08. Social Inclusion: Rating increased to 4. Disaggregated Scores: Teacher-Student Relationships: Rating decreased from 4.14 to 4. School Connectedness: Rating decreased from 4.14. Peer Relationships: Rating increased to 3.63. Social and Emotional Learning: Rating increased from 3.8. Online Safety: Consistent rating of 3.6. Additional data from the 2023-24 Fall LCAP survey indicates that 97.65% of parents and students feel safe attending school, with 57% attributing this to the controlled entry system and school safety staff implemented in the 2022-23 school year. (MEANING): Key Learnings Areas of Strength: Physical Surroundings: The high and consistent rating suggests a satisfactory and conducive learning environment. Respect for Diversity: The consistent rating indicates a strong, inclusive school culture. Support for Academic Learning: The consistent rating reflects effective academic support and resources. Sense of Physical Security: The increased rating highlights improvements in safety perceptions, reinforced by the positive feedback from the LCAP survey. Rules and Norms: The stable rating suggests a well-maintained and orderly school environment. Sense of Social-Emotional Security: The increased rating indicates enhanced support for students' emotional well-being. Social Inclusion: The improved rating shows successful efforts in fostering social inclusion. Areas for Growth: Teacher-Student Relationships: The slight decrease suggests a need for better teacher-student interactions. Efforts include webinars for social-emotional support and re-engagement strategies. School Connectedness: The decrease indicates a need to strengthen connections. Planned actions include increased stakeholder engagement events, mental health webinars, and community service events. Peer Relationships: Despite the increase, there is room for improvement. Actions include more opportunities for social interactions, such as E-Sports, experiential trips, and field trips. Social and Emotional Learning: The improved rating is encouraging, and continued efforts include more social-emotional experiential trips, art therapy courses, and mental health resources through partnerships with Care Solace and DayBreak. Online Safety: The consistent rating highlights the need for improvement. Efforts include webinars on social media, technology, and online citizenship. (USE): Changes to Plans, Policies, or Procedures Physical Security: Continue with the controlled entry system and school safety staff based on their positive impact on safety perceptions. Diversity and Inclusivity: Implement programs and activities that celebrate diversity and promote inclusivity (LCAP Goal 4 Action 5). Academic Support: Provide targeted academic interventions and additional support programs like tutoring and after-school help (LCAP Goal 2 Action 4, Goal 3 Action 3). Teacher-Student Relationships: Offer webinars for social-emotional support and re-engagement strategies for disconnected students. School Connectedness: Increase stakeholder engagement events, including mental health webinars and community service events. Peer Relationships: Increase opportunities for student social interactions, such as E-Sports and experiential trips, aligning with LCAP Goal 4 Action 5. Social and Emotional Learning: Continue with art therapy courses and expand mental health resources and social-emotional experiential trips. Partner with Care Solace and DayBreak for additional mental health support (LCAP Goal 4 Action 5). Online Safety: Collaborate with mental health service providers to offer webinars on social media, technology, and online citizenship (LCAP Goal 4 Action 5). Met 2024-06-18 2024 36678760121343 iEmpire Academy 6 Our LEA utilized the California Healthy Kids Survey (CHKS) to gather comprehensive data on school climate and conditions. This survey included responses from students, teachers, and parents, providing a well-rounded perspective on the overall school environment. The data collected is disaggregated by various student groups to ensure a thorough understanding of the different experiences and needs within our school community. 1) Overall Student Score: 95% of students reported feeling safe and connected to the school. 2) Students with Disabilities: 95% reported feeling safe and supported, highlighting a need for targeted interventions to improve their school experience. 3) English Learners: 89% felt engaged and connected, 84% felt adequately supported academically, indicating a gap in tailored academic resources. 4) Low-Income Students: 91% reported feeling safe, 92% felt a strong sense of school connectedness, suggesting a need for enhanced social support systems. 5) Students of Color: 96% reported a positive school climate, 90% felt that cultural inclusivity was adequately addressed, pointing to the need for more culturally responsive practices. 6) Safety: While 93% of students overall reported feeling safe, 90% of students with disabilities and 93% of English learners felt the same. 7) Engagement: 95% of all students felt engaged in their learning, but this dropped to 92% for low-income students. 8) Support: 94% of students felt they had access to sufficient academic support, with students with disabilities and English learners particularly highlighting this need. 9) Connectedness: 92% of students felt a sense of belonging, low-income students (91%) and students of color (88%). The local climate survey data underscores the importance of addressing the unique needs of different student groups to create a more inclusive and supportive school environment. While the overall scores indicate a generally positive perception of school climate, the disaggregated data reveals specific areas where targeted interventions are necessary. By focusing on safety, engagement, support, and connectedness, particularly for our most vulnerable students, we can work towards a more equitable and nurturing educational environment. Revisions and Actions Policy Change: Implement a more robust safety and support policy specifically tailored for students with disabilities. Procedural Adjustment: Provide ongoing professional development for staff on inclusive practices and crisis management. Action Steps: Increase the number of support staff, such as special education aides and counselors, to ensure adequate supervision and support during school hours. Policy Change: Revise the academic support policy to include mandatory supplemental language acquisition programs and tutoring for English learners. Procedural Adjustment: Integrate data-driven instruction methods that are tailored to the language proficiency levels of English learners. Action Steps: Hire additional EL educators and provide professional development on effective instructional strategies for English learners. Policy Change: Modify the engagement policy to ensure that all students, particularly those from low-income backgrounds, have access to extracurricular activities and mentoring programs. Procedural Adjustment: Create a streamlined process for identifying and supporting students who face financial barriers to participation in school activities. Action Steps: Establish mentorship programs that connect low-income students with positive role models in the community. Policy Change: Update the curriculum policy to include a stronger emphasis on culturally responsive teaching practices. Procedural Adjustment: Implement regular cultural competency training for all staff members and integrate multicultural perspectives across all subject areas. Action Steps: Organize school-wide events that celebrate cultural diversity and encourage student and family participation. Policy Change: Introduce a continuous improvement policy that mandates regular review and adjustment of plans based on ongoing data analysis. Procedural Adjustment: Establish a continuous improvement committee composed of stakeholders, including students, parents, teachers, and community members, to oversee the implementation of changes and provide feedback (LCAP, WASC, etc.). Action Steps: Implement a robust monitoring system to track the progress of implemented changes. Use data from surveys, focus groups, and academic performance metrics to make informed decisions and adjustments. Met 2024-06-27 2024 36678760122317 Hardy Brown College Prep 6 We administer an annual scholar survey to grades 3-8. This survey is anonymous, so we are unable to differentiate by student group. However, we know that the majority of our students are low income and Black. At the time of writing, the survey has not yet closed. Therefore, we are unable to provide results. Most of the questions are in categories similar to those from the California Healthy Kids Survey such as School Connectedness, Academic Motivation, and High Expectations. We also ask questions about social-emotional learning in order to gauge the impact of our restorative practices. For several years our scholars have scored lowest on Meaningful Participation in the structure and content of their learning. Additionally, we regularly score highest on High Expectations. We will use the results to reflect on the changes we implemented this year: more restorative practices, fewer suspensions, and new alternatives to suspension. The results of this survey will help us to understand the impact those changes had on the scholar experience. Met 2024-06-11 2024 36678760126714 Woodward Leadership Academy 6 Our local climate survey is given at the beginning of the year, middle of the year and at the end of the year. The after schoool ASES program also conducts a survey twice a year. Each survey references all areas of the campus, security, cleanliness, teaching staff, office staff and after school. The ASES survey maily focuses on the after school program. But the local climate survey focuses on each department within the LEA. There are no planned changes to existing plans, policies, or procedures to address the areas of need. Met 2024-06-24 2024 36678760133892 Ballington Academy for the Arts and Sciences - San Bernardino 6 Student survey data shows that students gave School Engagements and Supports high marks as “agree” or “strongly agree” when it came to school connectedness, caring adult relationship, and high expectations. Students also perceived school as safe or very safe at the time of the survey. There were some students who experienced some forms of academic or social difficulties, although that number remained low. "The students reported that the school has high expectations of their students and that teachers want their students to do their best. More than half believed their teachers thought they would be a success. Overall, students gave high marks (“agree” or ""strongly agree”) when it came to feeling happy about school, their teachers, being safe, and being close to the people at the school. Educational partners believe students need support in understanding vocabulary within the survey. " The school would like to find ways to include more student voice and choice. In curriculum and instruction, there needs to be more Learner Driven Instruction options where the student is able to engage more with their learning rather than being lectured or dictated to. Continued collaborative strategies (such as Kagan) will increase critical thinking, and teamwork aspects of learning and will motivate students. When making decisions on campus about school activities and how things work on a school campus, it would be beneficial to include older students as part of the group or committee making these decisions to ensure their voice is being heard and included in age-appropriate activities. Met 2024-05-21 2024 36678760136952 Entrepreneur High 6 Some of the key positive learnings from the survey results are: Our school emphasizes the academic success of all students Our students are treated with respect by our staff Our students are provided with quality counseling and support to help such social/emotional needs Our school is an inviting place to learn Our parent/Guardian communication about keeping the parents informed about the student's progress in school Our school respects cultural beliefs of our students Some of our key learnings as far as improvements are: Encouraging our parents to be active partners with the school in educating our students Communicating with parents about specific concerns that parents may have The safety and security of our students After disaggregating the data the results highlighted specific areas of strength, growth and barriers. Our areas of strength are: Adaptability Teacher Growth CTE Programming Hands-on and Project Based Learning Our areas for Growth: Newer teachers Curriculum development theory School systems Better alignment of our curriculum to our course outcomes Our barriers: Administrative Turnover Academic and Operational Systems being developed The actions that the LEA will implement in response to the results for continuous improvement purposes will be to communicate continuously with all of our stakeholders to notify them of any changes or improvements that will be happening at our school. By using transparent communication we will be able to get everyone’s input and see if the improvements are causing a positive or negative effect for our student population. Met 2024-06-27 2024 36678760137935 Savant Preparatory Academy of Business 6 Savant Prep had a high risk population in the 2023/24 school year with 77% of our student population falling into the unduplicated counts for low income, EL, and foster youth. To increase services means to grow services in quantity and to improve services means to provide these students with services that are beyond what is being provided for other students. The total LCFF funds that are contributing to increased or improved services is $642,579. "In addition to the schoolwide actions described in Prompt 1, we will provide the following actions on a ""limited"" basis to meet the required percentage to increase/improve services. As previously discussed, low-income students face significant challenges in regular attendance due to transportation issues. Even more challenges exist for our foster and homeless students. To address the very specific needs of low-income students including foster and homeless, bus passes will be provided by the school for those that have a need. Another action aligned with this is ELD instruction through our intervention teacher, prioritizing EL, foster youth, and low income students in our intervention programs, priority access to social and emotional supports, and providing a free after school program to all that need it." This unduplicated group of students has high academic needs according to our needs assessments and these additional services should allow us to address these specific needs. This coming year our professional development will focus on MTSS and interventions. This will help meet the needs of all at-risk students. Our meal program, though not included in the LCAP, provides free breakfast, lunch, and snack to all students. We are a CEP school based on our need so we are able to feed all students for free which especially helps our low income students. Met 2024-06-25 2024 36678763630993 Provisional Accelerated Learning Academy 6 Based on the PAL Charter Academy School Climate Student Survey results, PAL Charter Academy students scored our school climate highly in the following areas: students are motivated to learn (W1), the school encourages students to feel responsible for how they act (W25), and this school has helped me think about and explore future career options (W55). PAL Charter Academy will continue to motivate, continue to teach responsibility, and continue our career pathways. Based on student survey results, the areas of improvement for PAL Charter Academy are school rules are too strict (W15) and students feel they do not have enough time to eat lunch (W44). Most rules on campus are based on student safety. PAL Charter Academy Executive Director meets with Student Advisory Team (SAT) on a monthly basis to gain understanding of their perspective of the school climate as well as why they feel rules are too strict. In addition, during this time students gave their input on field trips, lunch, school activities, and much more. Students report feeling safe at PCA. Based on the analysis of the PAL Charter Academy School Climate Student Survey results, several key learnings have emerged, reflecting both areas of strength and identified needs: Areas of Strength: Motivation to Learn (W1): Students at PAL Charter Academy expressed high levels of motivation to learn, indicating that the school environment effectively fosters a positive attitude towards academic engagement. Encouragement of Responsibility (W25): Students feel that the school encourages them to take responsibility for their actions, fostering a sense of accountability and maturity among the student body. Career Exploration (W55): The school has been successful in helping students think about and explore future career options, indicating effective career readiness programs or activities. Safety and Well-being: Students report feeling safe at PCA, which is crucial for creating a conducive learning environment where students can thrive academically and socially. Areas for Improvement: School Rules (W15): Some students perceive school rules as too strict. While rules are primarily based on ensuring student safety, there is an opportunity to review and possibly adjust rules to better align with student perspectives and needs. Lunch Time (W44): Students feel they do not have enough time to eat lunch. Addressing this concern could involve revisiting the school schedule or cafeteria procedures to allow adequate time for students to eat and socialize comfortably. Data Disaggregated by Student Group: Demographic Differences: Analyzing survey results disaggregated by student demographics (such as grade level, gender, ethnicity) can provide insights into how different groups perceive school climate and identify any disparities in experiences or needs. Special Populations: Data disaggregation can also highlight specific needs of special populations, including students with disabilities, English learners, or those receiving special education services, ensuring that support systems are inclusive and equitable. Key Learnings: Effective Practices: The survey results affirm several effective practices at PAL Charter Academy, such as fostering motivation to learn and supporting career exploration. These practices should be continued and potentially expanded upon to further enhance student engagement and success. Addressing Concerns: Addressing concerns related to school rules and lunchtime reflects a commitment to responsive school leadership and student-centered decision-making. Engaging the Student Advisory Team (SAT) in these discussions is a positive step towards understanding student perspectives and collaboratively finding solutions. Continuous Improvement: Continuous monitoring and evaluation of school climate data, along with ongoing dialogue with students and stakeholders, are essential for identifying evolving needs and areas for improvement. This process supports a responsive and adaptive approach to enhancing the overall school experience Based on the analysis of local data and the identification of key learnings from the PAL Charter Academy School Climate Student Survey, the school has identified several changes and actions to address areas of need and promote continuous improvement: School Rules Review: Action Taken: PCA initiated a comprehensive review of school rules in collaboration with the Student Advisory Team (SAT). Purpose: The review aims to address concerns about perceived strictness of school rules (W15) while maintaining a focus on student safety and well-being. Outcome: Following discussions with the SAT and further analysis of student feedback, adjustments may be made to rules to better align with student perspectives and ensure a supportive and inclusive school environment. Lunch Time Adjustment: Action Taken: The LEA is evaluating current lunchtime schedules and procedures. Purpose: To address student concerns regarding insufficient time to eat lunch (W44) and create a more relaxed and enjoyable lunch experience for students. Outcome: Based on the evaluation, adjustments may be made to extend lunch periods or streamline cafeteria processes to better accommodate student needs. Enhanced Communication and Engagement: Action Taken: The LEA is enhancing communication channels with students, families, and staff regarding school policies and procedures. Purpose: To improve transparency and ensure that stakeholders are informed about changes resulting from the school climate survey analysis. Outcome: Clear and consistent communication fosters a shared understanding of school expectations and promotes collaborative efforts in supporting student success and well-being. Student Voice and Leadership Opportunities: Action Taken: Expanding opportunities for student input and leadership through the SAT and other student-led initiatives. Purpose: To amplify student voices in decision-making processes and cultivate a sense of ownership and belonging within the school community. Outcome: Empowering students fosters a positive school climate and enhances the authenticity of school policies and practices based on student perspectives and priorities. By implementing these changes and actions at PAL Charter Academy aims to address identified areas of need, promote continuous improvement, and foster a supportive and inclusive school environment that enhances student learning, engagement, and well-being. Regular feedback loops and ongoing dialogue with stakeholders will ensure that adjustments are responsive and aligned with the evolving needs of the school community. Met 2024-06-27 2024 36678920000000 Trona Joint Unified 6 TJUSD is still in the developmental stages of collecting and disaggregating data about school culture and climate. Data collected to date has been primarily anecdotal. The anecdotal data reflects a need for the district to focus on student engagement activities and mindsets at all grade levels. Due to changes in district and building leadership this is a key area for district growth. The anecdotal data indicates a need for improved student engagement. The district is especially focused on trying to reduce chronic absenteeism through improved student engagement. This measureable will be an indicator of success in this through improved ADA. The emphasis on improved student engagement encompasses all aspects and departments in the school district operations. By including all students, employees, the board of education, families, and community members in the conversation and processes for improved student engagement the district believes it can make positive growth in ADA and reduce chronic absenteeism. Met 2024-06-27 2024 36679180000000 Victor Elementary 6 "VESD students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 87.8% of our students are reported as low risk in the 2023-24 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 87.11% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 95.90%% of students believe that their teacher cares about how well they are doing in school, while 98.08% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 82.52%% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses." In comparing student responses and outcomes over the last two years, Victor Elementary School District has seen a broad improvement in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community. VESD continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. Each site has been provided with additional noon duty supervisors to sites to increase monitoring and support. Each VESD school site has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback, VESD added a School Resource Officer to help support our ELO program. Met 2024-06-26 2024 36679186101927 Sixth Street Prep 6 "Sixth Street Prep students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 97.5% of our students are reported as low risk in the 2023-24 survey conducted in May. Our desired outcome continues to be 95% low risk. SSP students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 94.7% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 100% of students believe that their teacher cares about how well they are doing in school, while 100% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 93.38% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses." In comparing student responses and outcomes over the last two years, Sixth Street Prep has seen a broad improvement in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community SSP continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. SSP has been provided with additional noon duty supervisors to sites to increase monitoring and support. Sixth Street Prep has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback, VESD added a School Resource Officer to help support our ELO program and this individual helps to support SSP. Met 2024-06-26 2024 36679186118350 Mountain View Montessori Charter 6 "MVM students in grades 3-6 take a survey to measure their social-emotional safety and school connectedness three times per year (September, January, and May). 91.4% of our students are reported as low risk in the 2023-24 survey conducted in May. Our desired outcome continues to be 95% low risk. VESD students in grades 2-6 also take an annual survey. Results on the question, ""I feel safe at school"" reflect that 84.96% of students agreed with this statement. Other questions that also reflect school climate were tabulated. 93.23% of students believe that their teacher cares about how well they are doing in school, while 98.50% of students responded yes to, “The adults at my school expect me to learn, make the best choices, follow rules, and do my best.” 81.95% of students responded yes to, “At my school, students help each other.” These data show a year over year increase in positive student responses. " In comparing student responses and outcomes over the last two years, Mountain View Montessori has seen a broad improvement in positive feedback. That being said, there is still room for improvement in student perceptions of school safety and community. MVM continues to use the results and analyze our data in this area to strengthen capacity and reflection for leadership at the site levels with a monthly focus on SEL at management meetings. MVM has been provided with additional noon duty supervisors to sites to increase monitoring and support. Mountain View Montessori has a psychologist to work with individual and small groups of students as needed to increase awareness of strategies for self-regulation and conflict resolution. Based on student and other stakeholder feedback, VESD added a School Resource Officer to help support our ELO program and this individual helps to support MVM. Met 2024-06-26 2024 36679340000000 Victor Valley Union High 6 VVUHSD administers the Panorama Climate Survey in the fall and spring. The Spring 2024 results included 7,462 students responses (60%). The overall score reveals little to no change on the student climate survey, with scores ranging from 50% favorable to 72% favorable. Specifically, the student - teacher relationships are low, according to students, at 43% favorable. The climate of support for academic learning scored 71% favorable. Student sense of belonging showed no change with a 50% favorable score. The family responses were much more favorable with a 90% score on sense of belonging. The majority (80%) of family responses were by our Low Income families. Additionally, family responses included 63% Hispanic or Latino families. Staff responses showed no change with a score of 75% favorable for sense of belonging. However, they did show a small increase in their feeling of safety at 57% of staff with a favorable response for feeling safe at work. In reviewing the data, the District reviewed not only the quantitative data, but the student responses within the Panorama Survey. Students stated that many of their struggles are happening outside of school (family and living situations). Regarding what the District can improve on, the students asked that we listen more, that we work to understand them and provide more meaningful and interesting lessons. Staff also asked for more professional development in how to support their students. Through a thorough analysis of the data, the District sees a need to increase academic support for students. In addition, empathy training for staff to better understand and support their students. The district needs to continue to strive to improve the climate at school sites across the district. A strength area is the improvement in connections to families. The District has focused on this in the 2023/24 school year and will continue to strive to improve and enhance community connections. The 2024-25 LCAP has addressed these needs through increased professional development, increasing funding for parent workshops and conferences and PBIS strategies. Met The district is creating its own policy department. The goal is to have our own staff on our campuses every day, building relationships with students and the community. This will ensure our students and staff feel safe and welcome. 2024-06-27 2024 36679343630670 Options for Youth-Victor Valley Charter 6 The National School Climate Center’s Comprehensive School Climate Inventory (CSCI) is a survey that OFY Victorville participated in this year. This survey covers twelve diverse areas, including learning support, school connectedness, social emotional security, social support, social media, and social inclusion. The survey was most recently conducted in Spring 2024, targeting students in the 7th, 8th, and 10th grades, as well as staff and parents. The lowest-rated dimensions across all educational partner groups were social emotional security and social media. The average scores for all dimensions were 3.93 for students, 4.23 for staff, and 3.98 for parents on a 5-point scale. In 2024, student responses showed that the average was below 4 in five dimensions, which was also reflected in the 3-year median data. These dimensions were social emotional security, social support, social and civic learning, social media, and social inclusion. For staff, the social media dimension was the only one that scored below 4 in 2024; however, the 3-year median data showed that both social media and social emotional security had average scores below 4. Parent data from the 2024 surveys showed that the dimensions of social emotional security, social support for students, social and civic learning, and social media scored below 4. The 3-year median data showed that only the dimensions of social emotional security and social media scored below 4. The most significant changes in the data from 2019 to 2024 were observed in the parent responses. According to parents, the sense of social emotional security dropped from 4.17 in 2019 to 3.73 in 2024, and the sense of physical safety dropped from 4.5 in 2019 to 4 in 2024. Overall, parents are showing a downward trend for all dimensions combined. Several factors could explain the decline in these scores. We believe that the COVID-19 pandemic and the increased news reports of school shootings across the country may have contributed to the drop in scores. Our schools are making concerted efforts to enhance both emotional and physical safety. Physical security measures include safety drills, a school safety plan, guest sign-in at the front desks, and entrance doors with locks and codes as reflected in goal 4 action #1. To enhance emotional safety, we provide students with pathways trips, social emotional learning, sports, and after school activities to help them feel safe and comfortable as reflected in goal 4 actions #3 and #5. Furthermore, students have access to small classroom settings, counselors, and school psychologists to further enhance this safety. Met 2024-06-28 2024 36679590000000 Yucaipa-Calimesa Joint Unified 6 This data shows the perception of school climate across three school levels (Elementary, Middle, and High School) in three categories (School Safety, School Connectedness, and Academic Success/Engagement). Overall, elementary schools had the most positive perceptions in all categories, followed by middle schools and then high schools. In School Safety, elementary schools had the highest positive perception (73%), followed by middle schools (64%) and high schools (56%). In School Connectedness, elementary schools again had the highest positive perception (82%), followed by middle schools (71%) and high schools (49%). In Academic Success/Engagement, elementary schools had the highest positive perception (77%), followed by middle schools (67%) and high schools (51%). "Elementary schools have the strongest overall positive perception (82.0%) among all school levels. Conversely, High schools have the weakest overall positive perception (49.0%). School Level School Safety School Connectedness Academic Success/Engagement Elementary 73% 82% 77% Middle 64% 71% 67% High 56% 49% 51% drive_spreadsheet Export to Sheets We can see that elementary schools have the most positive perception in all three categories. This suggests that elementary schools are providing a safe and supportive learning environment where students feel connected to their school and engaged in their academic work. High schools, on the other hand, have the lowest positive perception in all three categories. This could be due to a number of factors, such as increased academic pressure, social cliques, or disciplinary issues. It is important to note that this data is just a snapshot of perceptions, and it may not reflect the reality of all schools. However, it does suggest that there may be some areas where high schools can improve in order to create a more positive learning environment for students." Increase feelings of safety and security: This could involve implementing programs to address bullying and violence, improving communication between students and staff, and ensuring a well-maintained physical environment. Our high schools could create more opportunities for student involvement in extracurricular activities, clubs, or mentorship programs. Fostering a sense of community and belonging can be crucial. Boost academic engagement: High schools might explore offering project-based learning or incorporating student interests into the curriculum. Additionally, providing academic support programs and celebrating student achievements could make a difference. Social-emotional learning (SEL) programs: Integrating SEL programs that teach students healthy coping mechanisms, communication skills, and emotional regulation could be beneficial. Positive reinforcement: Focusing on recognizing and rewarding positive student behavior can create a more encouraging learning environment. Open communication: Encouraging open communication between students, teachers, and administrators can help address concerns early on and foster a sense of trust. Met 2024-06-18 2024 36679590114256 Inland Leaders Charter 6 LCAP and local priority surveys are administered during the spring season. Survey results are shared with all stakeholders including the ILCS Board during summer meetings and through our website. ILCS has a strong history of stakeholder input in regards to the safety and climate of the school and it has been an area of primary focus for the last ten years. Parent response rates range from fifty to seventy-five percent and all students are surveyed except for TK and kindergarten. Surveys provide insight into class and site levels as well as overall “district” level issues. Instructional staff are also surveyed as part of the overall data on school climate. Staff data closely aligns with parent data. Key learnings from the surveys indicate that school climate and safety are a strength at over 90% satisfaction rates. Areas of improvement noted by stakeholders include improving the bathrooms at the California Street Campus and “kind” peer to peer interactions in which students felt their peers could be more respectful toward one another: specifically in middle school grades. Students analyze grade level behavior data on an on-going basis and develop action steps to improve negative patterns. Student discipline and behaviors are closely monitored and supported through a variety of strategies including contract accountability meetings, Student Success Teams, on-site counseling and health services, community resources, suicide prevention plans and teams, anti-bullying campaigns, social media workshops and overall student wellness initiatives. ILCS recognizes the need to increase student supports in the area of career readiness through increased opportunities. The leadership team also notes the need for a continued effort in global service learning to bring a greater perspective to students who live in a small town. On average, ILCS students marked on the surveys that they felt safe, cared for and challenged in their classes. Survey results demonstrate strong connections between staff and students and excellent rapport. In addition, the WASC review team provided high accolades for the school environment including student to student rapport but also positive interactions among staff and parents. Surveys also reveal the need for parent training and support with topics such as discipline, growth mindset, social media, parenting skills. Currently parent workshops focus on instructional strategies and academic goals. Parents are provided with constant contact with the school through communication tools that involve text, email and phone calls. Emergency systems are in place as well as a coordinated emergency plan. Facility inspections reveal clean and safe environments based on the state of California facility inspection tool with an average overall score of over 90%. Inspections occur during the fall season and are performed by the local district. Survey results demonstrate that school climate is a great strength of ILCS from the parent, staff and student perspective. More than 89% of middle school students feel that school is safe and 92% state it is friendly. 81% of middle school students indicate students are nice. Suspension rates at the schools are extremely low with only 3 total students suspended during the 2023-2024 school year at both sites as well as no expulsions. As an example of safety, there were no physical fights (mutual combat) on campus during the current school year and the school climate continues to maintain high expectations for leadership and care for the community. ILCS recognized the unique needs of middle school students and based on their feedback worked on two specific areas of noted need; leadership behaviors and providing a clear curriculum/instructional program to address leadership development. ILCS also recognizes the increased need of mental health supports for not only students but parents as well and is working to implement strategies to support families in this manner. The use of data is an ongoing process at ILCS. The current educational partner feedback has been integrated into the program's LCAP document to address needs expressed. This includes additional leadership opportunities and social-emotional supports, the hiring of dynamic instructional staff, continued interventions, and providing a safe and orderly environment. Met 2024-06-24 2024 36679590124032 Competitive Edge Charter Academy (CECA) 6 This data shows the perception of school climate across three school levels (Elementary, Middle, and High School) in three categories (School Safety, School Connectedness, and Academic Success/Engagement). Overall, elementary schools had the most positive perceptions in all categories, followed by middle schools and then high schools. In School Safety, elementary schools had the highest positive perception (73%), followed by middle schools (64%) and high schools (56%). In School Connectedness, elementary schools again had the highest positive perception (82%), followed by middle schools (71%) and high schools (49%). In Academic Success/Engagement, elementary schools had the highest positive perception (77%), followed by middle schools (67%) and high schools (51%). "Elementary schools have the strongest overall positive perception (82.0%) among all school levels. Conversely, High schools have the weakest overall positive perception (49.0%). School Level School Safety School Connectedness Academic Success/Engagement Elementary 73% 82% 77% Middle 64% 71% 67% High 56% 49% 51% drive_spreadsheet Export to Sheets We can see that elementary schools have the most positive perception in all three categories. This suggests that elementary schools are providing a safe and supportive learning environment where students feel connected to their school and engaged in their academic work. High schools, on the other hand, have the lowest positive perception in all three categories. This could be due to a number of factors, such as increased academic pressure, social cliques, or disciplinary issues. It is important to note that this data is just a snapshot of perceptions, and it may not reflect the reality of all schools. However, it does suggest that there may be some areas where high schools can improve in order to create a more positive learning environment for students." "Elementary schools have the strongest overall positive perception (82.0%) among all school levels. Conversely, High schools have the weakest overall positive perception (49.0%). School Level School Safety School Connectedness Academic Success/Engagement Elementary 73% 82% 77% Middle 64% 71% 67% High 56% 49% 51% drive_spreadsheet Export to Sheets We can see that elementary schools have the most positive perception in all three categories. This suggests that elementary schools are providing a safe and supportive learning environment where students feel connected to their school and engaged in their academic work. High schools, on the other hand, have the lowest positive perception in all three categories. This could be due to a number of factors, such as increased academic pressure, social cliques, or disciplinary issues. It is important to note that this data is just a snapshot of perceptions, and it may not reflect the reality of all schools. However, it does suggest that there may be some areas where high schools can improve in order to create a more positive learning environment for students." Met 2024-06-18 2024 36738580000000 Baker Valley Unified 6 Local surveys were implemented by LEA administration and collected. Following data collection, it was reported that more mental health services and medical services were needed in our town for students must drive 70+ miles to the nearest medical facilities. LEA will continue building relationships while at the same time ensuring our students have access to the mental health services they need. LEA will ensure both the physical, mental and emotional health of our students is addressed and proper resources will be available for our students when needed. We will continue to work with students and listen tot heir needs and work with community resources to provide medical and mental health services to our students. Met 2024-06-18 2024 36738900000000 Silver Valley Unified 6 The survey results for the 2024 school year from grades 3-5 include: Learning Behaviors: 93% of students positively responded that their school provides help when they have trouble with schoolwork. African American: 88% Hispanic: 93% EL: 96% School Belonging: 86% of students feel like valued members of the school community. African American: 69% Hispanic: 87% EL: 83% A significant portion (92%) believe there is at least one teacher or adult who genuinely cares about them. African American: 81% Hispanic: 92% EL: 92% School Climate: 81% of students perceive the overall atmosphere of their school positively. African American: 81% Hispanic: 86% EL: 82% Fair treatment by teachers and adults is perceived positively by 73% of students. African American: 75% Hispanic: 87% EL: 73% School Fit: 83% of students feel that their school meets their developmental needs. African American: 88% Hispanic: 95% EL: 83% School Rigorous Expectations: 95% of students feel that their teachers hold them to high expectations regarding effort, understanding, persistence and performance. African American: 91% Hispanic: 93% EL: 85% School Safety: 81% of students feel physically and psychologically safe at school. African American: 78% Hispanic:79% EL: 85% The survey results for the 2024 school year from grades 6-12 include: School Belonging: 90% of students feel there is a teacher or adult who cares about them. African American: 87% Hispanic: 90% EL: 96% 91% feel there is an adult who believes in their success. African American: 85% Hispanic: 89% EL: 100% 77% feel like they are a part of the school. African American: 72% Hispanic: 77% EL: 93% School Climate: 79% believe the school has a positive atmosphere. African American: 72% Hispanic: 79% EL: 95% 90% feel recognized for their accomplishments by an adult. African American: 88% Hispanic: 89% EL: 87% 69% perceive fair treatment from teachers and other adults. African American: 60% Hispanic: 68% EL: 73% 85% feel safe at school. African American: 87% Hispanic: 85% EL: 87% 84% know an adult they can approach for conflict resolution. African American: 84% Hispanic: 83% EL: 94% 76% have an adult they can talk to about non-academic issues. African American: 77% Hispanic: 75% EL: 78% School Engagement: 80% are engaged and interested in learning at their school. African American: 69% Hispanic: 84% EL: 96% School Fit: 64% would recommend their school to other students African American: 47% Hispanic: 68% EL: 88% 92% of students feel that their school provides help when they are struggling with schoolwork. African American: 95% Hispanic: 92% EL: 92% 70% are happy to be at their school. African American: 56% Hispanic: 72% EL: 74% Overall, the feedback highlights the following: Some areas that will need to be addressed are in the areas of supporting challenging student behaviors as well as academic interventions. Furthermore, the responses reflect a desire for a more practical and supportive educational experience that prepares students for real-life challenges and future career opportunities. These findings also reflect positive perceptions of school belonging, climate, and engagement among middle and high school students with room for improvement in school fit and certain aspects of school climate and engagement. SVUSD will continue to provide academic and behavioral interventions for its students. Increasing counseling services from both District staff and outside providers will be utilized to address challenging student behaviors. Academic interventions will be offered during the day and during after school programs to support students in closing academic gaps. The District's focus on Future Ready Schools (Relationships are Foundational, Building Community, Individualized Supports, Whole-child Learning), will also support student achievement, behavior, and social emotional well being. Met 2024-06-18 2024 36739570000000 Snowline Joint Unified 6 The following climate data is taken from the 2024 Hanover LCAP Survey. Students in grades 6-12 participated. Students from different cultural backgrounds become friends. All Students: 81.0% American Indian or Alaska Native: 80.0% Asian: 79.0% Black or African American: 75.0% Hispanic or Latino: 81.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 80.0% White: 83.0% Multi-racial: 82.0% Students have friends at school. All Students: 80.0% American Indian or Alaska Native: 84.0% Asian: 78.0% Black or African American: 79.0% Hispanic or Latino: 80.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 79.0% White: 81.0% Multi-racial: 78.0% School rules are fair. All Students: 48.0% American Indian or Alaska Native: 57.0% Asian: 51.0% Black or African American: 42.0% Hispanic or Latino: 47.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 48.0% White: 50.0% Multi-racial: 45.0% All students are treated fairly. All Students: 45.0% American Indian or Alaska Native: 50.0% Asian: 42.0% Hispanic or Latino: 45.0% Black or African American: 39.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 39.0% White: 47.0% Multi-racial: 41.0% Students respect teachers and staff. All Students: 45.0% American Indian or Alaska Native: 55.0% Asian: 47.0% Black or African American: 40.0% Hispanic or Latino: 45.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 40.0% White: 44.0% Multi-racial: 41.0% Students feel safe at school. All Students: 53.0% American Indian or Alaska Native: 63.0% Asian: 54.0% Black or African American: 47.0% Hispanic or Latino: 52.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 49.0% White: 57.0% Multi-racial: 50.0% Students feel comfortable talking to school staff. All Students: 52.0% American Indian or Alaska Native: 58.0% Asian: 53.0% Black or African American: 50.0% Hispanic or Latino: 52.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 45.0% White: 52.0% Multi-racial: 49.0% Students get along with each other and respect their differences. All Students: 43.0% American Indian or Alaska Native: 47.0% Asian: 47.0% Black or African American: 38.0% Hispanic or Latino: 44.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 36.0% White: 44.0% Multi-racial: 41.0% Bullying is not a problem. All Students: 28.0% American Indian or Alaska Native: 32.0% Asian: 37.0% Black or African American: 26.0% Hispanic or Latino: 30.0% Middle Eastern or North African: N/A Native Hawaiian or Pacific Islander: 25.0% White: 30.0% Multi-racial: 25.0% The 2024 Hanover LCAP Survey data reveals several key insights into the school climate for grades 6-12. A significant area of strength is the high percentage of students from different cultural backgrounds forming friendships, with 81.0% of all students reporting this positively, which indicates a strong sense of inclusion and diversity acceptance across the board. This is consistently reflected across most subgroups, ranging from 75.0% to 83.0%. Additionally, most students report having friends at school (80.0%), showcasing a supportive peer environment. However, the data highlights critical areas needing improvement. Perceptions of fairness in school rules and equitable treatment are notably low, with only 48.0% and 45.0% of all students feeling optimistic about these aspects, respectively. These perceptions are even lower among specific groups such as Black or African American and Native Hawaiian or Pacific Islander students. Furthermore, only 45.0% of students feel that respect for teachers and staff is prevalent, and a mere 43.0% believe students respect each other and their differences. Bullying remains a significant issue, with only 28.0% of students feeling that it is not a problem. Safety and communication with school staff also present mixed results. While 53.0% of students feel safe at school, this sentiment varies significantly among different groups. Similarly, 52.0% of students feel comfortable talking to school staff, with a notable disparity between groups. These insights suggest that while there is a strong foundation of peer relationships and inclusivity, there is a pressing need to address perceptions of fairness, respect, and safety to improve the overall school climate. The district has identified several necessary changes based on local data and key learnings to improve plans, policies, and procedures. The district and schools will provide teachers and staff with comprehensive training and coaching in Positive Behavioral Interventions and Supports (PBIS) and Social and Emotional Learning (SEL). This training aims to enhance the capacity to meet students' social and emotional needs, create a positive school climate, and reduce suspension and expulsion rates. An ongoing evaluation and improvement process will engage educators and administrators in promoting student equity. This process will include tailored interventions and resources such as student voice forums, leadership opportunities, and mentorship programs. By involving students in decision-making and providing supportive mentorship, the district aims to reduce barriers to equity and foster a more inclusive learning environment, resulting in reduced chronic absenteeism and suspensions. Health and wellness Teachers on Special Assignments (TOSAs) will support the implementation of SEL lessons across all schools. The goal is to enhance students' emotional well-being and resilience, leading to improved attendance, reduced suspensions, and positive survey responses, contributing to a supportive and equitable educational environment. Met The district's primary goal is to reduce high suspension and chronic absenteeism rates. We are achieving this by implementing targeted support programs, counseling, and restorative justice practices, all of which aim to create an inclusive learning enviro 2024-06-25 2024 36750440000000 Hesperia Unified 6 During the 2023-2024 school year, the district administered the Youth Truth Survey across grade levels 4th-12th. Survey results indicated that some of the strengths across our district were in the areas below. Elementary: Instructional Methods - The degree to which the teacher uses techniques that probe for understanding and provide effective support for students. Culture - The degree to which students experience an orderly and respectful classroom environment. Secondary: College and Career Readiness - The degree to which students feel equipped to pursue college and careers. Academic Challenge - The degree to which students feel they are challenged by coursework and teachers. Some of the areas for growth included the areas below. Engagement - The degree to which students perceive themselves as engaged with their school and their education. Belonging and Peer Collaboration- The degree to which students feel a sense of belonging during school. Relationships - The degree to which students feel they receive support and personal attention from their teachers. The data shows that our students are being challenged academically and that they feel safe in their schools. Students are also leaving our schools feeling well equipped to pursue college and career opportunities. On the other hand, our district needs to work on providing more opportunities for student collaboration and engagement. It is important that students not only feel challenged in school but that they also see its relevance in making a positive difference in their community. Based on the identified areas for growth, school sites will use this information to reflect on their current practices and include specific actions that can support the growth in these areas on their School Plan for Student Achievement. Met 2024-06-10 2024 36750440107516 Summit Leadership Academy-High Desert 6 Summit Leadership Academy utilized the Sown to Grow platform to survey all enrolled students. The survey was completed by 94.42% of the students (203/215). Each question in the Sown to Grow survey was rated on a Likert scale from 1 to 4. 1 indicating never and 4 indicating always to each statement. Survey statements included topics on sense of belonging, self-awareness, self-management, social awareness, responsible decision-making, and relationship skills. Students rated their sense of belonging overall at a 2.56 which is between sometimes and most of the time. Students rated their self-awareness at a 2.84. Students rated their self-management skills at 2.78. Students rated their social awareness at 2.85. Students rated their responsible decision-making at 2.75 and their relationship skills at a 2.75. All of the overall responses were between sometimes and most of the time for a majority of students. There were 38 students (17.67%) who rated their sense of belonging lower than a 2, meaning that they answered never or sometimes to a majority of the sense of belonging statements. The Sown to Grow survey does not allow for disaggregation of the data, however 90% of our population is socioeconomically disadvantaged. From this survey Summit Leadership Academy was able to identify the overall climate on campus as well as other details related to student achievement. The survey showed that many students had a low sense of belonging. There is a need to create a positive shift in school climate to target a higher sense of belonging for all students at Summit Leadership Academy. There is room for improvement across all topics of the Sown to Grow survey as students rated each statement between sometimes and most of the time. Moving forward, we would want to see more students who are answering statements as always rather than sometimes or most of the time. Some of the strengths of SLA identified through the survey were that most students did not answer never to the prompts in the survey. This shows that they are feeling at least somewhat supported at school, but there is always room for improvement. The Sown to Grow survey does not allow for disaggregation of the data by student groups. To create a more positive school climate and culture, SLA will utilize the Sown to Grow platform to conduct weekly SEL check-ins and eventually SEL lessons for students during their 30 minute intervention period. These check-ins through Sown to Grow will allow for more data to be collected in a time sensitive matter. When students are feeling a low sense of belonging or are having a bad day, there will be further interventions that can be completed right away. Class and grade level data may also differ, allowing for differentiation in the lessons that teachers are using in their classrooms. Sown to Grow will also allow for an overall tracking in data trends to research when students feel the most supported and the least supported in their academic endeavors. If we can track that students feel the least supportive during a certain time of year, there are safeguards that can be put in place. In addition, Summit Leadership Academy will continue to use the restorative approach in regards to student discipline to ensure that students are feeling supported even when they make a mistake on campus. SLA will continue to use after school classes in the areas of fighting, vaping, and bullying to supplement any disciplinary practices with an educational component. In addition, the student wellness center is continuing to grow with a commitment to students’ mental health and overall wellbeing. SLA will plan to hire another mental health professional to increase the access to services for students. Teachers and staff will also continue professional development with Sown to Grow, SEL strategies, tier one interventions, and trauma informed practices. SLA will also offer more classes, sports programs, and extracurricular activities to increase student sense of belonging and participation on campus. Met 2024-04-23 2024 36750440112441 Pathways to College K8 6 "School data was collected using the California Healthy Kids Survey (CAHK). Students in grades 3-8 were given the survey based upon parent permission/opt out forms. School Connectedness (Elementary) Feeling connected to others at school, part of the school, and being treated fairly: ""Yes most of the time"" or ""Yes, all of the time"" All Students 3rd: 81% 4th: 70% 5th: 73% Race/Ethnicity (Hispanic or Latinx) 3rd: No data 4th: 71% 5th: 80% School Safety (Elementary) Feel Safe at school: ""Yes most of the time"" or ""Yes, all of the time"" All Students 3rd: 81% 4th: 50% 5th: 69% Race/Ethnicity (Hispanic or Latinx) 3rd: No data 4th: 53% 5th: No Data School Connectedness (Middle School) Feeling connected to others at school, part of the school, and being treated fairly: ""Yes most of the time"" or ""Yes, all of the time"" All Students 6th: 52% 7th: 35% 8th: 39% Race/Ethnicity (Hispanic or Latinx) 6th: 49% 7th: 32% 8th: 41% School Safety (Middle School) Perceived Safety at school: ""very safe"" or ""safe"" All Students 6th: 49% 7th: 39% 8th: 25% Race/Ethnicity (Hispanic or Latinx) 6th: 47% 7th: 39% 8th: 29% " When examining the data regarding “school connectedness,” the majority of elementary school students surveyed felt connected to adults and others at school. However, as students move into the middle grades, there is a sharp decline in their level of connectedness to the school community. The data reflects that, for the one student group identified with enough data to measure, the feeling of connectedness is maintained among all students and specifically within our Hispanic/Latinx community. There also appears to be a similar decline in students’ feelings of safety between elementary and middle school students. When examining the sub-questions on school connectedness, one area that had opportunities for growth for both elementary and middle-grade students was meaningful participation at school. The data suggests that students want more opportunities to help decide school rules and activities, share their ideas, and help solve school problems. They would like more input on what they learn and the activities in the classroom. In the area of school safety, while most elementary students generally feel safe at school, sub-questions suggest that to improve students' sense of safety, we need to develop a stronger culture of kindness and anti-bullying. Middle school students report that while they are not generally physically threatened by others, they face significant harassment and teasing regarding race, sexual orientation, looks, bodies, and intellectual ability. "Our existing goals include creating a warm, safe, and welcoming environment. To that end, we have implemented and will continue to develop the following initiatives: • Participation in the CA-ISP Project: Focusing on culturally responsive teaching practices. • Community Circles: Developing student social-emotional well-being and a sense of community among students and staff. • Greetings at the Door: Welcoming students each day to create a positive start. • Kindness Challenges: Promoting community and kindness among students. In addition to the above actions, we will develop the following initiatives: • Authentic Student Voice: Including student voices on the School Site Council by having a student representative participate. • Student-Centered Environment: Exploring ways to create a more student-centered environment, including the development of a Student Council in middle school. • Anti-Bullying Support: Working with the school counselor to provide anti-bullying information and supports through one-on-one and small group interventions." Met N/A 2024-06-18 2024 36750440114389 Mirus Secondary 6 Mirus Secondary (Mirus) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Mirus’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, Mirus exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Mirus’s response rate on the CHYS at each grade level was Grade 7 (31%), Grade 9 (18%), and Grade 11 (26%) for CHYS Core and Grade 7 (31%), Grade 9 (16%), and Grade 11 (22%) for CHYS Behavioral Health. In 2023-2024, 98.7% of students reported that they felt safe at Mirus and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 Mirus’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Mirus didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group except Hispanic. Key learnings included that 41% of 9th graders and 31% of 11th reported experiencing sadness/hopelessness and 23% of 9th and 0% of 11th graders reported having considered attempting suicide in the past 12 months. For Hispanic students it was 44% of 9th and 25% of 11th experiencing sadness/hopelessness and 22% of 9th and 0% of 11th having considered suicide in the past 12 months. 5% of students in 9th and 0% in 11th reported having used alcohol or drugs in the past 30 days. For Hispanic students 6% of 9th and 0% of 11th reported drug or alcohol use in the past 30 days and 11% of 9th and 8% of 11th reported vaping in the past 30 days. 26% of 9th and 21% of 11th graders reported 3 or more monthly absences in the past 30 days while for Hispanic it was 26% of 9th and 23% of 11th. 48% of students in 9th and 36% in 11th reported bedtime of 12am or later, and 70% of students in 9th and 57% in 11th reported eating breakfast today. Most students (82% in 9th and 86% in 11th) reported having caring adult relationships at school. Among Hispanic students the results were 83% 9th and 85% 11th. 91% of students in 9th and 100% in 11th report that teachers at the school treat students fairly. 70% of 9th and 60% of 11th graders reported overall life satisfaction and for Hispanic, 69% of 9th and 62% of 11th reported life satisfaction. In the past 12 months 38% of 9th and 42% of 11th grade students reported wanting to receive mental health services, 24% of 9th and 25% if 11th reported receiving mental health services and 24% of 9th and 25% of 11th reported barriers to receiving services. Mirus has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Mirus has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Mirus. Met 2024-06-26 2024 36750440116707 Encore Jr./Sr. High School for the Performing and Visual Arts 6 The local climate survey data for Encore Jr./Sr. High School for the Performing and Visual Arts, based on the California Healthy Kids Survey (CHKS), provides a comprehensive analysis of various school climate indicators, disaggregated by grade levels and some student groups. Summary of Key Indicators grades 7-8 School Engagement and Supports: School Connectedness: 44% of 7th graders and 51% of 8th graders felt connected to the school. Academic Motivation: 59% of 7th graders and 64% of 8th graders reported high academic motivation. Caring Adult Relationships: Reported by 57% of 7th graders and 67% of 8th graders. High Expectations from Adults: 69% of 7th graders and 81% of 8th graders felt that adults at school had high expectations of them. Meaningful Participation: Notably lower, with 28% of 7th graders and 23% of 8th graders feeling they participate meaningfully. Parental Involvement Promotion: 44% of 7th graders and 45% of 8th graders felt the school promote parental involvement . School Safety and Cyberbullying: Perceived Safety: 38% of 7th graders and 37% of 8th graders felt very safe or safe at school. Harassment or Bullying: Experienced by 43% of 7th graders and 47% of 8th graders. Cyberbullying: Reported by 31% of 7th graders and 38% of 8th graders. Physical Fights: 20% of 7th graders and 14% of 8th graders reported being in a physical fight . Substance Use: Current Alcohol or Drug Use: 6% of 7th graders. Current Marijuana Use: 5% of 7th graders. Current Vaping: 5% of 7th graders reported vaping . Routines: Eating Breakfast: 54% of 7th graders and 46% of 8th graders ate breakfast regularly. Late Bedtime: 19% of 7th graders and 24% of 8th graders went to bed at 12 am or later . A separate survey included students from grades 9 through 12, with varying response rates: 52% for 9th grade, 54% for 10th grade, 59% for 11th grade, and 24% for 12th grade??. Key Indicators The survey assessed multiple domains including: School Engagement and Supports: School Connectedness: Percentage of students feeling connected to the school environment. Academic Motivation: Level of student motivation to perform academically. Caring Adult Relationships: Presence of supportive adult figures in the school. High Expectations: Perceived high expectations from adults in the school. Meaningful Participation: Opportunities for students to engage meaningfully in school activities. School Safety and Cyberbullying: Perceived Safety: Students' perception of safety at school. Harassment and Bullying: Incidence of harassment and bullying, including cyberbullying. Social and Emotional Health: Emotional Distress: Levels of emotional distress among students. Life Satisfaction: Overall life satisfaction, including satisfaction with family, friends, and self. Identified Needs 7-8 : SCHOOL CONNECTEDNESS: There is a need to improve students' sense of belonging, especially for 7th graders, where only 44% feel connected to the school. MEANINGFUL PARTICIPATION: The low percentages of students feeling they participate meaningfully (28% for 7th grade and 23% for 8th grade) indicate a need for more student engagement opportunities. SAFETY & BULLYING: With significant numbers of students reporting bullying (43% of 7th graders and 47% of 8th graders) and cyberbullying (31% and 38% respectively), there is a critical need for enhanced anti-bullying measures and cyber safety education. SUBSTANCE USE: Even though the percentages are relatively low, the presence of substance use (alcohol, marijuana, vaping) among 7th graders suggests a need for early intervention programs. AREAS OF STRENGTH High Expectations and Adult Support: A majority of students feel that adults in the school have high expectations (69% of 7th graders and 81% of 8th graders) and provide caring relationships (57% and 67% respectively). Academic Motivation: More than half of the students in 7th and 8th grades reported high academic motivation (59% and 64% respectively) . For grades 9-12--Key Learnings Disparities in Emotional Well-being: Higher levels of emotional distress and lower life satisfaction among female students, particularly in higher grades. Significant number of students reporting experiences of bullying and harassment. STRENGTHS High levels of perceived caring adult relationships and high expectations from adults in school. Strong academic motivation reported by a majority of students, particularly in higher grades. NEEDS: Enhanced support for female students to address emotional distress and improve life satisfaction. Improved safety measures and anti-bullying programs to reduce harassment and victimization. Programs for New Students: Implement orientation and mentoring programs for new students to help them integrate better. Extra-Curricular Activities: Increase the variety and number of extra-curricular activities to help students find groups and activities they connect with. Increasing Meaningful Participation: Student Councils and Clubs--Establish or strengthen student councils and clubs to give students more voice and responsibility in school activities. Project-Based Learning: Introduce more project-based learning opportunities where students can collaborate and take active roles in their education. Improving Safety and Reducing Bullying: Launch comprehensive anti-bullying campaigns, including awareness programs, workshops, and clear reporting mechanisms. Cyber Safety Education: Integrate cyber safety education into the curriculum to address issues related to cyberbullying. Substance Use Prevention: Introduce programs aimed at early intervention and education on the dangers of substance use. Counseling Services: Provide accessible counseling services for students struggling with substance use issues. Revisions and Actions for 9-12 Based on the identified needs and strengths, the following changes are proposed: Mental Health Support: Implement targeted mental health programs and counseling services, especially focusing on female students and higher grades. Regular workshops and support groups to address emotional well-being. Anti-Bullying Initiatives: Strengthen anti-bullying policies and introduce comprehensive bullying prevention programs. Increase awareness and training for students and staff on recognizing and addressing bullying. Engagement and Participation: Create more opportunities for meaningful student participation in school activities. Encourage student-led initiatives and feedback mechanisms to foster a more inclusive school environment. Safety and Cleanliness: Improve the physical environment of the school to ensure it is clean and safe. Conduct regular safety audits and implement necessary improvements based on student feedback. Continuous Improvement: Conduct regular climate surveys and gather student feedback to monitor the effectiveness of implemented changes and make necessary adjustments. Professional Development: Offer professional development for teachers and staff on topics related to student engagement, safety, and well-being. Met 2024-06-25 2024 36750440118059 LaVerne Elementary Preparatory Academy 6 The scholars of LEPA are surveyed in an annual school climate survey. This year surveys were provided to scholars in grade 6. According to these surveys, scholars at LEPA feel that they are supported, are safe, and are provided a sound education by staff that cares. The general consensus among our scholars seems to be in regards to improvement in scholar behavior and interpersonal relationships. The following data provides the results for the questions asked in the survey presented to the scholars. 1)I feel like I do well in school. Always 31% Often 47% Sometimes 22% Never 0% 2) My school wants me to do well. Always 78% Often 22% Sometimes 0% Never 0% 3) My school has clear rules for behavior. Always 64% Often 25% Sometimes 11% Never 0% 4)Teachers treat me with respect. Always 73% Often 18% Sometimes 9% Never 0% 5) Good behavior is noticed at my school. Always 25% Often 31% Sometimes 40% Never 4% 6) My social-emotional well-being is protected at LEPA. Always 49% Often 25% Sometimes 20% Never 5% 7) I get along with other scholars. Always 29% Often 40% Sometimes 27% Never 4% 8) I feel safe at school. Always 51% Often 25% Sometimes 22% Never 2% 9) Scholars in my class behave so that teachers can teach. Always 7% Often 49% Sometimes 31% Never 13% 10) There is an adult at my school who will help me if I need it. Always 73% Often 24% Sometimes 4% Never 0% 11) I feel that what I have learned at LEPA will benefit me in the future. Strongly Agree 40% Agree 35% Neither Agree nor Disagree 24% Disagree 2% This data confirms that scholars at LEPA feel that they are supported, are safe, and are provided a sound education by staff that cares. The general consensus among our scholars seems to be in regards to improvement in scholar behavior and interpersonal relationships. LEPA does not plan to make any changes to existing plans, policies, or procedures at this time. We will continue to focus instead on improving the quality of the plans, policies, and procedures already in place. Met 2024-06-26 2024 36750510000000 Lucerne Valley Unified 6 We surveyed students asking how they felt about their school. Here are the results: 92.5% agreed that they like school 84.3% agreed that they feel successful at school 90.3% agreed that the school has high standards for achievement 90.1% agreed that the school sets clear rules for behavior 91.9% agreed that teachers and staff treat them with respect 88.2% agreed that students are frequently recognized for good behavior 91.1% agreed that staff is working to keep the school and myself safe 90.2% agreed that they know an adult they can talk to if they need help The data showed a high level of engagement by all student groups. There were no measurable differences between student groups. The LEA plans to increase student recognition and awards for positive performance. We believe this will help with student performance. Met 2024-06-13 2024 36750510115089 Sky Mountain Charter 6 In the Spring of 2024, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Some of these areas included if they felt their teachers gave them feedback on their schoolwork and cared about how they do in school, if they felt they had a voice in determining learning content and opportunities, if they felt safe at school events, and felt successful at school in general. In looking at prior year data, this has been consistent each year with low levels of fluctuation for most items. Our lowest-scoring item continues to center around whether the students felt there were opportunities to participate in school-sponsored activities, with 53% of Sky Mountain students feeling there are opportunities most or all of the time. These activities include field trips, park days, family days etc. This is understandable as post-Covid limitations continue to affect options in some service areas, as well as access to transportation to get to events over a wide service area. Additionally, these events rely on staff coordination, which has been impacted in part with time spent on mandatory synchronous instruction requirements. However, despite this low result, Sky Mountain offered more school-sponsored activities than the previous school year. Met 2024-06-04 2024 36750510136432 Alta Vista Innovation High 6 In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 96% students reported that they felt connected to an adult at the school This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach so that they will feel connected to the school. The challenge for us is that many of our students have had traumatic experiences with the pandemic and even with their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 99% staff reported that they felt safe, and 99% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-06-04 2024 36750510136960 Elite Academic Academy - Lucerne 6 During the 23-24 school year we continued to focus on monitoring student wellness, school climate and connection. The Student Support Team sent out a We Care/Check-in survey to all students.. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the teacher, MTSS Director or school counselor depending on the student's needs. Through their responses we became even more aware of the importance of giving students an opportunity to provide feedback. The vast majority of our students felt connected and comfortable with our school. Discovered pockets of disengagement due to factors outside of school and a lack of knowledge about available support systems. As a direct result of their feedback we took action: hosted mental health workshops for small groups, instituted monthly Kindness Club and Character Development rallies, developed a virtual study hall for students to receive academic support and connect with their teachers or learning coaches. Met 2024-06-11 2024 36750510137794 Gorman Learning Center San Bernardino/Santa Clarita 6 According to the 2024 GLC Satisfaction Survey of high school students, 91% students strongly agree that adults at the school care about their well being. 92% of students surveyed agree or strongly agree that Gorman teaches students to positively embrace diversity. 86% of GLC high schoolers reported that staff celebrated their successes. In addition to this, 94% of students surveyed agree that Gorman’s Resource Centers are safe but only 87% state that Gorman adequately addresses teasing and/or bullying. The school's Advisory Council continued to collaborate with educational partners to provide valuable insights into the direction and goals of the school. The addition of a Homeless and Foster Youth Liaison has brought support to this population of students and families. Based on the feedback provided by parent members of the Advisory Council/ELAC, the LCAP addresses Student Engagement as a focus goal. Met 2024-06-27 2024 36750510138107 Southern California Flex Academy 6 "The 2023-2024 Climate Surveys were completed by students, parents/guardians, teachers, staff, and administrators. The school received 526 responses to the Climate Surveys. The survey data showed the following: Overall Scores by Educational Partner: -73% of all students gave the school an overall rating of an ""A"" - 95% of all parents/guardians gave the school an overall rating of 4.5/5 - 71% of all teachers, staff, and administrators gave the school an overall rating of 4.5/5 Scores Disaggregated by Student Group: - 91% of English language learners and families gave the school an average of 4.5/5 - 93% of foster youth and families gave the school an average of 4.5/5 - 80% of MKV (Unhoused) students and families gave the school an average of 4.5/5 - 100% of students and families who identify as Asian gave the school an average of 4.5/5 - 100% of students and families who identify as Black or African American gave the school an average of 4.5/5 - 91% of students and families who identify as Hispanic or Latino gave the school an average of 4.5/5 - 100% of students and families who identify as Native American or Alaska Native gave the school an average of 4.5/5 - 100% of students and families who identify as Native Hawaiian or Pacific Islander gave the school an average of 4.5/5 - 93% of students and families who identify as White gave the school an average of 4.5/5 - 89% of students and families who qualify for Free or Reduced Price Meals (FRPM) gave the school an average of 4.5/5" Areas of Strength: - Parents and guardians at Southern California Flex Academy are very happy with the school overall - Students and families within our foster youth student group are very happy with the school overall - Students and families within our English language learners student group are very happy with the school overall - Students and families within our Asian, Black or African American, Hispanic or Latino, Native American or Alaska Native, Native Hawaiian or Pacific Islander, and White student groups are very happy with the school overall Identified Needs: - There is room for improvement around the overall satisfaction with the school among our students and school staff. - There is room for improvement around the overall satisfaction with the school among our MKV (unhoused) student group. - There is room for improvement around the overall satisfaction with the school among our Free or Reduced Price Meals (FRPM) student group. At Southern California Flex Academy, we strive to address the specific needs of our underrepresented student groups. Overall, the results of the 2023-2024 Climate Survey data were very positive. We discovered that the great majority of our students, parents/guardians, staff, teachers, and administrators would rate our school very high on a scale of 1-5. Within the data, the results showed areas of improvement, especially among our unhoused and FRPM student groups when it comes to overall satisfaction. The data from the 2023-2024 Climate Surveys showed that educational partners at Southern California Flex Academy are overwhelmingly satisfied to a high degree with the school. To increase the overall satisfaction of the school, SCFA will increase the cadence of Town Hall meetings and encourage students and school staff to participate. The school will continue to offer the Student Success Coach program to all students. The school will continue to offer access to our Mental Health Counselor and MKV Liaison to all students. Met 2024-06-12 2024 36750510139188 Granite Mountain Charter 6 GMCS has given families multiple surveys that seek feedback regarding student wellness, school programs, and overall school climate. Analysis from our LCAP survey and Wellness survey reveal that GMCS has received overwhelmingly (+90%) positive feedback regarding our school culture and climate. All subgroups share that they feel safe at our school and when participating in our events and programs. Students feel connected to the school and their teachers. The majority of students do not feel bored (+87%) in school and note that they try their best each day when learning. The majority (+92%) of students feel their teachers care about them and support their learning goals. Overall students enjoy the extra curricular activities offered and have given feedback that they would like to see more activities to participate in. We at GMCS seek educational partner feedback when designing and revising our programs and year over year, make steps for improvement to meet the needs of our educational partners. Student Wellness Survey data: 87% of students feel teachers communicate expectations 87% of students feel teachers encourage students to work hard in school 85% of students feel cared/supported by staff 67% of students feel safe at school 50% of students feel connected to the school GMCS promotes academic success for all students: My teacher(s) encourage(s) me to strive to do my absolute best: Agree/Strongly Agree 87% - White 83% - Hispanic 84% - African American 95% - Other races GMCS cultivates a culture of collaboration with families: My teacher(s) listen(s) to my questions, comments and concerns: Agree/Strongly Agree 64% - White 92% - Hispanic 88% - African American 93% - Other races GMCS addresses my needs: My opinion matters at my school: Agree/Strongly Agree 53% - White 52% - Hispanic 44% - African American 62% - Other races Family LCAP Survey Data: 86% of families that feel teachers communicate expectations 80% of families that feel teachers promote academic success for students 85% of families that feel teachers encourage students to work hard in school 86% of families that feel cared/supported by staff 74% of families that feel safe at school 74% of families that feel connected to the school 38% of families that feel they have access to all courses to be able to graduate:(48% answered not applicable because their child is not in high school) 84% of families that feel assessments provide fail and accurate reflection of their progress Some key takeaways that we have learned from the results of our LCAP and Wellness surveys are that overall, our staff, families, and students love our school, programs, activities, and curriculum choices. Our Multilingual population (+72%) feel supported but also desire to learn more about our EL offerings and programs. Many families (+90%) noted that they are not in regular attendance to our EL support classes, so this is an area in which we would like to see improvement. Our other sub groups shared similar responses regarding our school climate, and overwhelmingly feel supported and happy with the school. Overall, our families desire to see more in person and virtual offerings, and as a school, we seek to continue to offer new activities and programs for our families to engage with. Upon reviewing suggestions from our educational partners and in an effort to meet the needs of our educational partners GMCS will continue to offer additional in-person activities to ensure accessibility and that students are connected and thriving. Year over year our educational partners have requested more in person activities. In addition, providing tiered opportunities for students to have virtual options to fill academic gaps and increased tutoring support. We are also creating a multimedia platform that will allow a more streamlined mode of communication of our programs to all educational partners. It is our hope that through this communication tool, we will be able to more effectively share the program offerings at GMCS to increase participation in all programs. We are also increasing the personnel to support our multilingual population to ensure we can target English Language Development, interventions, outreach, and assistance to English Learner families. We are providing increased in person learning opportunities to EL students in response to LCAP feedback. We are also targeting the support of our McKinney Vento/foster/Low SES population to ensure their needs are met as well. We are starting a more individualized monitoring system and partnering with various staff members and departments to ensure that our McKinney Vento students' needs are being met. We seek to create systems of support to increase achievement levels of these subgroups, but more importantly, we want to ensure we are catering to the whole child’s needs in the areas of academics, and social emotional well being. Our goal is to be appropriately staffed to ensure targeted outreach to these subgroups. Met 2024-06-27 2024 36750690000000 Upland Unified 6 At the conclusion of the 2023-2024 school year, Upland Unified School District administered a 14-question school climate survey to students in grades 3-12 at all 14 schools. Students responded to questions that aligned with 5 dimensions: Safety, College and Career Empowered, Engaged, Academically Prepared and Equipped, and Connected. The results were shared with district and site level staff to determine needs and plan the next steps for the 2024-25 school year. The percentage of favorable student responses for each dimension are as follows: Safety: 67% College and Career Empowered: 72% Engaged: 74% Academically Prepared and Equipped: 82% Connected: 84% Additionally, the survey results suggest that the majority of students (87%) feel that teachers have high expectations of them and more than three-fourths feel that they are treated with respect. Results by school continue to vary along age/grade lines, with high school favorability responses slightly lower than the responses for junior high and elementary. There is also a disparity in favorable responses between the two junior high campuses, which are situated in geographically and socioeconomically distinct areas. The favorability scores of the elementary scores have slight differences as well and are generally aligned with the differences between the two junior high schools. However, there are several outliers within the elementary favorability data. Some schools that feed into a junior high with lower favorability have higher favorability data than other elementary schools. This data will be reviewed next to chronic absenteeism and suspension data to monitor our responses to student behaviors that interfere with learning. Exclusionary discipline practices such as suspension and expulsion disconnect students from the school community, which will undoubtedly have an adverse effect on hope and engagement. Sites with historically higher rates of suspension do not report higher levels of engagement and well-being, which should lead us to question the efficacy and the sufficiency of relying on these practices to promote a strong school climate. Our district's focus on Restorative Practices as a means of building community and responding to harm should continue, with reintegration into the school community emerging as a primary focus of responding to student behavior. When compared to our overall student responses, of our socio-economically disadvantaged students reported slightly lower favorable results on the student survey by 1% (74% versus 75%), our English Learners were on par with 75% favorability, and our Foster Youth reported a significantly higher favorability rate at 93%. This leads us to conclude that our efforts to connect our Foster Youth to our school community have been effective. We will continue to focus on restorative practices and SEL initiatives to increase engagement of all our student groups. Our schools continue to strengthen their implementation of positive behavioral intervention and supports (PBIS) as means of proactively creating environments that are conducive to behaviors that allow students to learn. As these practices continue to take root in our schools, we expect to see continued improvements in suspension rates and chronic absenteeism. Met 2024-06-25 2024 36750770000000 Apple Valley Unified 6 Apple Valley Unified School District Utilizes the Youth Truth Survey as a tool to gather school climate information from students, families, and staff. Each November the survey is deployed across the system for all students in grades 3-12, parents (by segment either elementary or high school), and all staff. For this most recent year we had responses from 8611 students, 1308 families, and 982 staff members. The data is gathered into large subsets or themes, including Engagement, Relationships, Culture, Belonging, and others. The individual questions differ slightly to adjust for the role or developmental level of each respondent but the categories allow for some synthesis of themes. The general themes of Engagement, Relationships, and Culture showed a decline for all respondents of the elementary cohort. However, there was a corresponding increase in the same three themes at the high school level for all respondents. The key learnings from the survey data were the following: 1- High school students felt reconnected to school and learning once their voice was heard. We had a series of listening sessions with large groups of students from each high school over the last several years who began to advocate for specific changes at school. Students were given a venue to voice those requested changes with the administration team and thereafter, students saw the changes occur. This resulted in a positive movement across the high school segment. 2- Results varied widely across schools in the elementary segment with some schools far above the median in the percent positive in all areas. This result was without regard to demographic predictors that might normally suggest a benefit. 3- There was no ethnic group that reported any consistently lower response on any measure. The responses were truly mixed in that way This data will be used to set targets for elementary student advisories, and increased voice on campus. There will be on campus and district level sessions for students to give input and be heard. A key change to teacher training that has come from these data elements is the increase in the cooperative learning structure systems in our training rotation for summer and fall. This was a key driver of classroom engagement that students reported in the open comment section of the survey and in follow-up sessions. The survey will be deployed again in November of 2024. Met 2024-06-13 2024 36750773631207 Academy for Academic Excellence 6 Prompt 1: Annual climate surveys administered to both students and families provide the school with information to support current practices and feedback on areas of improvement. Students highlighted the following areas where they feel the school is doing well: • 70% of students feel the school has clear rules and consequences for behavior • 79% of students feel teachers are encouraging and helpful in their learning • 82% of students stated their teachers are respectful Students highlighted the following areas where improvements need to be made: • 39% of students feel the school is kept clean • 51% of students feel their classmates try and do their best academically • 48% of students feel their peers treat each other well and are well-behaved Families highlighted the following areas where they feel the school is doing well: • 67% of families feel their child is safe at school • 66% of families feel their child is respected at school by staff • 80% of families feel their child exerts a lot of effort into being successful at school Families highlighted the following areas where improvements need to be made: • Families mentioned they would like more teacher communication from the secondary grade levels • Families stated they'd like to see improvement in campus cleanliness, especially for the restrooms • Families would like to see an increase in options for electives • Families do not feel they are always heard by the administration or their problem is not fully addressed Prompt 2: Overall, students feel they are treated respectfully by staff and understand there are clear and consistent rules and consequences in place. However, students do not feel that peers try their best or treat each other in the same respectful manner. Both families and students would like to see the cleanliness of the campus maintained better. Prompt 3: In gaining an understanding of the feedback provided throughout the year from both students and their families, the school will be adding additional actions to its LCAP to support the needs identified. To support staff-to-student relationships, staff-to-families, and student-to-student relationships, staff will be participating in annual training through Capturing Kids Hearts to develop a culture of respect for all community partners. This research-based program shows a decline in referrals, an increase in attendance, and an increase in academic performance. The school will be initiating the reconstruction of some facilities to improve cleanliness concerns. Additional communication training will take place for staff to better inform families of information needed including grades, events, and updates. CTE electives will be added to the course list to give students additional options for career readiness. Met 2024-06-10 2024 37103710000000 San Diego County Office of Education 6 The LEA administers a survey, as specified, and reports the results to its local governing board and through the local data selection option in the Dashboard (CHKS & Local Survey) Connectedness 72% of students feel adults have High Expectation 61% of students feel they that there are caring adults in school 55% School Connectedness 60% of students feel that teachers treat students fairly School Safety • 72% of students feel safe at school This data showed a growth in students feeling safe. We showed a decline in the other areas. It would be wise of us to do a self audit on some of our practices around exclusion and student expectation. In addition, we need to assign personnel and resources to improve our connectedness, belonging and engagement in the program via our MTSS Structures. Met 2024-06-12 2024 37103710108548 Iftin Charter 6 At Iftin Charter School (ICS), our School Climate and Culture Survey indicates growth in several areas: Climate of Support for Academic Areas, Knowledge and Fairness of Discipline, School Safety, and Sense of Belonging (School Connectedness). An impressive 96% of students, staff, and parents report feeling safe, engaged, and supported. While we celebrate these positive outcomes, we recognize opportunities for further growth, particularly in enhancing teacher-student interactions, clarifying expectations for students, and fostering a deeper sense of belonging among students. To address areas needing improvement, particularly around campus behavior like bullying and interpersonal relationships, we are launching a comprehensive anti-bullying campaign. This initiative includes the introduction of restorative practices, beginning with community circles, and ongoing training for staff to strengthen these approaches. We have also initiated restorative conversations and provided training on Positive Behavioral Interventions and Supports (PBIS), with plans for a broader implementation. Additionally, we have implemented Multi-tiered System of Support (MTSS) to integrate bullying prevention lessons into our advisory classes. Our overarching goal is to reduce bullying, on our campus. Administration is aligning our progressive discipline model with tiered interventions to ensure a clear message that our campus is a bully-free zone. Analyzing the specific question of rating the climate and culture of the ICS campus, survey data reveals that student ratings are 93% positive, parent ratings are 97% positive, and staff ratings are 85% positive, highlighting a strength in the school's culture and climate. One notable strength is that a significant majority of students (91%), staff (88%), and parents (97%) feel that the school values their identity, promotes diversity, and fosters inclusivity. "ICS will expand opportunities for all students to engage in learning beyond the classroom to enhance school conditions and climate, thereby promoting student achievement and equity: • Implement Positive Behavior Intervention and Support (PBIS) initiatives • Provide student incentives and organize Student Recognition Celebrations • Regularly review and update the School Safety Plan • Conduct Social-Emotional Learning (SEL) surveys with students, staff, and parents to evaluate school connectedness, safety, satisfaction, and engagement throughout the year. " Met 2024-06-14 2024 37103710124321 Howard Gardner Community Charter 6 100% of students were offered multiple opportunities to provide information as conducted by the Restorative Practices Coordinator multiple times a year to track progress and gain insight. Nearly all students feel a connection to at least one staff member or adult on campus. Majority of students expressed contentment with the school and felt safe. Continue using restorative practices as a model and a commitment to professional development and the utilization of SEL curriculum, a full time counselor and a Restorative Practices Coordinator. Met 2024-06-20 2024 37103710134577 Audeo Charter II 6 Audeo Charter II administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo Charter II’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, Audeo Charter II exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo Charter II’s response rate on the CHYS Core was (25%), and for CHYS Behavioral Health was (56%). In 2023-2024, 100% of students reported that they felt safe at Audeo Charter II and 92% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 Audeo Charter II’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Audeo Charter II didn’t receive disaggregated results for EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings from the CHYS included that in the past 12 months 10% of students reported having considered attempting suicide. 24% of students reported having every used alcohol or drugs in their lifetime. The majority of these reported having used these 3 or fewer times ever with 0% using alcohol and 5% using marijuana in the past 30 days. 5% s reported they currently use tobacco and 19% have tried vaping. On the CHYS, among Hispanic responses 89% report having caring adult relationships, 94% report the school promotes parental involvement, 0% reported current vaping or tobacco use, 8% reported 3 or more monthly absences, 25% reported bedtime of 12am or later, and 42% reported eating breakfast today. Among Hispanic in the past 12 months, 25% reported experiencing chronic sadness/hopelessness and 8% considered suicide. In the past 12 months 32% of surveyed students reported wanting to receive mental health services, 21% reported receiving mental health services and 28% reported barriers to receiving services. Audeo Charter II has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo Charter II’s has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo Charter II. Met 2024-06-26 2024 37103710136085 Scholarship Prep - Oceanside 6 "Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, teachers having high expectations for all students, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. A few differences were apparent in the survey results from previous years. First, the number of students who would recommend our school to someone else was consistent in most grade levels. This was a welcome change from scores that declined as students got older in previous years. Inversely, the number of students who stated they had to write every day increased as we went up in age. Second, we found that our students in grades 5-8 were more likely to agree with the statement ""I regularly have to write in all subjects"" than the students in grades 3-4. This shows that we need to take the successes of our middle school and distill them down to the younger grades." Our student survey was designed to gauge the academic and social-emotional climate on campus. We asked students in grades 3-8 targeted questions designed to provide feedback on the implementation of school-wide priorities. We found many positive areas when looking at the student results, including students feeling cared about by staff members, parents talking to students about how they are doing in school, and students feeling safe at school. These were strengths across all surveyed grade levels. This indicated to us that we had been successful in establishing a culture of being warm but demanding. There was a marked difference in some grade levels in the response to the prompt about teachers having high expectations for all students. Two grade levels were particularly low and will be addressed through teacher coaching. Changes that will be made as a result of the school climate survey are holding additional educational night events, increasing the amount of recess time, providing student planners, and offering more remote engage opportunities. Met 2024-06-20 2024 37103710137695 Community Montessori 6 The local climate survey data administered by Community Montessori provides a detailed understanding of the educational climate as experienced by students. By analyzing both overall scores and specific items, coupled with qualitative insights, we are able to draw comprehensive conclusions that inform targeted interventions to enhance school conditions and climate. Educational Facilitation: Mean Score: 3.33 This score suggests that most students generally agree that their educational facilitator presents the information well. It reflects a positive perception of instructional methods and facilitator effectiveness. Safety Perception at School: Mean Score: 3.41 The relatively high score indicates that a majority of students feel safe at school, which is crucial for a conducive learning environment. Relevance of Learning Materials: Mean Score: 3.13 This score, leaning closer to neutral, suggests some variance in how students perceive the relevance of what they are learning to their future goals. Engagement with Teachers: Mean Score: 3.25 Indicates a generally positive engagement between students and teachers, suggesting that students feel supported by their instructors. Supportive Learning Environment: Mean Score: 3.16 Reflects a somewhat positive view on the support available within the learning environment, though there might be room for improvement. Peer Relationships: Mean Score: 3.29 A relatively positive score indicating good peer relationships, which are essential for a healthy school climate. School Leadership: Mean Score: 3.12 This score suggests that perceptions of school leadership are slightly above neutral, potentially indicating areas for leadership to strengthen visibility or communication. Trust in School Adults: Mean Score: 3.43 The highest among the scores, indicating strong trust in adults at school, which can significantly impact student comfort and willingness to engage in school activities. Family Engagement: Mean Score: 2.91 The lowest score, reflecting a need for improvement in involving families in the learning process and school events, suggesting possible areas for strategic enhancements in family-school interactions. These scores provide a quantitative measure of student sentiments across various aspects of their school experience. Lower scores, like those for family engagement, indicate areas where targeted interventions could improve the overall school climate and student satisfaction. Educational Support and Facilitation: Montessori Strength: Students report positive experiences with the Montessori method of facilitation, which emphasizes self-directed learning and respects individual learning paces. Opportunity for Enhancement: Leveraging Montessori principles to introduce even more personalized learning experiences can further enhance student engagement and independence. Safety and Security: Montessori Strength: The strong sense of safety reflects the Montessori emphasis on creating a nurturing and secure learning environment, crucial for fostering natural exploration and learning. Area for Consistency: Efforts to ensure consistent safety perceptions across all Montessori learning centers will support an environment where all students feel equally valued and secure. Relevance of Education: Growth Opportunity: Aligning Montessori curricular activities with real-world applications can further enhance students' understanding of the practical relevance of their studies, supporting the Montessori goal of holistic education. Engagement and Support: Montessori Strength: The strong teacher-student engagement and peer support are in line with Montessori’s focus on collaborative and respectful community dynamics. Enhanced Support: Developing targeted support systems within this framework can help in addressing the individual needs of students, fostering a more inclusive Montessori community. Trust in School Adults: Key Asset: The high level of trust in adults mirrors the Montessori philosophy of respectful and open communication between students and educators, essential for effective mentorship and guidance. Family Engagement: Area for Development: Increasing family involvement in school activities can strengthen the Montessori community, enriching the educational environment by integrating family support with student learning experiences. The following revisions aim to strengthen the Community Montessori educational framework and ensure continuous improvement: Revisions and Changes: Enhanced Curriculum Relevance: Action: Integrate more real-world applications and practical skills into the Montessori curriculum to enhance its relevance. This includes project-based learning that ties academic concepts to everyday life. Purpose: To ensure that students not only learn but see the direct application and usefulness of their knowledge, thereby increasing engagement and long-term retention. Increased Family Engagement: Action: Develop a structured program for parent involvement that includes workshops, regular family nights, and volunteer opportunities within the classroom and broader school events. Purpose: Strengthening the home-school connection, which is vital in the Montessori method, to support a more cohesive educational environment and community. Uniform Safety Standards: Action: Implement a uniform safety protocol across all learning centers, including regular safety drills and updated training for staff and students. Purpose: To ensure that every student in every center feels equally safe and secure, fostering an environment conducive to open exploration and learning. Targeted Support Systems: Action: Establish more robust support systems, including peer mentoring programs and tailored support plans for students needing additional assistance. Purpose: To cater to the diverse needs of all students, ensuring that every individual has the support needed to succeed in the Montessori environment. Continuous Staff Development: Action: Enhance ongoing professional development for educators, focusing on advanced Montessori methods, inclusion practices, and responsive teaching techniques. Purpose: To equip teachers with the skills to better support diverse learning styles and needs, thereby enhancing the effectiveness of the Montessori educational approach. Decisions and Implementation: Timeline: These changes will be phased in over the next academic year, with preliminary steps beginning in the upcoming semester. Stakeholder Involvement: Decisions will involve input from teachers, parents, and students to ensure that all perspectives are considered in shaping these policies. Monitoring and Evaluation: Regular feedback loops will be established, using both qualitative and quantitative measures to assess the impact of these changes and adjust as necessary. Conclusion: The revisions to plans, policies, and procedures are designed to directly address the needs and strengths identified in the local climate survey, ensuring that Community Montessori's educational approach not only meets but exceeds the expectations and needs of its community. This proactive stance towards continuous improvement reflects a commitment to providing a holistic, responsive, and enriching educational experience. Met 2024-06-21 2024 37103710137752 Dimensions Collaborative 6 The local climate survey data administered by Dimensions Collaborative School provides a comprehensive overview of the educational environment as perceived by students. This detailed examination, which includes analyzing overall sentiment and specific items alongside qualitative feedback, enables us to form well-rounded conclusions. These insights are instrumental in developing targeted interventions aimed at improving school conditions and climate. Educational Facilitation: Mean Score: 3.33 The average score suggests that most students generally agree that their educational facilitators are effective in presenting information, reflecting a positive perception of instructional methods and facilitator effectiveness. Safety Perception at School: Mean Score: 3.41 This score indicates that a majority of students feel safe within the school environment, which is vital for fostering a conducive learning atmosphere. Relevance of Learning Materials: Mean Score: 3.13 This score, leaning closer to neutral, shows some variance in students' perceptions regarding the relevance of their learning materials to future goals. Engagement with Teachers: Mean Score: 3.25 This score indicates generally positive engagement between students and teachers, suggesting that students feel supported by their instructors. Supportive Learning Environment: Mean Score: 3.16 This score reflects a somewhat positive perception of the support available within the learning environment, though there appears to be room for improvement. Peer Relationships: Mean Score: 3.29 This relatively positive score underlines the good relationships among peers, which are crucial for a healthy school climate. School Leadership: Mean Score: 3.12 This score suggests that perceptions of school leadership are slightly above neutral, possibly indicating areas where leadership could enhance visibility or communication. Trust in School Adults: Mean Score: 3.43 The highest among the scores, reflecting strong trust in the adults at the school, which can significantly influence student comfort and engagement. Family Engagement: Mean Score: 2.91 The lowest among the scores, indicating a need for improvement in engaging families in the learning process and school events, pointing to potential areas for strategic enhancements in family-school interactions. These scores provide a quantitative measure of student sentiments across various facets of their school experience. Lower scores, like those observed in family engagement, highlight areas where targeted interventions could significantly enhance the overall school climate and student satisfaction. The local climate survey data administered by Dimensions Collaborative School provides a comprehensive overview of the educational environment as perceived by students. This detailed examination, which includes analyzing overall sentiment and specific items alongside qualitative feedback, enables us to form well-rounded conclusions. These insights are i Educational Support and Facilitation: DCS Strength: Students at Dimensions Collaborative School report positive experiences with the school's facilitation approach, which emphasizes personalized learning and respects individual learning paces, similar to Montessori principles. Opportunity for Enhancement: Leveraging these principles to introduce even more personalized and self-directed learning experiences can further enhance student engagement and independence. Safety and Security: DCS Strength: The strong sense of safety among students reflects Dimensions Collaborative School’s emphasis on creating a nurturing and secure learning environment, which is crucial for fostering natural exploration and learning. Area for Consistency: Efforts to ensure consistent safety perceptions across all DCS learning centers will support an environment where all students feel equally valued and secure. Relevance of Education: Growth Opportunity: Aligning the school’s curricular activities with real-world applications can further enhance students' understanding of the practical relevance of their studies, supporting the school's goal of holistic education. Engagement and Support: DCS Strength: The strong teacher-student engagement and peer support at Dimensions Collaborative School are in line with the school’s focus on collaborative and respectful community dynamics. Enhanced Support: Developing targeted support systems within this framework can help in addressing the individual needs of students, fostering a more inclusive school community. Trust in School Adults: Key Asset: The high level of trust in adults at Dimensions Collaborative School mirrors the school’s philosophy of respectful and open communication between students and educators, essential for effective mentorship and guidance. Family Engagement: Area for Development: Increasing family involvement in school activities can strengthen the Dimensions Collaborative School community, enriching the educational environment by integrating family support with student learning experiences. The following revisions aim to build upon the insights gathered from the local climate survey at Dimensions Collaborative School (DCS) and ensure continuous improvement in our educational practices. Revisions and Changes: Enhanced Curriculum Relevance: Action: Integrate more real-world applications and practical skills into the DCS curriculum. This includes expanding project-based learning initiatives that connect academic concepts to everyday life and community challenges. Purpose: To ensure that students not only acquire knowledge but also see its direct application and usefulness, thereby increasing engagement and promoting long-term retention. Increased Family Engagement: Action: Develop a structured program for parent involvement that includes workshops, regular family nights, and volunteer opportunities within the classroom and broader school events. Purpose: To strengthen the home-school connection, crucial in our educational model, to foster a more cohesive educational environment and community. Uniform Safety Standards: Action: Implement a uniform safety protocol across all DCS learning centers, including regular safety drills and updated training for staff and students. Purpose: To ensure that every student in every center feels equally safe and secure, creating an environment conducive to open exploration and learning. Targeted Support Systems: Action: Establish more robust support systems, including peer mentoring programs and tailored support plans for students needing additional assistance. Purpose: To address the diverse needs of all students, ensuring that every individual receives the support necessary to succeed in our educational environment. Continuous Staff Development: Action: Enhance ongoing professional development for educators, focusing on advanced educational methods, inclusion practices, and responsive teaching techniques. Purpose: To equip teachers with the skills to better support diverse learning styles and needs, thereby enhancing the overall effectiveness of the DCS educational approach. Decisions and Implementation: Timeline: These changes will be phased in over the next academic year, with preliminary steps beginning in the upcoming semester. Stakeholder Involvement: Decisions will involve input from teachers, parents, and students to ensure that all community perspectives are considered in shaping these policies. Monitoring and Evaluation: Regular feedback loops will be established, using both qualitative and quantitative measures to assess the impact of these changes and adjust as necessary. Conclusion: The revisions to plans, policies, and procedures are designed to directly address the needs and strengths identified in the local climate survey, ensuring that Dimensions Collaborative School's educational approach not only meets but exceeds the expectations and needs of its community. Met 2024-06-21 2024 37103710138016 Pacific Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population (71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-06 2024 37103710138404 Classical Academy Vista 6 In the spring of 2024, students in grades 5 and 7 participated in the Covitality survey. Classical Academy Vista measures students' school climate and overall life satisfaction through a new survey entitled CoVitality. Here are the results we collected: Students in fifth grade scored 82.63, which falls within the average range for overall life satisfaction and 93% of those students have an average to high school connectedness score. Students in seventh grade scored 78.85, which falls within the average range for overall life satisfaction and 69% of those students have an average to high school connectedness score. Classical Academy Vista continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Classical Academy Vista continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Met An additional area of focus is student growth and achievement. We are committed to the PLC work and goal setting. We have created a National PLC Cohort team that will drive the process for our district. The three-year mission of this team is to learn, 2024-05-20 2024 37103710138594 Dual Language Immersion North County 6 "DLINC uses a student satisfaction survey which is given to students in grades 5-8. Students are asked to strongly agree, agree, remain ""neutral"", disagree or strongly disagree to 22 statements about student safety, facilities, subject matter, usefulness/meaningfulness of curriculum, school lunch, and teacher and principal access. They are also able to leave suggestions and/or feedback. Most telling results were that 76% of students feel safe at school, 76% of students do not care for the school lunch, 70% of students feel that their teachers believe they can learn, 70% of students feel that their teachers treat them with respect, 66.2% feel that teachers have high academic expectations of them. Most of the feedback centered around the school food, which was unfavorable. DLINC also participated in a WASC accreditation visit in April 2024. The first step of the WASC process was to write a thorough and reflective Self-Study. All school stakeholders were involved in the process and the school analyzed its governance, teaching, learning, engagement, assessment and culture." Strengths include students feeling safe, respected, and academically challenged. Areas of need included changes to the lunch menu, facilities modernization, and commentary on the playground. As a result of this feedback, the school worked with its lunch vendor to expand menu offerings, and additional structures were added to the playground for more universal use. Also, modernization of the restrooms is under way, beginning with the downstairs boys' bathroom in the winter of 2024. Further facilities upgrades will happen in 2024-2025. These include a shade structure for the play area, and more modernization of remaining restrooms. DLINC students in grades 5-8 have struggled with Math; as a result, we have adopted a new curriculum and will be hiring a math aide in 2024-2025. Our WASC Self-study revealed the need for professional development in the areas of classroom management, math and language learning. We also identified the need to use our after school program strategically so that academic interventions were more equitable among all students. Parent concerns centered most around facilities; in particular, the playground area. Teachers have noticed that behavior challenges are unprecedented. Our LCAP includes allocations for Math support staff, shade for the playground, and professional development. Met 2024-06-03 2024 37103710138792 JCS - Manzanita 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 98 surveys were completed by the students of JCS-Manzanita. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall: Tier 1 - 30.6% Tier 2 - 35.7% Tier 3 - 33.7% Average Strengths - 2.2 Average Challenges - 3.6 Most Significant Strengths - Empathy, School Bonding, Emotion Control Most Significant Challenges - Critical Thinking, Learning Interest, Assertiveness SwD: Tier 1 - 19.2% Tier 2 - 42.3% Tier 3 - 38.5% Average Strengths - 1.5 Average Challenges - 4.5 Most Significant Strengths - Trust, Relationship with Adults, Emotion Control Most Significant Challenges - Critical Thinking, Perseverance, Reflection SED: Tier 1 - 50% Tier 2 - 16.2% Tier 3 - 33.3% Average Strengths - 2.7 Average Challenges - 3.5 Most Significant Strengths - Emotion Control, Empathy, Relationships with Adults Most Significant Challenges - Relationships with Adults, Assertiveness, Trust Hispanic: Tier 1 - 33.3% Tier 2 - 36.4% Tier 3 - 30.3% Average Strengths - 2.8 Average Challenges - 3.4 Most Significant Strengths - School Bonding, Reflection, Relationship with Adults Most Significant Challenges - Critical Thinking, Academic Motivation, Optimism The results of the HSA were shared with staff to consider the needs of students. We learned that emotional control and Relationships with Adults were common strengths among significant subgroups and the overall population. The most common challenge overall and within subgroups was Critical Thinking. From the results of the HSA, it is clear that Students with Disabilities (SwD) need the most significant SEL support. SwD have the highest percentage of Tier 3 students (38.5%) with the lowest number of average strengths and the highest number of average challenges. "Critical Thinking, Assertiveness, and Learning Interest are the most significant challenges among students at JCS-Manzantia. In 2024/2025 LCAP, the school is addressing these scales within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning." Met 2024-06-14 2024 37103716119119 Literacy First Charter 6 The local climate survey we used was designed to seek input from students while fitting in with the mission, vision and values of Literacy First Charter Schools. The survey consisted of diverse questions about school climate, academics, character education and social emotional learning. The disaggregated results are from 5th and 6th grade students. A separate exit survey was given to the high school seniors with prompts such as future plans for career or education, future goals, and their satisfaction with the high school experience. Overall, the learning data suggested that our students are happy and thriving at LFCS. 89% of students said that our school teaches them to be responsible for their actions. 88% shared that teachers and grown ups make it clear that bullying is not allowed. and 99% said that they feel safe at school. It seems their may be a disconnect with the students that reported that our school does not teach about responsibility or bullying, as these are both explicitly taught in each grade level, we will work to identify where the disconnect is and address the matter intentionally. 37% of students shared that school is hard for them, and 26% shared that they are, on average, helpful at school. These might not seem like numbers that would cause a school to work on those areas, however, as a character building school, we work very hard at cultivating students who are respectful and show integrity. These two areas are extremely important to us and will be areas we will work to improve upon. We revamped our character education plan in grades K-8 last year, and this data tells us that the program is beginning to work, however, we need to continue to teach our students about being kids of character, and to advocate for themselves when things feel hard so that we can help them. We will continue to revise the program to aid in educating the staff, students and parents in character education as well as social and emotional health as we create life- long learners and responsible adults. Met 2024-06-11 2024 37679670000000 Alpine Union Elementary 6 The District uses a PBIS survey that is administered to students, staff, and families as well as an LCAP survey that is administered to families and staff to identify key learnings and needs of growth. The following data reflects the overall analysis: 87% of elementary and 72% of secondary students feel their school sets clear rules for behavior 53% of elementary students and 52% of secondary students feel that students are recognized for good behavior 71% of elementary and 70% of secondary students feel safe at school 31% of elementary and 60% of secondary students feel that the behaviors in class allow the teachers to teach 67% of elementary and 79% of secondary students feel successful at school 80% of elementary and 66% of secondary students know there is an adult on campus who can help them Percentage of AUSD staff who agree that they feel safe at school - 93% Percentage of AUSD staff who agree they are an important part of their child's school - 95% Percentage of AUSD staff who agree that they feel connected to the teachers and staff at their school - 89% Based on the feedback there is a need to increase efforts in ensuring that all students feel safe, connected and engaged in their school community. Amongst this feedback, educational partners expressed the need to increase support for student behaviors at all school sites. 68% of AUSD staff report that the District needs to improve in supporting student behavior needs. Additionally, our survey data indicates that our students feel that the behaviors in their class impact their ability to learn at times. Educational partners have indicated the need for early intervention programs for behavior, as well as Tier 2 and Tier 3 interventions to support students. In addition to behavior support for students, there is a need to continue to train our staff in behavior management strategies. This includes general behavior management strategies as well as strategies to work with students exhibiting more severe behaviors. The need to provide more social emotional support was also expressed by our stakeholders as 57% of our staff indicate the need to increase social emotional health. Both parents and staff expressed the need to continue to add social emotional support to all school sites. Additionally, there is a need to train staff on Tier 1 social emotional learning. Due to extensive grant funding, the District has plans to increase social emotional support at all sites. This includes increased staffing, adding calm corers to classrooms and creating Wellness Centers at all sites. "Based on the feedback from the surveys, the District will be implementing several important changes to improve student support and well-being. One major initiative is the introduction of a Tier 2 and Tier 3 behavior program. This program is designed to provide more targeted and intensive support for students who require additional help beyond the universal interventions available to all students. In addition to the behavior program, the District is also focusing on enhancing social-emotional support for students. This effort includes increasing the number of staff dedicated to addressing students' social and emotional needs, ensuring that there are more professionals available to provide counseling and support. Furthermore, the District plans to introduce ""calm corners"" in classrooms. These are designated areas where students can go to self-regulate and manage their emotions in a quiet and supportive environment. Finally, the District will be creating Wellness Centers at all school sites. These centers will serve as hubs for students to access a variety of mental health and wellness resources, providing a safe and welcoming space for students to seek help and support. Overall, these changes aim to create a more supportive and nurturing environment for all students." Met 2024-06-18 2024 37679830000000 Borrego Springs Unified 6 For the 23-24 School year we gave a school climate survey open to students, staff and families. Below are some findings District wide: Staff: 85% of staff feel safe at school, a slight increase from the previous year of 82%. 85% of staff believes the school promotes academic success for all students a decrease from the previous year of 91% Parents: 70% of parents believe teachers at the school promote academic success for all students, a decline from last year at 77%. 85% of parents said their child feels safe at school, an increase from the previous year of 54% Elementary: Students: 32% of students like school, a decrease from the previous year of 42%. 67% of students feel safe at school which was an increase from the previous year of 37% Middle School: Students: 59% of students like school, a decrease from the previous year of 60%. 57% of students feel safe at school which was a decrease from the previous year of 60% High School : Students: Students: 71% of students like school, an increase from the previous year of 61%. 79% of students feel safe at school which was an increase from the previous year of 68% District wide we need to continue with our work with PBIS to keep improving the climate for students and staff. The decrease of students liking school in elementary and middle school is concerning and we want to continue with PBIS strategies and support for students and families. We continue to lack in the area of emotional support due to the inability to hire social workers or counselors to work in our remote community. "We want to continue to have safe schools for our students, staff, and families. Security measures are in place with frequent drills and safety plans. PBIS professional development will continue to be an area we work with for teachers and staff to establish strong expectations and guidelines for students to be successful in school. There are currently no changes to existing plans, only furthering the development of our current status of PBIS and structures for students. Due to the lack of applicants for social workers on our school sites, we are attempting to hire for counselors to help staff implant for MTSS strategies, specifically in the area of PBIS as well as facilitate ""friend"" groups and push in support for classrooms to help with social situations which causes some students to not enjoy school." Met 2024-06-20 2024 37679830134890 San Diego Workforce Innovation High 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 95% of students reported that they felt connected to an adult at the school" Feeling safe and connected is essential to the school because the faculty and leadership intentionally ensure that each student experiences a school culture they can trust and feel good about attending. A positive school culture is fundamental to the values and mission. The staff has been trained to implement trauma-informed practices with fidelity. During the school year, 98% of staff reported that they felt safe, and 100% of staff reported that they felt connected to the school. The school climate survey is aligned with Goal #4 in the LCAP and is given to all educational partners from late fall to late winter. The results are reflected in the school's LCAP's goals and actions. Met 2024-06-04 2024 37679910000000 Cajon Valley Union 6 Cajon Valley Union School District uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) our new local Priority 6 survey. The local Priority 6 survey was administered during the 2023/2024 school year and includes responses from 4th-8th grade students at all of our Cajon Valley sites. This was the first year our district administered this survey. It was created to better align with new reporting requirements. Our Gallup Student poll is administered annually and includes all students in 5th-8th grade at all Cajon Valley Sites. he key findings from the 2023-2024 Gallup Survey come from two domains; Engagement and Belonging. These domains align to safety and connectedness as they assess students’ involvement in and enthusiasm for school, and feeling accepted and included as part of the school. Based on the 23-24 data, an area of celebration is in the Engagement domain. Overall, the district’s engaged student population increased 4% this school year. The majority (88%) of students agree or strongly agree with the statement, “I have a best friend at school”, indicating a high degree of connectedness with peers. In addition, 61% of students agree/strongly agree with the statement “I feel safe at school”, and 66% of students agree/strongly agree with the statement, “The adults at my school care about me.” Based on the 23-24 data, we have seen increases in all of the aforementioned areas. We also see a need for more inquiry and possible improvement around the Belonging domain. We found that only 59% of students agree/strongly agree with the statement “I feel like I belong at my school.” Although we are able to use this data to drive conversations, due to the anonymity of the assessment, we are unable to disaggregate the results by student group. According to the 23-24 Priority 6 Survey, 64% of students indicate that “the things I’m learning in school are important to me” and 69% indicate that “the things that I am learning in school are important to my future.” When looking at students who are English Learners, we see significant increases in these percentages, where 72% of students indicate that “the things I’m learning in school are important to me” and 73% indicate that “the things that I am learning in school are important to my future.” We see similar trends when looking at the responses from Students with Disabilities, where 61% of students indicate that “the things I’m learning in school are important to me” and 66% indicate that “the things that I am learning in school are important to my future.” The percentages do decrease somewhat with 8th grade students, where 54% of students feel that “the things I am learning in school are important to me.” Based on this data, social and behavioral skills instruction remains a district priority. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenges, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools. Additionally, a focus for the 2023/2024 school year included district-wide learning around the expectations for student success, which included creating the necessary conditions for success, providing instruction on and implementing a response plan to address social, emotional, and behavioral challenges. Met 2024-06-25 2024 37679910108563 EJE Elementary Academy Charter 6 EJE Elementary Academy administered the Panorama SEL surveys to students in grades 2-5. Results will be analyzed and presented to our educational partners: Summary of results: 316 respondents • 50% Emotion Regulation: How well students regulate their emotions • 57% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance level. • 62% Self-Management: How well students manage their emotions, thoughts, and behaviors in different situations: • 60% Social Awareness: How well students consider the perspectives of others and empathize with them. • 90% Supportive Relationships: How supported students feel through them relationships with friends, family, and adults at school EJE Elementary Academy administered the Panorama School-Level Survey in grades 3-5. Summary of results: 247 respondents • 59% School belonging: How much students feel that they are valued members of the school community. • 53% School Climate: perceptions of the overall social and learning climate of the school • 43% School Engagement: How attentive and invested students are in school. • 50% School Safety: • 75% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. This data shows that overall, based on Panorama’s national comparative rankings, we rank in the 60th to 79th percentile for almost all areas in the SEL survey. Based on this survey, there is a need to work on self-management and social awareness. In reviewing questions specific to self-management, we can identify that the questions in which there was a low favorable response are about work completion, ignoring distractions, and remaining calm when others are bothering them. Through the school-level survey, we see that teacher-student relationships and a sense of belonging are highly favorable responses in the 79th percentile, demonstrating strong relationships between students and teachers, which impact a positive sense of belonging. However, every other section is not. In reviewing more specific questions in school climate, school safety, and school engagement, we learned that there is a need to improve behavior of students so that other students do not feel that their peers’ actions negatively impact their learning, there is a decline in “excitement” of being in class and engaging, and that there is a high number of students who feel students are disrespectful. We will continue to use the curriculum Second Step to support our students with regulation, responding to individual social-emotional needs, and encouraging positive behavior. In our second year of using Second Step, all members will use the curriculum during their designated community time, where real-life situations can be addressed. In partnership with the Dean of School Culture, teachers will be given training, strategies, and tools to address behaviors inconsistent with school expectations. This upcoming year, we will include grade-level assemblies where our counselor will support small group counseling services for students and facilitate staff-wide professional development on addressing behavioral challenges and SEL schoolwide initiative. We will also add a Social Worker to help address our needs of student barriers to learning and attendance. We will also continue working with a behavioral analyst to support our teachers in developing behavior plans and demonstrating strategies to address students with behavioral challenges and minimize classroom disruptions effectively. We will regularly use Panorama to measure and improve social-emotional learning schoolwide. Met 2024-06-18 2024 37679910119255 EJE Middle Academy 6 EJE Middle Academy administered the Panorama SEL surveys to students in grades 6-8. Results will be analyzed and presented to our educational partners: Summary of results: 223 respondents • 39% Emotion Regulation: How well students regulate their emotions • 50% Growth Mindset: Student perceptions of whether they have the potential to change those factors that are central to their performance level. • 58% Self-Management: How well students manage their emotions, thoughts, and behaviors in different situations: • 50% Social Awareness: How well students consider the perspectives of others and empathize with them. • 80% Supportive Relationships: How supported students feel through them relationships with friends, family, and adults at school EJE Middle Academy administered the Panorama School-Level Survey in grades 6-8. Summary of results: 235 respondents • 34% School belonging: How much students feel that they are valued members of the school community. • 36% School Climate: perceptions of the overall social and learning climate of the school • 24% School Engagement: How attentive and invested students are in school. • 48% School Safety: • 41% School Teacher-Student Relationships: How strong the social connection is between teachers and students within and beyond the school. There is an overall need in middle school to improve the school climate. We recognize that students are having a difficult time being able to emotionally regulate themselves, which is having a huge impact not only on their interactions with peers but also on their academics. Due to this, it becomes challenging for students themselves to be invested in school and even more difficult for their peers to feel invested in this type of behavior surrounding them. We will continue to use the Second Step curriculum to support our students with regulation, respond to individual social-emotional needs, and encourage positive behavior. In our second year of using Second Step, all members will use the curriculum during their designated Soaring Eagles Time (SET time), where real-life situations can be addressed. We will strategically place students in group settings conducive to fostering a space where they can engage in these conversations with peers and their teachers. In partnership with the Dean of School Culture, teachers will be given training, strategies, and tools to address behaviors inconsistent with school expectations. This upcoming year, we will also include grade-level assemblies on a trimester basis to ensure we are setting, reinforcing, and praising the set expectations. In addition, we will facilitate staff-wide professional development to address behavioral challenges and SEL schoolwide initiatives. We will also continue working with a behavioral analyst to support our teachers in developing behavior plans and demonstrating strategies to address students with behavioral challenges and minimize classroom disruptions effectively. We will regularly use Panorama to measure and improve social-emotional learning schoolwide. Met 2024-06-18 2024 37679910139394 Kidinnu Academy 6 100% of our students provided feedback on their feelings regarding safety on the campus. 96% of our TK - 1st grade students reported that they felt safe at school. 81% of our 2nd and 3rd grade students reported that they felt safe all or most of the time. 77% of our 4th - 6th grade students reported that they felt safe at school all or most of the time. Some areas we would like to address specifically related to the connection that students shared they had to their teachers, including the instructional aides on campus. We want all of our students to feel supported and understood by all of our staff. Next year, we plan to train all staff on positive discipline, restorative practices, and our PBIS model. Next year, we plan to employ a full time counselor to serve both campuses. We will also be integrating a social emotional program LEA wide. The content will be reinforced through school assemblies and morning meetings. Met 2024-06-11 2024 37679910140558 Bostonia Global 6 Bostonia Global uses two different assessments to measure school safety and connectedness, 1) the Gallup Student Poll and 2) our new local Priority 6 survey. The local Priority 6 survey was administered during the 2023/2024 school year and includes responses from 4th-8th grade students. This was the first year our district administered this survey. It was created to better align with new reporting requirements. Our Gallup Student poll is administered annually and includes all students in 5th-8th grade at all Cajon Valley Sites. The key findings from the 2023-2024 Gallup Survey at Bostonia Global highlight two primary domains: Engagement and Belonging. These domains are crucial for understanding students' sense of safety, connectedness, and involvement in school. Engagement Domain: The 2023-2024 data shows positive trends in student engagement. The average score for the sense of belonging increased by 0.07 on a scale of 1 to 5, indicating a slight improvement in students feeling connected to the school. Additionally, there was a noticeable increase in students' enjoyment of school, with the statement “I have fun at school” rising by 0.02 to 3.68. Furthermore, the statement “At this school, I get to do what I do best every day” saw a significant increase of 0.06, reaching 3.62. These improvements suggest that more students feel engaged and find personal satisfaction in their school activities. Belonging Domain: Despite these positive trends in engagement, the data also highlighted challenges in the Belonging domain. The average score for the statement “I feel like I belong at my school” fell slightly below the district average, with Bostonia Global scoring 4.04 compared to the district's 4.12. This indicates that while engagement is improving, there is still work to be done to ensure all students feel a strong sense of belonging and inclusion at the school. Priority 6 Survey Findings: According to the 2023-2024 Priority 6 Survey, there are positive perceptions regarding the relevance of school learning. Specifically, 64% of students agreed that “the things I’m learning in school are important to me,” and 69% felt that “the things I am learning in school are important to my future.” However, responses from English Learners showed even more positive feedback, with 72% agreeing that their learning is important to them and 73% seeing its relevance for their future. Students with Disabilities had slightly lower percentages, with 61% feeling that their learning is important and 66% acknowledging its importance for their future. In summary, while Bostonia Global has made notable progress in student engagement, there is still a need to focus on improving the sense of belonging among all students. The data underscores the importance of continuous efforts to create a more inclusive and supportive school environment where every student feels valued and connected. Based on this data, social and behavioral skills instruction remains a district priority. School sites continue to implement curriculum and interventions that help students learn the skills necessary to navigate expected social and behavioral challenges, in conjunction with the World of Work curriculum, to support all students in feeling safe and connected to our schools. Additionally, a focus for the 2023/2024 school year included district-wide learning around the expectations for student success, which included creating the necessary conditions for success, providing instruction on and implementing a response plan to address social, emotional, and behavioral challenges. Met 2024-06-25 2024 37680070000000 Cardiff Elementary 6 Cardiff Schools uses the California Healthy Kids Survey with our 5th grade students each year to measure student sense of safety and connectedness in our schools. In the 2021-22 school year, 84% of our fifth grade students indicated that they felt connected to school and 89% indicated that they felt safe at school. In the 2022-23 school year, 91% of our fifth graders indicated they felt connected to their school and 96% indicated they felt safe at school. In the 2023-24 school year, 91% of our fifth graders indicated they felt connected to their school and 96% of students indicated they felt safe at school. Cardiff Schools also uses attendance rates to measure the social and emotional growth of all students. In the 2021-22 school year our overall attendance rate was 92.23% and that increased to 93.5% in the 2022-23 school year. Our attendance rate continues to improve and we increased to 95.82% in the 2023-24 school year. Our chronic absenteeism rates went down from 20.57% in 2021-22 to 15.13% in 2022-23 to 7.47% in 2023-24. Through educational partner feedback, Cardiff Schools recognized the need for additional social emotional learning (SEL) curriculum and counselor support. The 2023-24 school year was our second full year of SEL lesson implementation. This year we also added a referral system that teachers and administration use to refer a student for counseling or small group support. The referral system also helps us track the areas of student need so we have information to reflect on as we continue to develop and refine our SEL program. The curriculum program and referral system we have developed and implemented is a key area of strength when looking at school climate. The implementation of Independent Study Contracts along with letters that go home each trimester to families of students with absentee rates over 10% and personal outreach in the form of phone calls and home visits have greatly increased our attendance rates and improved school climate. Our schools will continue to use the California Healthy Kids Survey to measure student connectedness and safety at school. We will deliver this survey earlier in the year and place greater emphasis on completion in order to increase participation to over 90%. The SEL counselor will continue to be a full time position shared between the two sites. The referral system will be in the second year of implementation and we will have more data to analyze. The bilingual office assistants and attendance clerks at each site will work with classroom teachers to identify students who may become chronically absent sooner in order to provide more frequent outreach and specific resources to meet the families needs. Administration will continue to provide attendance incentive and make home visits when needed to reduce the amount of students who are chronically absent. Met 2024-06-11 2024 37680230000000 Chula Vista Elementary 6 Each school year the Hanover Survey is administered to CVESD students, staff and parents/guardians as part of our LCAP process. During the 2023-24 school year, Hanover school climate data was collected across all school sites to assess our educational partners’ sense of school safety and sense of connectedness. More specifically, current school climate data indicated that 87% of all CVESD students agree when responding to the prompt: Do you feel that your school has school rules that keep school safe? Further analysis of this prompt indicates that following ethnic student groups responded accordingly, 88% of American Indian students agree, 93% of Asian students agree, 91% of Black students, agree, 86% of Latino students agree, 90% of White students agree, and 88% of Multiracial students agree. Additional student group data show 87% of Students who qualify for Free/Reduced lunch agree; no data was not available for our Students with Disabilities and English Language Learners. Additional school climate data indicated that 80% of all CVESD students agree when responding to the prompt: Considering your experiences at school, would you say that you feel included and welcomed socially? Further analysis of this prompt indicates that following ethnic student groups responded accordingly, 93% of American Indian students agree, 92% of Asian students agree, 84% of Black students, agree, 80% of Latino students agree, 75% of White students agree, and 81% of Multiracial students agree. Analysis of school climate data indicates that some student groups self-reported higher levels of school safety and connection district wide than others. These data varied from school site to school site and from student group to student group. To obtain a more complete understanding of what students need, CVESD will: 1) Provide school sites with additional training and support to all MTSS Teams on how to analyze student group level data, 2) Provide school sites with support training and support on how to conduct Empathy Interviews and operationalize street data around a problem of practice and 3) Continue to coordinate systems/services of support related to students’ multilayered needs. Met 2024-06-12 2024 37680230119594 Leonardo da Vinci Health Sciences Charter 6 Each year, LdVCS conducts a Positive Behavioral Interventions and Supports (PBIS) climate survey to gather student and family perceptions of school safety and connectedness. The survey results have provided valuable insights into the school's climate and identified areas of strength and growth. The survey results indicate that LdVCS has been successful in explicitly teaching and enforcing expected behaviors among students. This demonstrates that the current system effectively communicates behavioral expectations to students. However, the analysis of the survey data has also highlighted specific areas of growth. These areas include increasing the use of positive rewards for good behavior, improving recess and lunch supervision, and establishing a dedicated team to address behavior intervention. In response to these survey results, LdVCS has taken proactive measures to address the areas of growth and further improve the school climate. Firstly, the school has hired a Dean of Students who plays a key role in revamping policies and procedures related to behavior management. The Dean of Students works collaboratively with staff, students, and families to create a positive and inclusive environment that supports the well-being and success of all students. In our analysis of the survey results, a significant number of parents did not respond to the survey, indicating a need for more effective communication and engagement strategies. Many parents answered 'unknown' to questions, suggesting a lack of clarity or awareness regarding school practices and procedures. There is a clear need to ensure parents are informed about consistent disciplinary guidelines through revision of our current policy. Parents also require better education about emergency protocols to enhance safety awareness. Finally, parents need more information about what LdVCS is doing to Improve supervision effectiveness during recess as this is crucial for student safety and well-being. Some strategies LdVCS is taking for further educating parents includes working with the Parent Advisory Council (PAC) and English Learner Advisory Councils (ELAC) to brainstorm more avenues to get information in parents hands. LdVCS continues to implement regular newsletters, emails, and/or a dedicated section on the school website to update parents on school policies and practices. LdVCS plans to organize more workshops or information sessions where parents can learn about discipline policies, emergency procedures, and the importance of effective recess supervision. These meetings discuss school policies and procedures individually with parents, ensuring they understand their role and the school's commitment to consistency and safety. By focusing on these strategies and goals, we aim to improve parent engagement, enhance understanding of school practices, and ensure a safer and more consistent learning environment for all students. LdVCS recognizes the importance of building capacity among all team members to effectively implement PBIS strategies. LdVCS has partnered with Akoben, a restorative justice through trauma-informed approaches, to ensure that staff members have the necessary skills and knowledge to support positive behavior and foster a safe and welcoming school climate. To address the need for a focused behavior intervention approach, LdVCS has established a dedicated team and a new partnership with The Oas Center as well. This team will work closely with students who require additional support and intervention, providing individualized strategies and resources to address their specific needs. By having a designated team, LdVCS aims to ensure that students receive the necessary assistance to thrive academically and socially. The implementation of these initiatives aligns with LdVCS's commitment to continuous improvement and creating a positive school climate. While it is still early to evaluate the full impact of these actions, the school is optimistic about the potential positive outcomes. LdVCS remains dedicated to monitoring progress, collecting ongoing feedback from students and families, and making necessary adjustments to further enhance the school's safety, connectedness, and overall climate. Met 2024-06-27 2024 37680230138073 Learning Choice Academy - Chula Vista 6 The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness. A total of 38 students in grades 5 and 6 completed the survey (26% response rate) The below data points represent findings related to school safety and connectedness: 95% of students strongly agreed or agreed that they feel close to people at this school 92% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 92% of students strongly agreed or agreed that they are happy to be at this school 76% of students feel safe or very safe at school 95% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 84% of students strongly agreed or agreed that teachers at TLC treat students fairly A total of 356 students in grades 7 through 12 completed the survey (a 62% response rate). The below data points represent findings related to school safety and connectedness: 81% of students strongly agreed or agreed that they feel close to people at this school 83% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 79% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 81% of students strongly agree or agree that they feel close to people at this school 83% of students strongly agreed or agreed that they are happy to be at this school 73% of students felt very safe or safe while at school 89% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 85% of students strongly agreed or agreed that teachers at TLC treat students fairly "To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site starting in the 2023-24 school year. The school will continue to offer student clubs, such as Dungeons & Dragons, Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor." In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2023. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results. Met 2024-06-26 2024 37680236037956 Feaster (Mae L.) Charter 6 Feaster Charter School aims to improve its educational environment through data-driven insights. The school's LCAP feedback and listening project data highlight areas for improvement, including safety and security, communication, and traffic/parking concerns. Existing programs, such as physical education, literacy programs, and sports, are highly valued. Proposed new programs include expanding tutoring, athletics, and academic counseling. The school's California Healthy Kids Survey data reveals key indicators of school climate, including: * School engagement and supports: students report a decline in feeling connected to school from Grade 7 to Grade 8. * School safety and cyberbullying: students report concerns about safety and cyberbullying. * Student feelings and engagement: students feel more closeness to people at the school in Grade 7 than in Grade 8. * Caring relationships: students report a majority of adults care about them, with a slight increase in Grade 8. * Academic motivation and parental involvement: students' academic motivation decreases from Grade 7 to Grade 8, while parental involvement remains consistent. The data highlights areas for improvement, including improving school connectedness, addressing decreasing happiness and feelings of inclusion, and maintaining robust caring relationships. Effective communication and engagement with parents could also support a positive school environment. At Feaster Charter, we continually strive to enhance our educational environment through intense analysis of feedback and data gathered from our community. Our efforts are guided by instruments such as the California Healthy Kids Survey and our Local Control and Accountability Plan (LCAP). Below are some key learnings, identified needs, and areas of strength, as determined through the analysis of this comprehensive data: Key Learnings and Identified Needs: Safety and Security Concerns: - Improvements are needed in safety and security measures during critical times such as pick-up and drop-off. - Cyberbullying presents a significant challenge, with a notable percentage of students reporting experiences of cyberbullying. Enhanced Communication and Transparency: - There's a need for better communication strategies, especially in providing timely and transparent information to parents and students from classroom teachers. Academic Support and Engagement: - Expansion of tutoring services and academic counseling across all grades to provide comprehensive support. - Addressing lower academic motivation and engagement in higher grades, particularly noted through a decline from Grade 7 to Grade 8. Health and Well-being: - Incorporation of mindfulness across all classes and improvement in food options indicate a community focus on physical and mental health. Parental Involvement and Community Engagement: - Parental involvement is consistently highlighted as a priority, indicating its importance in fostering a supportive educational environment. Areas of Strength: High-Quality Teaching and Learning Environment: - The school is highly praised for its great teachers and the quality of physical education and sports, which are crucial for student development. Robust Extracurricular and After-School Programs: - Programs such as after-school clubs, field trips, and spirit weeks are cherished for their role in community building and educational enrichment. Supportive Relationships and Inclusivity: - Strong adult-student relationships and consistent efforts in social emotional learning are significant in creating an inclusive and supportive atmosphere. Responsive to Emerging Needs: - The school is attentive to emerging needs such as financial literacy education and expanding sports programs, which shows adaptability and responsiveness to student interests. Comprehensive Student Support: - Initiatives like reading intervention, trauma-informed training, and restorative justice programs underscore a holistic approach to student support. These insights reflect our commitment to a dynamic educational community where there is an emphasis on academic excellence, emotional and physical well-being, and strong community engagement. The data not only helps us identify areas needing enhancement but also affirms the strengths that make Feaster Charter a nurturing environment for our students. Based on the analysis of LCAP data, the listening project, and the California Healthy Kids Survey, at Feaster Charter, we are implementing several key changes to enhance our educational environment and community engagement: After-School Tutoring Support: - We're expanding tutoring services to offer more comprehensive academic support across all subjects, ensuring students at all grade levels have the resources they need to succeed. Parent Engagement and Communication: - Regular parent meetings will be scheduled to discuss upcoming changes and gather further feedback, ensuring transparency and community involvement in school development. - Increased use of social media and regular blog posts will help keep our community informed and engaged with the latest news and updates from the school. Enhancing Extracurricular Activities: - Introduction of new after-school sports programs specifically for 1st to 3rd graders, aiming to promote physical health and teamwork from an early age. Parental Involvement on Campus: - New initiatives such as offering Zumba classes and organizing quarterly family nights will provide additional opportunities for parents to engage with the school community in a fun and healthy way. Improving School Safety: - Efforts are being intensified to enhance safety measures around the campus, particularly during high-traffic times such as drop-off and pick-up hours. Incorporating Mindfulness Practices: - In response to the community's expressed interest in mental health, mindfulness practices will be integrated into all classrooms to help students manage stress and enhance their emotional resilience. These initiatives reflect our efforts to leverage community feedback for continuous improvement and are aimed at creating a more supportive, engaging, and safe learning environment for all students and their families. Met 2024-06-04 2024 37680236037980 Mueller Charter (Robert L.) 6 California Healthy Kids Survey (CHKS) & Leader In Me MRA data: High expectations: 7th grade 81%, 9th grade 68%, 11th grade 77%. School Safety - 7th 57%, 9th grade 64%, 11th grade 77%. Leader in Me MRA (Grades 4-8) 76% positive well-being indicator and 74% in the Goal Achievement indicator. Additionally, focus groups, empathy interviews and informal settings were used to gather qualitative data not captured in climate surveys. California Healthy Kids Survey (CHKS) data showed some growth areas in the area of High expectations: 7th grade 81% (-11) 9th grade 68% (maintained) 11th grade 77% (+6). School Safety - 7th 57% (-3) 9th grade 64% (maintained), 11th grade 77% (+6). There was a decrease for the 7th grade student sample in relation to these indicators. As such, intentional actions will be outlined to address these areas. Leader in Me MRA (Grades 4-8) indicated growth in the positive well-being indicator 76/100 (+4) and maintaining 74/100 in the Goal Achievement indicator. Mueller (UTK-8) continued with the implementation of Leader in Me, social emotional curriculum. Mueller/Bayfront will increase opportunities for meaningful participation by way of student organizations and the increasing of leadership opportunities such as student councils and student advisory boards. We will also continue to offer a robust athletics program, clubs and after school enrichment programs. Met 2024-06-06 2024 37680236111322 Discovery Charter 6 Percentage of students in 3rd - 8th grades (521) who... - like school was 92% - feel connected to school was 85% - feel supported at school was 91% - feel safe at school was 93% - feel their teachers cares about them was 98% - feel their teachers treats them with respect was 97% - feel there are clear rules for behavior was 95% - know an adult at school they can talk to for help 91% One key learning from this survey is that almost all of our students feel safe, respected and cared for at Discovery. This is clearly an area of strength. An area of need is the 15% of our students that do not feel connected to our school. Another area of need is for us as a staff to get more information from the few students who do not feel safe, respected, and cared for to better understand why and what we can do to better support them. Next year's student climate survey will be administered at the start of the school year and will have follow up questions for students to explain why they do not feel safe, respected or cared for. The plan is to create actions that address the students' needs that are learned from these follow up questions so that they feel more connected to school. Met 2024-06-11 2024 37680236115778 Chula Vista Learning Community Charter 6 The Chula Vista Learning Community Charter School annually monitors educational partner input through the Parent Needs Assessment & Local Control Accountability Plan Survey. Results of the survey reveal that school climate and safety is highly rated with an average 4.75 out of 5 stars. Key findings include providing additional academic and social emotional support, enrichment programs, parent workshops, increase volunteer opportunities and connecting families to community resources. As a result of findings, the Chula Learning Community Charter continues employing an additional psychologist and social workers to support student social emotional needs and connecting families to community resources, expanding after school and intersession academic/enrichment programs, and increasing in-person workshops and volunteer opportunities for families. One of the barriers/challenges that the middle and high school campuses face is the lack of space for extra-curricular activities. The school currently partners with city parks and recreation departments to provide facility use. Met 2024-06-10 2024 37680236116859 Arroyo Vista Charter 6 Arroyo Vista Charter participates in the California Healthy Kids Survey and the Hanover Survey. Survey results indicate that 84% of our students feel included and welcome at school, 80% feel connected to an adult and 78% feel safe. Families reported that strength areas are: teachers are caring and dedicated to students, high expectations for student performance and students feel safe and welcome at school. Students in grades TK-6 participated in a school created survey in the fall and spring. Over 90% of TK-2 grade students reported that they know they can ask for help from an adult, know when they are doing a good job at school, believe they can do well at school and feel that they are an important part of their class. Over 80% of 3rd - 6th grade students responded usually/always to the following questions: I believe I can be successful in school., I feel respected by the adults at school., My class is a safe place to make mistakes., I feel comfortable asking for help., and I am able to recognize my own accomplishments. "Our data shows that we are making gains in students feeling welcome and respected at school, however, we realize that 16% of students are still reporting ""never or occasionally"" so this is an area of improvement needed especially in grades 5-8. Families report that their children are happy, safe and making academic gains at school. Families also shared appreciation for additional academic supports provided to students working to reach grade level expectations." "The school team realizes the importance of ""belonging at school"" and will continue to focus on our upper grade and middle school students at the beginning of the new school year to ensure that students are building relationships with peers and accessing support from the school counselors as needed. A student survey will be conducted at the end of the first quarter to analyze programs and supports provided during the first nine weeks of the school year. Survey results will be reviewed by the MTSS (Multi-Tiered System of Supports) Team and action steps for quarter 2 will be developed." Met 2024-06-06 2024 37680310000000 Coronado Unified 6 The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from spring 2021 and spring 2023 CHKS administrations. Spring 2021 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 5: 78% Grade 5: 82% Grade 5: 79% Grade 5: 95% Grade 7: 77% Grade 7: 65% Grade 7: 63% Grade 7: 81% Grade 9: 91% Grade 9: 68% Grade 9: 59% Grade 9: 83% Grade 11: 50% Grade 11: 60% Grade 11: 60% Grade 11: 76% Spring 2023 Participation Rate: School Connectedness: Caring Adult Relationships: Feel Safe at School: Grade 5 (VES/SSES): 45%/97% Grade 5: 45%/88% Grade 5: 75%/93% Grade 5: 87%/82% Grade 7: 92% Grade 7: 68% Grade 7: 73% Grade 7: 73% Grade 9: 91% Grade 9: 68% Grade 9: 63% Grade 9: 79% Grade 11: 84% Grade 11: 67% Grade 11: 68% Grade 11: 77% A comparison of the overall percentages from the 2021 and 2023 CHKS administrations show increases in almost all categories at each participating grade level. One of the most significant challenges CUSD faced that certainly affected the results of the CHKS was the pandemic. The learning environments at each school site changed many times from distance learning to hybrid learning to now for the second consecutive school year, all in-person learning. CUSD is piloting universal screeners for all students K-12 to administer at the beginning of the school year and is researching a social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories. A comparison of the overall percentages from the 2021 and 2023 CHKS administrations show increases in almost all categories at each participating grade level. One of the most significant challenges CUSD faced that certainly affected the results of the CHKS was the pandemic. The learning environments at each school site changed many times from distance learning to hybrid learning to now for the third consecutive school year, all in-person learning. CUSD is piloting universal screeners for all students K-12 to administer at the beginning of the school year and is researching a social/emotional health check in order to determine what individual students may need more supports or interventions. This will provide an important local, annual measure that can be compared to the biannual administration of the CHKS. CUSD is also continuing to focus on MTSS at each school site and at the district level. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other categories. Met 2024-06-20 2024 37680490000000 Dehesa Elementary 6 Based on school climate results from 23-24 school year we had positive student responses from our elementary students in all the areas of the survey including how students like school, how they do well at school, how school makes them feel. Students also responded positively with regards to how school has clear rules for behavior, how teachers treat them with respect, how safe students feel at school, and how good behavior is noticed at Dehesa. The only area that did not have positive growth was where students believe that other students behave so that their teachers can teach. From our middle school student responses, we also saw positive responses with regards to students feel their school has high standards for their achievement. They also had positive responses with how the school sets clear rules for behavior. The areas of concern for our middle school responses is a drop in positive responses that indicate they can talk to an adult if they need help. Based on the school climate results from the 2023-2024 school year, the key learnings, identified needs, and areas of strength can be summarized as follows: Key Learnings: Elementary School Students: 1. Positive Student Experiences: - Students like school, perform well academically, and feel positive about their school experience. - Students feel safe, respected, and acknowledge that good behavior is recognized. 2. Clear Rules and Respect: - Students understand and appreciate the clear rules for behavior. - Teachers treat students with respect, contributing to a positive school environment. 3. Behavioral Challenges: - The only area without positive growth is students' perception that their peers' behavior sometimes disrupts teaching. Middle School Students: 1. High Standards and Clear Rules: - Students believe the school has high standards for achievement and clear behavioral expectations. 2. Need for Adult Support: - A notable concern is a drop in positive responses indicating that students feel they can talk to an adult when they need help. Identified Needs: 1. Behavior Management in Elementary School: - Address the issue of classroom disruptions caused by student behavior to ensure that teachers can teach effectively. - Implement or enhance programs that promote positive behavior and peer interactions. 2. Support Systems in Middle School: - Strengthen support systems to ensure middle school students feel they can talk to an adult when needed. - Provide training for staff on how to be more approachable and accessible to students. 3. Continuous Improvement of School Climate: - Regularly review and refine school policies to maintain and improve the positive aspects of the school climate. - Develop targeted interventions to address the specific needs of different student groups, ensuring all students feel supported. Areas of Strength: 1. Positive School Climate: - Both elementary and middle school students have a generally positive view of their school experience. - High standards for achievement and clear rules for behavior are well-established and appreciated by students. 2. Safety and Respect: - Students feel safe and respected at school, contributing to a supportive and conducive learning environment. - Positive recognition of good behavior is a strength that fosters a positive school culture. Disaggregated Data Insights: 1. Socio-Economic Status: - Ensure equitable access to support and resources for students from different socio-economic backgrounds. 2. English Language Learners (ELL): - Tailor support and interventions to meet the unique needs of ELL students, ensuring they feel included and supported. 3. Special Education: - Provide additional resources and support for students with special needs to ensure they thrive in the school environment. By focusing on these identified needs and leveraging the areas of strength, Dehesa Elementary School can improve its support. Based on the analysis of local data and the identification of key learnings from the school climate results, Dehesa Elementary School (DES) has determined several changes to existing plans, policies, and procedures necessary to address the identified areas of need. These changes aim to foster continuous improvement in the school climate and support student well-being and academic success. Changes to Existing Plans, Policies, or Procedures: 1. Enhanced Behavior Management Strategies: - Elementary School: - Implementation of Positive Behavioral Interventions and Supports (PBIS): Enhance PBIS strategies to reduce classroom disruptions and promote positive behavior. This includes additional training for staff on effective behavior management techniques. - Peer Mediation Programs: Introduce peer mediation programs to help students resolve conflicts and improve peer interactions. 2. Strengthened Support Systems for Middle School Students: - Increased Availability of Counseling Services: Expand access to school counselors and ensure that students are aware of how to seek help when needed. This may include hiring additional counselors or training existing staff to provide support. - Mentorship Programs: Develop mentorship programs where middle school students can connect with trusted adults, including teachers and staff, to discuss their concerns and seek guidance. - Regular Check-Ins: Implement regular check-ins with students to monitor their well-being and ensure they have access to support services. 3. Parent and Community Engagement: - Parent Workshops and Seminars: Organize workshops for parents on supporting their children's behavior and emotional well-being at home and in school. - Community Partnerships: Strengthen partnerships with community organizations to provide additional resources and support for students and families. - Increased Communication: Enhance communication channels between the school and parents to keep them informed about school policies, events, and available support services. 4. Continuous Improvement of School Climate: - Regular Climate Surveys: Conduct regular school climate surveys to gather ongoing feedback from students, parents, and staff. Use this data to make informed decisions and adjustments to policies and procedures. - Data-Driven Decision Making: Utilize data from surveys and other assessments to identify trends, areas of improvement, and successful strategies. - Professional Development: Offer ongoing professional development opportunities for staff on topics such as cultural competency, student engagement, and trauma-informed practices. 5. Equity and Inclusion Initiatives: - Targeted Support for Diverse Student Groups: Implement targeted interventions and support programs for students from diverse backgrounds, including socio-economic status, English language learners (ELL), and special education students. - Inclusive Curriculum and Practices: Review and revise the Met 2024-06-26 2024 37680490127118 The Heights Charter 6 The Heights Charter administers a local climate survey every year that provides a valid measure of perceptions of school safety and connectedness. There were no areas of concern identified on the completed/returned surveys. Feedback on all questions was 95% or more positive. Effective parent communication continues to be a priority at The Heights. We will continue to send out monthly updates from the teachers which will include letting parents know when their child has done something exceptional. The students have a positive sense of connection and support within the school environment. Students feel connected to their peers and value having trusted adults they can turn to for guidance and support. Additionally, students enjoyed connecting with friends and appreciated the challenges presented in their academic journey. The survey results underscore a nurturing and engaging school climate where students feel supported, challenged, and valued as part of the school community. "A significant area of strength was that The Heights encourages parents to be an active partner in educating their children. 98.2% of respondents agree with this statement. ""Teaching staff make themselves available to parents"" was a unanimous positive response in surveys. Both elementary and middle school students have a generally positive view of their school experience. Students feel safe and respected at school, contributing to a supportive and conducive learning environment. Implementing restorative practices, student support systems, and proactive interventions has improved student discipline positively." Continue to refine support and interventions to meet the unique needs of all student groups, ensuring they feel included and supported. Continue to ensure equitable access to support and resources for students from different socio-economic and ethnic backgrounds. Continue to provide additional resources and support for students with special needs to ensure they thrive in the school environment. Continue to refine our restorative practices approach by providing additional/ongoing training for staff. Met 2024-06-17 2024 37680490129221 MethodSchools 6 Method Schools publishes a satisfaction survey twice a year to both student and parent groups. Its results are analyzed each semester and findings are shared with Method’s board and staff with key takeaways and ways to improve. The following summarizes some of the main data points pulled from the local survey data. 1. General Satisfaction: Satisfaction with Method Schools is relatively high, with an average rating of 4.23 out of 5. Notably, 46.97% of students are extremely satisfied. 2. Teacher Interaction and Support: Feedback from subject teachers (grades 6-12) is generally perceived as responsive and clear, with a mean satisfaction score of 4.24 out of 5. The sense of being supported by homeroom teachers is strong, with an average rating of 4.73 out of 5, and 80.85% of respondents feeling fully supported. 3. Community: Students feel moderately integrated into the Method Schools community, with an average rating of 3.92 out of 5. Looking deeper into the data, Method finds the following as areas of strength and identified needs. Strengths 1. High Levels of Satisfaction: Both surveys indicate high satisfaction rates among their respective groups. The student survey showed that 46.97% of students were extremely satisfied, while the parent survey showed that 67.95% of parents were extremely satisfied. This suggests a generally positive perception of the school's performance from both students and their families. 2. Strong Support from Teachers: Both students and parents reported high levels of support from school staff. Students felt highly supported by their homeroom teachers, with 80.85% feeling definitely supported. Parents similarly felt well-supported in their role as learning coaches, with 67.95% reporting they definitely felt supported. This reflects a strong connection and satisfaction with the support provided by teachers at Method Schools. Identified Needs 1. Communication challenges and inconsistency: Noted in the qualitative data, parents and students mentioned have noted challenges in communication. 2. More extracurricular activities and enriching school programs: Other notable areas include expanding extracurricular activities and enriching school programs. Many students mentioned in the comments section a desire for more social interaction and extracurricular activities, particularly sports. From the data gathered in the parent and student surveys at Method Schools, several areas for improvement in building relationships between school staff and families can be identified: 1. Enhancing Responsiveness and Communication: Method will build systems to better streamline communication and ensure uniform messaging comes from all staff including improving internal communication and the manner in which communication is handled to students and families. 2. Expansion of community events and activities that promote social interaction: Method will continue to expand the events and activities that are offered through the Teach Squad team, field trips, and student-centered activities expanding upon events like: prom, service events, field day, and bonfire. Addressing these areas could significantly enhance the effectiveness of the relationships between school staff and families at Method Schools, fostering a more supportive and transparent educational environment. Met 2024-06-13 2024 37680490132506 Cabrillo Point Academy 6 We administered CPA’s School Parent Survey, Student Survey, and Staff Survey in the 2023-2024 school year. The survey demonstrates that most of our students feel high levels of connectedness to our school. All students: 98% agree or strongly agree that they feel safe and connected to the school. Grades 4-5: 98% agree or strongly agree that they feel safe and connected to the school. Grades 6-8: 98% agree or strongly agree that they feel safe and connected to the school. Grades 9-12: 99% agree or strongly agree that they feel safe and connected to the school. American Indian or Alaska Native: 100% agree or strongly agree that they feel safe and connected to the school. Asian: 98% agree or strongly agree that they feel safe and connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe and connected to the school. Black or African-American: 100% agree or strongly agree that they feel safe and connected to the school. Filipino: 100% agree or strongly agree that they feel safe and connected to the school. Hispanic or Latino: 100% agree or strongly agree that they feel safe and connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe and connected to the school. Native Hawaiian or Pacific Islander: 100% agree or strongly agree that they feel safe and connected to the school. Two or More Races: 97% agree or strongly agree that they feel safe and connected to the school. White: 99% agree or strongly agree that they feel safe and connected to the school. Other: 100% agree or strongly agree that they feel safe and connected to the school. Students feel safe while participating in online coursework and in-person school-sponsored activities. Students shared that they appreciate the high levels of support from their teachers and that teachers know and care about students at our school. Since all student groups feel very high levels of connection and safety at the school, we do not plan to make any changes to plans, policies, or procedures. CPA staff members will continue to provide a safe and welcoming learning environment for all students, providing resources and support programs as needed to ensure all students can meet their academic goals. Met 2024-06-21 2024 37680490136416 Pacific Coast Academy 6 We administered PCA’s School Parent Survey, Student Survey, and Staff Survey in the 2023-2024 school year. The survey demonstrates that most of our students feel high levels of connectedness to our school. All students: 98% agree or strongly agree that they feel safe and connected to the school. Grades 4-5: 99% agree or strongly agree that they feel safe and connected to the school. Grades 6-8: 98% agree or strongly agree that they feel safe and connected to the school. Grades 9-12: 99% agree or strongly agree that they feel safe and connected to the school. American Indian or Alaska Native: 100% agree or strongly agree that they feel safe and connected to the school. Asian: 95% agree or strongly agree that they feel safe and connected to the school. Asian Indian: 100% agree or strongly agree that they feel safe and connected to the school. Black or African-American: 97% agree or strongly agree that they feel safe and connected to the school. Filipino: 91% agree or strongly agree that they feel safe and connected to the school. Hispanic or Latino: 100% agree or strongly agree that they feel safe and connected to the school. Middle Eastern: 100% agree or strongly agree that they feel safe and connected to the school. Native Hawaiian or Pacific Islander: 100% agree or strongly agree that they feel safe and connected to the school. Two or More Races: 97% agree or strongly agree that they feel safe and connected to the school. White: 99% agree or strongly agree that they feel safe and connected to the school. Other: 100% agree or strongly agree that they feel safe and connected to the school. Students feel safe while participating in online coursework and in-person school-sponsored activities. Students shared that they appreciate the high levels of support from their teachers and that teachers know and care about students at our school. Since all student groups feel very high levels of connection and safety at the school, we do not plan to make any changes to plans, policies, or procedures. PCA staff members will continue to provide a safe and welcoming learning environment for all students, providing resources and support programs as needed to ensure all students can meet their academic goals. Met 2024-06-27 2024 37680490136614 Diego Hills Central Public Charter 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 96% of students reported that they felt connected to an adult at the school " Feeling safe and connected is essential to the school because the faculty and leadership intentionally ensure that each student experiences a school culture they can trust and feel good about attending. A positive school culture is fundamental to the values and mission. The staff has been trained to implement trauma-informed practices with fidelity. During the school year, 100% of staff reported that they felt safe, and 100% of staff reported that they felt connected to the school. The school climate survey is aligned with Goal #4 in the LCAP and is given to all educational partners from late fall to late winter. The results are reflected in the school's LCAP's goals and actions. Met 2024-06-03 2024 37680560000000 Del Mar Union Elementary 6 The Del Mar Union School District administered the SELweb Social-Emotional Assessment, which included a climate survey to measure students' perceptions of school safety and connectedness. The 2023-24 school year marked the first year this instrument was administered to all grade levels K-6. The spring administration serves as baseline data and provides the perspectives of all students and student groups. The following data for DMUSD reflect a strong sense of safety, fairness, and support from teachers and adults among all student groups. Overall Performance: All Students: 91% of students are at or above expectations in SEL skills. 89% feel safe at school, 91% believe rules are fair, 90% feel teachers care about them, 75% feel students care about them, 89% report teachers help them learn, and 82% feel adults encourage them to work hard. By Student Group: Asian Students: 92% of Asian students meet or exceed SEL expectations. 89% feel safe, 91% find rules fair, 90% feel teachers care, 75% feel student support, 89% report teachers help them learn, and 82% feel encouraged by adults. Black/African American Students: 89% meet SEL expectations. 86% feel safe, 93% find rules fair, 86% feel teachers care, 75% feel student support, 89% report teachers help them learn, and 86% feel encouraged by adults. Hispanic Students: 87% meet SEL expectations. 86% feel safe, 89% find rules fair, 87% feel teachers care, 75% feel student support, 87% report teachers help them learn, and 82% feel encouraged by adults. Students of Two or More Races: 93% meet SEL expectations. 89% feel safe, 89% find rules fair, 90% feel teachers care, 77% feel student support, 89% report teachers help them learn, and 84% feel encouraged by adults. White Students: 90% meet SEL expectations. 95% feel safe, 91% find rules fair, 90% feel teachers care, 74% feel student support, 89% report teachers help them learn, and 79% feel encouraged by adults. English Learners: 80% meet SEL expectations. 87% feel safe, 84% find rules fair, 88% feel teachers care, 65% feel student support, 85% report teachers help them learn, and 78% feel encouraged by adults. Socioeconomically Disadvantaged Students: 82% meet SEL expectations. 91% feel safe, 90% find rules fair, 90% feel teachers care, 70% feel student support, 88% report teachers help them learn, and 81% feel encouraged by adults. Special Education Students: 80% meet SEL expectations. 87% feel safe, 89% find rules fair, 88% feel teachers care, 70% feel student support, 85% report teachers help them learn, and 79% feel encouraged by adults. Key Learnings - Strength An analysis of data highlights a generally positive environment regarding student feelings of safety and school connectedness. In particular, students feel safe (student groups ranging from 86% - 91% positive responses). They also think rules are fair (student groups ranging from 84% - 93% positive responses). They also reported the belief that teachers care about them (student groups ranging from 86% - 90% positive response) and help them to learn (student groups ranging from 85% - 89%) Key Learnings - Identified Need An analysis of data indicates that all student and student groups had a lower percentage answer positively to the question, Students care about me. The senior assessment manager from Xsel Labs, the creator of SELweb, shared this is a trend for all districts nationally that take the climate survey. They attribute this response to the COVID-19 pandemic, where students’ social communities were limited to their immediate neighbors or small groups, causing a loss of connection to the larger community. As this is baseline data with a new assessment tool, principals at each school will work with staff to analyze school-specific data for trends and incorporate goals into their School Plan for Student Achievement or Comprehensive Safe Schools Plan as appropriate. In addition, school counselors will review this data to inform their support of students and teachers as connected to Second Step implementation. Met 2024-06-26 2024 37680800000000 Encinitas Union Elementary 6 EUSD surveys K-6th grade students every Spring. In Spring 2024, students shared the following feedback: * 86% of students feel safe at school * 92% of students learned at the right pace for them * 90% of students enjoyed coming to school * 93% of students know that someone cares about them at school * 85% of students believe they matter in their class. * 65% of students believe that their personal interests matter in school Based on the student survey data collected in Spring 2024, we have identified several key learnings, including areas of strength and needs for improvement. Areas of Strength Safety: 86% of students feel safe at school. This high percentage indicates a strong sense of security and well-being among the majority of our student population. Safe learning environments are fundamental for academic success and personal growth. Learning Pace: 92% of students learned at the right pace for them. This suggests that our current instructional practices and pacing are effectively meeting the diverse learning needs of students. Personalized learning approaches seem to be well-received and are facilitating effective learning experiences. Enjoyment and Engagement: 90% of students enjoyed coming to school. High levels of enjoyment and engagement indicate a positive school culture and climate, which are crucial for student motivation and attendance. Caring Relationships: 93% of students know that someone cares about them at school. This reflects the strong relationships and supportive environment fostered by our staff and faculty, which are essential for student well-being and success. Sense of Belonging: 85% of students believe they matter in their class. This high percentage demonstrates that students feel valued and respected within their classroom communities, contributing to a positive and inclusive learning environment. Identified Needs Personal Interests: 65% of students believe that their personal interests matter in school. Although a majority of students feel their personal interests are acknowledged, there is a notable gap compared to the other metrics. This indicates a need to further integrate students' individual interests into the curriculum and extracurricular activities to enhance their engagement and connection to the school. Based on the analysis of local data and the identification of key learnings from the Spring 2024 student survey, EUSD has identified several necessary changes to existing plans, policies, and procedures. These changes aim to address the areas of need and leverage areas of strength to ensure continuous improvement. Enhanced Teacher Collaboration - Implement two grade-level collaboration days across all nine sites. The purpose is to facilitate deeper learning and the sharing of best practices and strategies among teachers. Continued Implementation of Learner Profile Competencies - To gain deeper insights into student interests, strengths, and areas for growth to better tailor educational experiences. Increased Student Voice and Agency - Develop mechanisms to better incorporate student interests into school activities and curriculum. Met 2024-06-18 2024 37680980000000 Escondido Union 6 The climate survey conducted in our district aimed to assess students' perceptions of school safety and connectedness. The California Healthy Kids Survey was used to gather data from all students in grades 5 through 7. School Safety: Overall Scores The overall school safety score for 5th grade students was 71%, indicating a generally positive perception of school safety. The overall school safety score for 7th grade students was 71%, also indicating a generally positive perception of school safety. School Safety: Disaggregated Data The survey data was disaggregated by several student groups: -Ethnicity/Race: -5th Grade: Hispanic students scored 69%, African American students 61%, Asian students 75%, and White students 79%. -7th Grade: Hispanic students scored 53%, African American students 75%, Asian students 68%, and White students 59%. -Gender: -5th Grade: Female students scored 68%, male students 75%. -7th Grade: Female students scored 49%, male students 59%, and something else 38%. School Connectedness: Overall Scores The overall school connectedness score for 5th grade students was 66%, indicating a somewhat positive perception of school connectedness. The overall school connectedness score for 7th grade students was 51%, indicating a generally neutral perception of school connectedness. School Connectedness: Disaggregated Data The survey data was disaggregated by several student groups: -Ethnicity/Race: -5th Grade: Hispanic students scored 66%, African American students 61%, Asian students 69%, and White students 69%. -7th Grade: Hispanic students scored 50%, African American students 64%, Asian students 59%, and White students 56%. -Gender: -5th Grade: Female students scored 65%, male students 57%. -7th Grade: Female students scored 46%, male students 56%, and something else 25%. Specific Items Analysis A closer look at specific items revealed: -Bullying and Harassment: 33% of 7th grade students reported experiencing cyberbullying. -Teacher-Student Relationships: 80% of 5th grade students felt that their teachers had high expectations for them. -Student Engagement: 59% of 7th grade students reported being academically motivated. -Social Emotional Health: 20% of 5th grades, and 27% of 7th grade students, reported experiencing chronic sadness/hopelessness. Analysis and Interpretation The data revealed that while the overall climate is positive, there are notable disparities: -5th grade African American students reported feeling less safe and connected at school, indicating potential areas of concern. -Middle school students reported higher rates of bullying, suggesting a need for targeted interventions at this level. -Female students reported feeling less safe and connected at school than their male counterparts. -A significant percentage of students experience chronic sadness/hopelessness. Recommendations Based on these findings, the following steps are recommended: -Implement anti-bullying programs, particularly in middle schools. -Enhance support services for African American students. -Increase efforts to engage female students through tailored programs. -Enhance social-emotional supports for all students. Conclusion The climate survey has provided valuable insights into students’ perceptions of school safety and connectedness, highlighting both strengths and areas for improvement. Ongoing data collection and analysis will be crucial in monitoring progress and ensuring a positive and inclusive climate for all students. Met 2024-06-20 2024 37680980101535 Heritage K-8 Charter 6 Heritage K-8 Charter School (HK8) recently conducted a school climate survey among its 8th-grade students, focusing on aspects related to school safety, connectedness, and academic opportunities. Portions of the California Healthy Kids Survey (CHKS) were used to gather their insights. The survey covered three main areas: 1) safety and facility conditions, 2) teacher-student relationships, and 3) academic opportunities. Students were asked to rate their experiences on a five-point scale, with five indicating the most positive responses. HK8 is pleased to report that the overall rating across all categories averaged 4.2 out of 5.0, demonstrating very positive sentiment among students. Notably, in questions related to safety and facility conditions, the school received a score of 4.3 out of 5.0, marking a nearly half-point increase. This encouraging trend can be attributed in part to various safety initiatives, including H.E.R.O. training, implemented across HK8 campuses. Students' feedback regarding their relationships with teachers is particularly heartening. Nearly 95% of students feel that their teachers genuinely care about them and want them to succeed. Additionally, students felt there was someone at school who listened to them, providing a rating of 4.5 out of 5.0. When it comes to academic offerings, students clearly believe that HK8 provides the courses they need to graduate and be successful in high school, rating the school 4.6 out of 5.0. Students also rate opportunities for additional learning outside of class at an impressive 4.7 out of 5.0, reflecting an increase from the previous year’s rating of 4.5 out of 5.0. All students reported having access to appropriate instructional materials, textbooks, and learning resources. This success wouldn't be possible without the remarkable cooperation among all of the school's educational partners. Together, significant accomplishments are seen despite the complexities and challenges encountered. As the school continues to navigate the recovery phase from the pandemic, it eagerly anticipates further growth and positive developments. HK8 takes pride in its positive school climate, as evidenced by the recent school climate survey among 8th-grade students. The enhanced safety and facility conditions reflect the school's successful implementation of initiatives such as H.E.R.O. training. Moreover, the strength of teacher-student relationships at HK8 is remarkable, with 95% of students affirming that their teachers genuinely care about their success and listen to their concerns. Looking ahead, HK8 recognizes the opportunity to provide additional social-emotional support for students through the Multi-Tiered System of Supports (MTSS). By integrating more targeted social-emotional programs and resources, the school can address diverse student needs more effectively. As HK8 continues its long-term strategy for post-pandemic recovery, a focus on holistic student well-being and sustained academic excellence will ensure that all students thrive in a supportive and enriching educational environment. In response to the analysis of local data and the identification of key learnings, the LEA determines that no substantive changes to existing plans, policies, or procedures are necessary at this time. The school will maintain its purposeful course, continuing to build on its current strengths. To further support students, the LEA will continue its implementation of an MTSS framework, which will enhance the school's ability to provide targeted academic, behavioral, and social-emotional support and address diverse student needs effectively. This commitment to continuous improvement ensures that all students receive the comprehensive support they need to thrive. Met 2024-06-12 2024 37680986116776 Classical Academy 6 The Classical Academy measures students' school climate and overall life satisfaction through a new survey entitled CoVitality. In the spring of 2024, students in grades 5, 7, and 9 participated in the Covitality survey. This survey is new to our district. Here is the data we collected from Classical Academy: In the overall life satisfaction category, fifth graders scored 85.43 which falls in the average range and seventh graders scored 82.30 which falls in the average range. For school connectedness 87% of fifth graders and 90% of seventh graders have an average to high school connectedness score. For Classical Academy Middle School, in the overall life satisfaction category seventh graders scored 76.26 which falls in the average range. They had 62% of students have an average to high school connectedness score. The Classical Academy continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. The Classical Academy continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Met An additional area of focus is student growth and achievement. We are committed to the PLC work and goal setting. We have created a National PLC Cohort team that will drive the process for our district. The three-year mission of this team is to learn, 2024-05-20 2024 37681060000000 Escondido Union High 6 School Climate Report Card (SCRC) EUHSD gained several valuable insights from the survey results, highlighting strengths and areas for improvement within the school climate. Strengths: -School Connectedness: The California Healthy Kids Survey (CHKS) revealed that 51% of students overall feel connected to their school. This sense of connectedness is crucial for fostering a positive educational environment. Notably, 9th graders reported a slightly higher connectedness rate (52%) compared to 11th graders (51%), indicating that initiatives to build school community are fairly effective. -Supportive Relationships: The Competency & Well-Being Measures survey, conducted in partnership with Panorama Education, showed that 86% of students reported having supportive relationships with trusted adults at school. This high percentage demonstrates the success of efforts to build strong, supportive connections between students and staff. The breakdown by student race indicates a generally high level of supportive relationships across diverse groups: American Indian: 84% Asian: 88% Black: 83% Filipino: 91% Hispanic: 86% Two or More: 96% White: 89% Confidentiality Protected: 73% -Safety: According to the CHKS, 81% of students reported low violence victimization, suggesting that the school environment is perceived as safe by the majority of students. This reflects the EUHSD’s commitment to maintaining a secure and positive school climate. Areas for Improvement: -Consistency in Connectedness: Although the overall school connectedness is positive, the slight decrease from 9th to 11th grade suggests a need for targeted interventions to sustain or enhance this feeling as students progress through high school. Addressing this dip can help maintain student engagement and well-being throughout their high school years. Overall Learning: The EUHSD learned that while there are strong supportive relationships and a safe school environment, there is a need to focus on sustaining student connectedness throughout their high school years. The insights provided by both the CHKS and the Panorama survey are invaluable for guiding future initiatives aimed at improving student engagement, support, and overall school climate. By continuing to address these areas, the EUHSD can further enhance the educational experience for all students. The disaggregated results of the survey and other data collection methods reveal several key insights about the schools in the EUHSD, highlighting areas of strength, growth, challenges, and barriers. Areas of Strength: - School Connectedness: According to the CHKS data, 51% of students overall feel connected to their school. This demonstrates that a significant portion of students feel a sense of belonging and engagement within the school community, which is crucial for their overall well-being and academic success. - Supportive Relationships: The Competency & Well-Being Measures survey, administered in partnership with Panorama Education, shows that 86% of students reported having supportive relationships with trusted adults at school. This high percentage, which places the EUHSD above the 80th percentile nationally, indicates that efforts to build strong, supportive connections between students and staff are effective and widespread across various racial groups. - Safety: An encouraging 81% of students reported experiencing low levels of violence, indicating that the school environment is perceived as safe by the majority of students. This reflects the EUHSD’s commitment to maintaining a positive and secure school climate, which is essential for student success. Areas for Growth: -Connectedness Over Time: While 51% of students overall feel connected to their school, a slight dip is observed as students progress through high school. Specifically, 9th graders reported a higher sense of connectedness (52%) compared to 11th graders (51%). This suggests that maintaining or enhancing school connectedness as students advance to higher grades could be an area for targeted interventions or support programs. Challenges and Barriers: -Slight Variation in Connectedness by Grade Level: The small decline in connectedness from 9th to 11th grade suggests potential challenges in keeping older students engaged and connected to the school community. Identifying and addressing the specific needs of students as they transition to higher grades will be crucial in sustaining their sense of belonging and engagement. Overall, the data indicates that while there are strong supportive relationships and a safe school environment, there is a need to focus on sustaining student connectedness throughout their high school years to ensure continued positive experiences and outcomes. Based on the fall survey conducted with Panorama, the Escondido Union High School District (EUHSD) has identified the need for higher student participation rates and will work closely with all sites to achieve this goal. In the previous survey, out of 3,282 students, only 1,657 participated, representing just over 50.05%. EUHSD aims to surpass this participation rate in the upcoming year. For continuous improvement, EUHSD will implement the following actions: -Increase Student Participation in Surveys: -EUHSD will actively work to increase student participation in the Panorama survey to gain more comprehensive insights into student needs and experiences. Enhanced Monitoring and Support through MTSS: -EUHSD’s Multi-Tiered System of Support (MTSS) will continue to emphasize social-emotional learning. A new data platform integrated with the Student Information System (SIS) will be rolled out next year. This platform aims to streamline data collection and monitoring of student behavior. -The platform will enable more effective identification of students requiring additional interventions and support. Expected Outcomes: -By implementing these actions, EUHSD anticipates improved monitoring of student well-being and behavior, leading to timely and appropriate interventions. -The new data platform is expected to support sites in fostering a positive and safe environment for all students, contributing to their overall well-being. The district is committed to these improvements to ensure continuous support for their students and to create an environment where every student can thrive. Met 2024-06-18 2024 37681060111195 Classical Academy High 6 Classical Academy High School measures students' school climate and overall life satisfaction through a new survey entitled CoVitality. Below is the data for overall life satisfaction and school connectedness by site. In the spring of 2024, students in grade 9 participated in the Covitality survey. Here is the data we collected from our studio campus: Ninth graders scored 80.97 which falls in the average range in the overall life satisfaction section and 63% of students have an average to high school connectedness score. In our personalized learning campus, ninth graders scored 67.26 which falls in the low average range and 53% of students have an average to high school connectedness score. Classical Academy High School continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Classical Academy High School continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Met An additional area of focus is student growth and achievement. We are committed to the PLC work and goal setting. We have created a National PLC Cohort team that will drive the process for our district. The three-year mission of this team is to learn, 2024-05-20 2024 37681060137034 Altus Schools North County 6 Audeo Charter School III (Audeo 3) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo 3’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, Audeo 3 exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo 3’s response rate on the CHYS at each grade level was Grade 7 (13%), Grade 9 (19%), and Grade 11 (70%) for CHYS Core and Grade 7 (13%), Grade 9 (16%), and Grade 11 (70%) for CHYS Behavioral Health. In 2023-2024, 91% of students reported that they felt safe at Audeo 3 and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 Audeo 3’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Audeo 3 didn’t receive disaggregated results on the CHYS for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup. The only grade level to meet disaggregation threshold for the CHYS was Grade 9. The following applies to the 9th grade students at Audeo 3 who completed the CHKS. Key learnings from the CHYS included that in the past 12 months, 18% of students reported chronic sad or hopeless feelings and 10% of students reported having considered attempting suicide. 27% of students reported having every used alcohol or drugs in their lifetime. The majority of these reported having used these 3 or fewer times ever with 9% using alcohol and 9% using marijuana in the past 30 days. 9% reported they currently use tobacco and 18% have tried vaping. In the past 12 months 20% of surveyed students reported wanting to receive mental health services, 20% reported receiving mental health services and 10% reported barriers to receiving services. 64% reported eating breakfast today. 36% reported they went to bed at 12am or later the prior night. 27% reported having 3 or more absences in the past 30 days. Audeo 3 has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo 3 has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo 3. Met 2024-06-26 2024 37681063731023 Escondido Charter High 6 Escondido Charter High School (ECHS) administered a school climate survey to the 12th grade class, focusing on portions of the California Healthy Kids Survey (CHKS) related to school safety and connectedness. The questions addressed three main areas: 1) safety and condition of the facilities, 2) relationships with teachers, and 3) academic opportunities. Students rated the school on a five-point scale, with five being the highest rating. The overall rating for all categories was 4.4 out of 5.0. In terms of safety and condition of facilities, students scored this category 3.6 out of 5.0, consistent with last year’s rating. While this reflects a stable perception of the facilities, restroom cleanliness remains an issue due to challenges with student misuse and personal hygiene. The relationships between students and their teachers are one of the most important categories in the survey, and the school performed well in this area. Nine out of ten students asserted that their teachers care about them and want them to do their best. Additionally, students rated the school 4.5 out of 5.0 for teachers noticing when they are not at school, up again from the prior year. The school believes this is directly related to the small campus size and class sizes limited to 25 or fewer students. Regarding standards for conduct and discipline being clearly defined and applied, the school maintained high accountability and improved its score to 4.5 out of 5.0. The overall rating for academic opportunities and support was 4.7 out of 5.0. Students reported high satisfaction with opportunities for additional learning outside of class, rating this 4.7 out of 5.0. More than 93% of ECHS students expressed confidence that the school provides all the courses required to meet both University of California and California State University entrance requirements. In response to additional counseling opportunities, students expressed very positive sentiment about the school's efforts to work with them in selecting and scheduling courses, scoring this area 4.5 out of 5.0. Regarding the availability of appropriate instructional materials, textbooks, and access to learning, all ECHS students reported having these resources. As the recovery phase from the pandemic progresses, the majority of students reported robust social and emotional support, with 90% expressing no need for additional initiatives. The survey highlighted several areas of strength for ECHS. The school’s strong student-teacher relationships are a significant asset, supported by small class sizes and a close-knit campus environment. High satisfaction with academic support and opportunities demonstrates the school’s effectiveness in preparing students for higher education and providing additional learning resources outside of class. Positive feedback on counseling services, especially regarding course selection and scheduling, further emphasizes the school’s dedication to student success. Furthermore, the availability of instructional resources and the clear application of conduct and discipline standards showcase ECHS’s commitment to maintaining a supportive and accountable educational environment. While these strengths are noteworthy, the survey also highlighted opportunities for further enhancement. The safety and condition of facilities received a score of 3.6 out of 5.0, pointing to an area where improvements can be made, particularly in restroom cleanliness. Addressing this issue offers a chance to elevate the overall perception of the school’s environment. Additionally, although the majority of students reported adequate social and emotional support, there is an opportunity to extend this support even further to ensure that the needs of the remaining 10% of students are fully met. By focusing on these areas, ECHS can further enhance its already strong educational experience. To address these areas for growth, ECHS has planned several initiatives. Bathroom renovations are scheduled for this summer to significantly improve the maintenance and cleanliness of the facilities. Alongside these renovations, there will be an increased focus on encouraging students to take pride in their school environment, fostering a sense of ownership and responsibility. Additionally, the ongoing implementation of the Multi-Tiered System of Supports (MTSS) will bolster efforts to provide comprehensive social and emotional support. This approach includes additional counseling services and student wellness programs designed to ensure all students feel supported. Met 2024-06-12 2024 37681140000000 Fallbrook Union Elementary 6 Fallbrook Union Elementary School District (FUESD) annually surveys its 5th and 7th graders using the California Healthy Kids Survey (CHKS) to measure their perceptions of school climate, safety, and connectedness. All students TK-8 are surveyed to measure their social-emotional competencies and well-being three times per year. Comparing our most recent survey to the results from the 22-23 school year, FUESD maintained or made growth in all areas of the 5th-grade survey (i.e. connectedness, safety, discipline) and our 7th-graders showed declining percentages of mental health challenges. Notably, our 5th graders increased 6%, from 64% to 70% in School Connectedness. Our 7th graders showed a decline of 2% and 1% respectively in Chronic Sadness and Suicide Ideation. An intentional focus on social-emotional learning (SEL), character skills, and leadership development while emphasizing staff relationships with students, and utilizing our restorative practices model, has led to increased positive perceptions by our students. FUESD prioritized tiered support services by hiring and integrating both full-time school counselors and full-time school social workers on every campus. Our school counselors’ primary responsibility was to provide classroom lessons teaching SEL skills while making connections and building relationships with students. Our School Social Workers addressed barriers and aversions that impacted students' ability to attend school and access their education. Targeting chronic absenteeism was a focus by addressing students' mental health challenges, supporting family's basic needs, and mitigating social issues on school campuses. FUESD will continue to develop school connectedness and safety by addressing the behavioral and mental health needs of students, teaching character development through SEL lessons, and encouraging supportive relationships between adults and students. We will continue to provide a comprehensive student support program with tiered engagement strategies as a means to increase positive attendance (engagement) and maintain positive school climates. The physical safety and mental health of our students and staff are a priority. Met 2024-06-27 2024 37681220000000 Fallbrook Union High 6 In 2019-2020 the district pupil suspension rate was 6%. The suspension rate for English learners was 11.5% and the suspension rate for students with disabilities was 9.3%. In 2020-2021 due to distance learning the suspension rate was 0%. The suspension rate for English learners was 0%, and the suspension rate for students with disabilities was 0%. With the return to in person instruction the 2021-2022 the suspension rate for the district was 4.6%. The suspension rate for English learners was 6.2% and the suspension rate for students with disabilities was not viewable on Dataquest. In 2022-2023 the district pupil suspension rate was 4.10%, the suspension rate for English learners was 5.6%, and the suspension rate for students with disabilities was 8%. The district has seen a decrease in the suspension rate; however, this continues to be an area where the district strives to support students and families due to the fact that the suspension rate for English learners and students with disabilities are still higher than the general suspension rate. In 2019-2020 the expulsion rate was 0.33% for Fallbrook High School, and in 2020-2021 the expulsion rate was 0% for the district. In 2021-2022 the expulsion rate was 0.09% for the district. With the return of in-person instruction the expulsion rate has remained very low at 0.14% in 2022-2023. In rega the degree of connection that students feel with the school since 2018-2019 the LEA has seen an increase in the percentage of 9th grade students who feel connected to school and a decrease in the percentage of 11th graders who feel connected to school. The baseline for 2018-2019 was 48% of 9th graders and 51% of 11th graders who feel connection with the school campus. In the 2021-2022, 42% of 9th graders felt connection with the school campus. 11th grade responses were not recorded, and in the 2022-2023 California Healthy Kids Survey 49% of 9th graders feel connection with the school campus, and 42% of 11th graders feel connection with the school campus, and in 2023-2024 53% of 9th graders indicated feeling connected to school and 43% of 11th graders indicated feeling connected with school. Overall, since 2018-2019 9th grade data has increased 5% from 48% to 53% and 11th grade school connectedness has decreased by 9%. For more perspective on the feeling of belonging for students their meaningful opportunities for participation were recorded. Due to the pandemic the baseline for 2020-2021 was not collected by CHKS, but we will utilize 2018-2019 as our baseline for the percentage of students who feel high levels of opportunities for meaningful participation on campus. since 2020-2021 there has been a slight increase in the percentage of 9th graders who feel there are meaningful opportunities for participation, and there has been a slight decrease in the percentage of 11th graders who perceive meaningful opportunities for participation. 23% of 9th graders and 27% of 11th grader Ninth grade rates on connection, participation, meaningful relationships, and safety have either held relatively similar patterns or improved since 2020-2021, which indicate that the interventions and supports being put in place to integrate 9th grade students into high school life have been functioning or improving over the last few years. Ninth grade, however, continues to be an area of focus to set the tone for the four years of high school for each student. While Warrior PRIDE Time is implemented for all students, additional supports and interventions are being planned for the 2024-2025 school year specifically for English learners and students with disabilities to ensure that this intervention time is utilized for not just academic support but facilitating connection with the school campus for these priority groups. Eleventh grade rates have decreased across rates of connection, participation, meaningful relationships over the past few years, but the percentage of 11th grade students who feel safe on campus has increased. While the LEA offers a variety of programs to maintain participation and connection of students in 11th grade such as the Advanced Placement Program, International Baccalaureate Program, Career and Technical Education Pathways, Dual Immersion Pathways, athletics, band, dance, choir, and other offerings, there is still a portion of the school who does not participate or connect with these offerings; therefore, the LEA will continue to investigate ways in which 11th and 12th grade students can remain connected and integrated into campus life. While Warrior PRIDE Time is implemented for all students, additional supports and interventions are being planned for the 2024-2025 school year specifically for English learners and students with disabilities to ensure that this intervention time is utilized for not just academic support but facilitating connection with the school campus for these priority groups. While the LEA offers a variety of programs to maintain participation and connection of students in 11th grade such as the Advanced Placement Program, International Baccalaureate Program, Career and Technical Education Pathways, Dual Immersion Pathways, athletics, band, dance, choir, and other offerings, there is still a portion of the school who does not participate or connect with these offerings; therefore, the LEA will continue to investigate ways in which 11th and 12th grade students can remain connected and integrated into campus life. Additionally, an EL Facilitator position will be put in place for the 2024-2025 school year to support English learners with accessing resources in existence at the school. Met 2024-06-26 2024 37681300000000 Grossmont Union High 6 The Grossmont Union High School District (GUHSD) uses the California Healthy Kids Survey (CHKS) to measure and monitor school climate on an annual basis in grades 9 , 10 & 11. According to the most recent School Climate Index Report Card, the District has seen a small increase in school connectedness, after seeing a decline previously, and a slightly larger bump in in meaningful participation. Over the past several years, the District has focused multiple initiatives on increasing connectedness, increasing engagement, and addressing mental health for all students. The District continues to provide student access to therapists, while also creating a school counselor position focused on building connections and supporting students at the tier 2 level. Lastly, Student Summits were launched in 22-23 and held at 9 campuses this year. A Summit is an all day event where 11th and 12th grade students lead younger students through a variety of activities designed to increase connections between students and within their school community. Met 2024-06-13 2024 37681300139063 The Learning Choice Academy - East County 6 The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness. A total of 38 students in grades 5 and 6 completed the survey (26% response rate) The below data points represent findings related to school safety and connectedness: 95% of students strongly agreed or agreed that they feel close to people at this school 92% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 92% of students strongly agreed or agreed that they are happy to be at this school 76% of students feel safe or very safe at school 95% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 84% of students strongly agreed or agreed that teachers at TLC treat students fairly A total of 356 students in grades 7 through 12 completed the survey (a 62% response rate). The below data points represent findings related to school safety and connectedness: 81% of students strongly agreed or agreed that they feel close to people at this school 83% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 79% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 81% of students strongly agree or agree that they feel close to people at this school 83% of students strongly agreed or agreed that they are happy to be at this school 73% of students felt very safe or safe while at school 89% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 85% of students strongly agreed or agreed that teachers at TLC treat students fairly "To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site starting in the 2023-24 school year. The school will continue to offer student clubs, such as Dungeons & Dragons, Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor." In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2023. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results. Met 2024-06-26 2024 37681303731262 Steele Canyon High 6 The California Healthy Kids Survey (CHKS) was used because it is widely used across the state of California. The following are the key findings from the 2017-2018, 2019-2020, 2021-2022 and 2023-24 CHKS administrations. https://docs.google.com/document/d/1yfbu-YfzItUyzWoaIM2SV3QYRc1vRwg6iPc-ZHguaHM/edit?usp=sharing Steele Canyon High School (SCHS) routinely utilizes data to help our school community meet Local Control Accountability Plan priorities to improve school climate, pupil engagement, parent involvement, and academic achievement. To this end, SCHS administers the California Healthy Kids Survey (CHKS) every other year to its freshmen and junior student population. The SCHS Certificated and Classified Staff are also asked to participate in the California School Staff Survey (CSSS). These results, as well as an annual student school climate survey, provide valuable information that SCHS uses to revise current policies and practices to ensure that every student, every day is receiving the academic, behavioral, and social-emotional support they need to be successful. Steele Canyon High School will continue to make decisions based on data. Met 2024-06-26 2024 37681303732732 Helix High 6 Helix conducts the California Healthy Kids Survey (CHKS) annually to gauge the perceptions of students and staff regarding school climate and safety. This survey aims to provide a comprehensive understanding of the school environment from multiple perspectives. Key Learnings from 2023-2024 CHKS data: 1. Staff Perceptions of Safety: - Students' Safety: 100% of staff members believe that students are safe and secure on campus. - Staff Safety: 91% of staff members feel safe and secure themselves on campus. 2. Student Perceptions of Safety: - Overall Feeling of Safety: 75% of students reported feeling Safe or Very Safe on campus. - Students Neutral Findings on Feeling Safe: 22% of students indicated they did not feel safe or felt neutral about their safety on campus. 3. Racial/Ethnic Subgroup Analysis: - Hispanic/Latinx and White/Other Non-Hispanic Students: These groups reported a slightly higher percentage (2-4%) of not feeling safe compared to other racial/ethnic subgroups. "Analysis and Considerations - Discrepancy Between Staff and Student Perceptions: While all staff members feel students are safe, there is a noticeable gap in the students' perception of their own safety, with 22% not outwardly expressing their ""feeling safe"". This discrepancy highlights a potential area for further investigation and intervention. - Staff Safety Concerns: Although a high percentage of staff feel safe, the 9% who do not might be experiencing specific issues that could be addressed to ensure a uniformly safe environment for all staff members. - Racial/Ethnic Differences: The slightly higher percentage of Hispanic/Latinx and White/Other non-Hispanic students not feeling safe suggests the need for targeted measures to address their specific concerns and improve their sense of security. Helix will complete further investigation in the finding, possibly conduct focus groups or interviews to understand the specific reasons behind the 22% of students who are not expressly feeling safe and the 9% of staff who feel the same. Helix will work to develop and implement programs or policies aimed at addressing the safety concerns of Hispanic/Latinx and White/Other non-Hispanic students. While continuing to regularly monitor and assess the effectiveness of implemented measures through follow-up surveys and feedback sessions. In an effort to understand data, we will work to involve students, staff, and parents in discussions and decision-making processes regarding school safety initiatives to ensure a comprehensive and inclusive approach. By addressing these areas, Helix can work towards creating a more inclusive and secure environment for all students and staff members." Met 2024-06-24 2024 37681550000000 Jamul-Dulzura Union Elementary 6 For the past four years, JDUSD has given the MRA (Measurable Results Assessment) through the Leader In Me program. The MRA is completed by each school site (students, staff, families). The key learning from the surveys over the past three years are that we are making steady growth in the areas of school leadership, school culture, and academics according to students, families, teachers and staff. Our elementary school scored a 77 in culture on our last MRA which falls in the satisfactory zone. This is a decrease of 2 points from the year before. Our middle school scored a 72 in culture during the last MRA which also falls in the satisfactory zone and is an increase of 2 points. In addition, it was announced in June 2024 that our schools have scored Gold (JES) and Silver (OGMS) from an outside evaluator for our PBIS work. Finally, on a student engagement survey conducted with all 2nd-8th grade students, the district scored 51% favorable. Our highest scoring subgroups were Asian and Nonbinary at 60%, and Black at 57% favorable. Our Lowest scoring groups were American Indian and Pacific Islander which both scored a 33% for engagement. The key learnings from the survey results for JDUSD is that while we are making progress, our students, families, and staff all need additional support in order to feel and create a positive school culture on each campus. The biggest learning is that JDUSD continues to have work to do in order to engage ALL students in their learning. When looking at our overall scores, versus looking at groups of students. We need to continue to strive to increase the engagement of our Native American and Pacific Islander students while also increasing the engagement of our other groups of students and their families. Our subgroups are small because of our size, but EVERY child is important so no matter how small the group is, we need to ensure that we focus on meeting their needs. The most obvious actions the district has taken based on the results is the addition of specific staff/job categories to support students, staff, and families in creating a positive school culture and supports at home. These positions include a Behavior Support Specialist and a full time Social Worker along with having a Social Work Intern at the other school site. We continue to explore the idea of possibly adding additional positions if warranted. JDUISD continues to be committed to our renewed emphasis on PBIS through our School Transformation grant. Met 2024-06-20 2024 37681556117303 Greater San Diego Academy 6 Due to a history of low participation in the CA Healthy Kids Survey, GSDA engaged in alternative survey methods throughout the year. Students provided feedback on their perceptions of school safety and connectedness via surveys, student meetings, and classroom discussions. Overall students report that they feel safe while on our campus. Students who participated in morning meetings, enrichment classes, field trips, and/or schoolwide events reported a higher level of connectedness with the GSDA community. Analysis of student feedback shows that students that engage in GSDA offerings beyond their homeschool curriculum feel a greater sense of connectedness with the GSDA community. An area of need is ensuring that all students, whether participating in GSDA activities or not feel connected to GSDA as a whole. Another identified area of need is campus safey as it relates to access to campus while students are on the playground. GSDA plans to increase awareness of the opportunities to connect virtually for students that do not attend in-person events. There are plans in place to create new policy and procedure manuals related to the virtual learning environment and the use of campus facilities to continually improve all students' perceptions of GSDA as a safe learning environment. Met 2024-06-20 2024 37681630000000 Julian Union Elementary 6 Survey rates students overall perception of school campus climate including student's sense of safety and connectedness. Ratings are on a scale from 1(negative climate)- 4 (positive climate) Grade 3 - 3.17 Grade 4 - 2.89 Grade 5 - 3.16 Grade 6 - 2.81 Grade 7 - 2.72 Grade 8 - 2.68 We found that one of our strengths that came from specific data on the survey included a strong relationship students felt they had with at least one adult on campus. We will continue to include social emotional learning throughout all grade levels, but we are adding some more culture and climate based lessons for students in grades 6-8. Met 2024-06-12 2024 37681630128421 Harbor Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population (71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-06 2024 37681630137109 Diego Valley East Public Charter 6 " In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 96% of students reported that they felt connected to an adult at the school" Feeling safe and connected is essential to the school because the faculty and leadership intentionally ensure that each student experiences a school culture they can trust and feel good about attending. A positive school culture is fundamental to the values and mission. The staff has been trained to implement trauma-informed practices with fidelity. During the school year, 100% of staff reported that they felt safe, and 100% of staff reported that they felt connected to the school. The school climate survey is aligned with Goal #4 in the LCAP and is given to all educational partners from late fall to late winter. The results are reflected in the school's LCAP's goals and actions. Met 2024-06-03 2024 37681630138156 JCS - Mountain Oaks 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 157 surveys were completed by the students of JCS-Mountain Oaks. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall: Tier 1 - 51% Tier 2 - 35% Tier 3 - 14% Average Strengths - 3.5 Average Challenges - 2.0 Most Significant Strengths - Emotion Control, Action Orientation, Empathy Most Significant Challenges - Assertiveness, Relationship with Adults, Academic Motivation SwD: Tier 1 - 50% Tier 2 - 33.3% Tier 3 - 16.7% Average Strengths - 3.0 Average Challenges - 2.1 Most Significant Strengths - Empathy, Perseverance, Optimism Most Significant Challenges - Relationship with Adults, Perseverance, Empathy SED: Tier 1 - 20% Tier 2 - 60% Tier 3 - 20% Average Strengths - 1.8 Average Challenges - 3.2 Most Significant Strengths - Action Orientation, Emotion Control, Assertiveness Most Significant Challenges - Relationship with Adults, Reflection, Academic Motivation Hispanic: Tier 1 - 22.2% Tier 2 - 66.7% Tier 3 - 11.1% Average Strengths - 2.7 Average Challenges - 2.4 Most Significant Strengths - Action Orientation, Emotion Control, Empathy Most Significant Challenges - Academic Motivation, Relationships with Adults, Assertiveness The results of the HSA were shared with staff to consider the needs of students. We learned that Action Orientation, Empathy, and Emotion Control were strengths overall, and within significant subgroups. The most common challenges overall and within subgroups were Academic Motivation and Relationships with Adults. From the results of the HSA, it is clear that Socio-Economically Disadvantaged (SED) students need the most significant SEL support. SED students have the highest percentage of Tier 3 students (20%) with the lowest number of average strengths and the highest number of average challenges. "Relationships with Adults and Academic Motivation are the most significant challenges among student subgroups and overall. In 2024/2025 LCAP, the school is addressing these scales within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning." Met 2024-06-14 2024 37681630138628 JCS - Cedar Cove 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 26 surveys were completed by the students of JCS-Cedar Cove. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall (26): Tier 1 - 50% Tier 2 - 23% Tier 3 - 27% Average Strengths - 3.0 Average Challenges - 2.5 Most Significant Strengths - School Bonding, Action Orientation, Empathy, Relationship with Peers Most Significant Challenges - Learning Interest, Perseverance, Trust, Academic Motivation Academy (10): Tier 1 - 60% Tier 2 - 20% Tier 3 - 20% Average Strengths - 2.9 Average Challenges - 2.5 Most Significant Strengths - Emotion Control, Perseverance, Trust, Empathy, School Bonding Most Significant Challenges - Trust, Empathy, Reflection, Learning Interest Home Study (16): Tier 1 - 56% Tier 2 - 25% Tier 3 - 19% Average Strengths - 3.1 Average Challenges - 2.5 Most Significant Strengths - Action Orientation, School Bonding, Relationship with Peers Most Significant Challenges - Perseverance, Learning Interest, Academic Motivation Males (12)*: Tier 1 - 33.3% Tier 2 - 33.3% Tier 3 - 33.3% Average Strengths - 2.2 Average Challenges - 3.2 Most Significant Strengths - Empathy, Emotional Control, Optimism, Relationship with Peers Most Significant Challenges - Perseverance, Learning Interest, Action Orientation, Trust, Reflection Females (10)*: Tier 1 - 80% Tier 2 - 10% Tier 3 - 10% Average Strengths - 4.5 Average Challenges - 1.4 Most Significant Strengths - Action Orientation, School Bonding, Relationships with Adults Most Significant Challenges - Emotion Control, Learning Interest, Academic Motivation *When asked to select their gender, 4 students preferred not to answer or preferred to self-describe. The results of the HSA were shared with staff to consider the needs of students. The subgroups we were able to consider, based on sample size, were gender and school program. We learned that school bonding was a significant strength overall and within most subgroups. The only subgroup that didn't include school bonding as a strength was the male subgroup. The most common challenge overall and within subgroups was Learning Interest. From the results of the HSA, it is clear that male students need the most significant SEL support. Males have the highest percentage of Tier 3 students (33.3%) with the lowest number of average strengths and the highest number of average challenges. We were unable to conclude from the results for our SwD, SED, EL, FHY, and Ethinicy subgroups because the populations who took the HSA were too small (>5). and within significant subgroups. Learning Interest is the most significant challenge among student subgroups and overall. A call for more engaging curriculum and learning activities was also highlighted in our LCAP development partner feedback through surveys and conversations. In 2024/2025 LCAP, the school is addressing this within Goal 3, which is focused on student engagement in learning. Several actions such as Leader in Me, Field Trips, and Arts & Music are intended to increase learning interest. Other SEL challenges that were highlighted by the HSA will also be addressed, such as Academic Motivation and Perseverance. With the Leader in Me program, the school will implement an evidence- based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning. Met 2024-06-14 2024 37681630139402 Brookfield Engineering Science Technology Academy 6 The data indicated being connected to school personnel and feeling that the school personnel is caring. It shows a high level of student academic engagement. It also indicates that over half of the respondents have health concerns related to social emotions. We learn that the school structure engages students emotionally and creates a caring environment, but students still feel social-emotional distress. The data drives the decision to create a counseling department focusing on the survey findings. The LCAP will continue to have a goal of student and family engagement to build relationships and partnerships with families and local support groups. Met 2024-06-11 2024 37681633731239 Julian Charter 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 148 surveys were completed by the students of JCS-LIVE. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall (148 students): Tier 1 - 42.6% Tier 2 - 39.9% Tier 3 - 17.6% Average Strengths - 2.8 Average Challenges - 2.6 Most Significant Strengths - School Bonding, Empathy, Emotion Control Most Significant Challenges - Assertiveness, Action Orientation, Learning Interest SwD (45 students): Tier 1 - 44.4% Tier 2 - 31.1% Tier 3 - 24.4% Average Strengths - 3.1 Average Challenges - 2.8 Most Significant Strengths - Empathy, School Bonding, Emotion Control Most Significant Challenges - Assertiveness, Action Orientation, Optimism SED (17 students): Tier 1 - 29.4% Tier 2 - 47.1% Tier 3 - 23.5% Average Strengths - 2.4 Average Challenges - 3.8 Most Significant Strengths - Emotion Control, Empathy, Critical Thinking Most Significant Challenges - Relationship with Peers, Learning Interest, Action Orientation, Assertiveness, Optimism, Critical Thinking Hispanic (47 students): Tier 1 - 44.7% Tier 2 - 31.9% Tier 3 - 23.4% Average Strengths - 2.9 Average Challenges - 2.7 Most Significant Strengths - School Bonding, Empathy, Relationships with Adults Most Significant Challenges - Learning Interest, Action Orientation, Relationship with Peers The results of the HSA were shared with staff to consider the needs of students. We learned that empathy was a strength overall and within all significant subgroups. The most common challenges overall and within subgroups were Assertiveness and Action Orientation. From the results of the HSA, it is clear that Socioeconomically disadvantaged students (SED) need the most significant SEL support. SED students have the lowest percentage of Tier 1 students (29.4%) with the lowest number of average strengths and the highest number of average challenges. "Assertiveness is the most significant challenge among several student subgroups and overall. In 2024/2025 LCAP, the school is addressing this within Goal 3 and the ""Leader In Me"" action. With the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning." Met 2024-06-14 2024 37681710000000 Julian Union High 6 To improve our service, JUHSD considered the following results from our JHS School Climate surveys: Winter of 2023 Parent/ Community Survey Responses (Mean Scores (0-4 scale) provided for each subcategory: Teaching and Learning- Teachers at my student's school have high standards for achievement----61% agreed or strongly agreed Teachers at my student's school work hard to make sure that students do well---57% agreed or strongly agreed Teachers at my student's school promote academic success for all students---68% agreed or strongly agreed School Safety- My student's school sets clear rules for behavior---54% agreed or strongly agreed Mean Score My student feels safe at school---54% agreed or strongly agreed My student feels safe going to and from school---68% agreed or strongly agreed School rules are consistently enforced at my student's school. 57% agreed or strongly agreed School rules and proceduRelationships My student feels successful at school---61% agreed or strongly agreed My student is frequently recognized for good behavior---54% agreed or strongly agreed I feel comfortable talking to teachers at my student's school---75% agreed or strongly agreed Staff at my student's school communicate well with parents---32% agreed or strongly agreed I feel welcome at my student's school---68% agreed or strongly agreed All students are treated fairly at my student's school---54% agreed or strongly agreed Teachers at my student's school treat all students with respect---57% agreed or strongly agreed Institutional Environment My student's school building is well maintained---75% agreed or strongly agreed. My student's textbooks are up to date and in good condition---53% agreed or strongly agreed Teachers at my student's school keep their classrooms clean and organized---72% agreed or strongly agreed Parental Involvement I attend parent/teacher conferences at my student’s school---64% agreed or strongly agreed I am actively involved in activities at my student's school---71% agreed or strongly agreed I frequently volunteer to help on special projects at my student's school. The survey feedback indicated a number of strengths. 75% agreed or strongly agreed Staff at my student's school communicate well with parents My student's school building is well maintained---75% agreed or strongly agreed. 72% agreed or strongly agreed Parental Involvement I attend parent/teacher conferences at my student’s school- Teachers treat me with respect---80% agreed or strongly agreed My school sets clear rules for behavior---82% agreed or strongly agreed Areas for improvement include the following: 32% agreed or strongly agreed I feel welcome at my student's school 54% agreed or strongly agreed My student feels safe going to and from school 53% agreed or strongly agreed Teachers at my student's school keep their classrooms clean and organized 41% agreed or strongly agreed School is a place at which I feel safe (9-12th ) The Parent/Student handbook is being revised to accurately reflect school policies and procedures. A plan needs to be developed as to how this will be shared with parents and students. Professional development for teachers needs to reflect identified needs. The administration needs to develop plans to address chronic absenteeism as well as suspension rates. Met 2024-06-13 2024 37681890000000 Lakeside Union Elementary 6 Lakeside Union School District (LUSD) administered the California Healthy Kids Survey (CHKS) to students in fifth and seventh grade last Fall.The following are the percent favorable by topic as reported in the student survey administered for each grade level surveyed: Grade 5 (Overall) - All students School Connectedness: 71% Sense of Safety: 72% Grade 5 (Disaggregated student group data) - Race/Ethnicity American Indian or Native Hawaiian - No data available due to less than 10 student responses Asian or Asian American - School Connectedness: 62% Sense of Safety: 55% Black or African American - School Connectedness: 67% Sense of Safety: 73% Hispanic or Latinx - School Connectedness: 67% Sense of Safety: 69% Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses White - School Connectedness: 77% Sense of Safety: 70% Mixed (two or more races) - School Connectedness: 58% Sense of Safety: 60% Something else (Other) - School Connectedness: 75% Sense of Safety: 89% Grade 7 (Overall) - All students School Connectedness - 55% Sense of Safety - 52% Grade 7 (Disaggregated student group data) - Race/Ethnicity American Indian or Native Hawaiian - No data available due to less than 10 student responses Asian or Asian American - No data available due to less than 10 student responses Black or African American - No data available due to less than 10 student responses Hispanic or Latinx - School Connectedness: 48% Sense of Safety: 45% Native Hawaiian or Pacific Islander - No data available due to less than 10 student responses White - School Connectedness: 64% Sense of Safety: 63% Mixed (two or more races) - School Connectedness: 56% Sense of Safety: 53% Something else (Other) - School Connectedness: 49% Sense of Safety: 42% Grade 7 (Disaggregated student group data)- EL/LTEL & SWD English Learners (EL) - School Connectedness: 59% Sense of Safety: 50% Long-term English Learners (LTEL) - School Connectedness: 60% Sense of Safety: 46% Students with Disabilities (SWD) - School Connectedness: 48% Sense of Safety: 54% Overall, students at both grade levels feel less connected and less safe at school than they have been in previous years. After analyzing disaggregated data of student groups based on race/ethnicity, students reported the following on the annual CHKS survey: Asian/Asian American 5th grade students feel the least safe at school. 5th grade students who identify as “Something Else” feel the most safe at a school. 5th grade white students feel the most connected at school. 7th grade students of mixed (two or more) races feel the least connected at school. 7th grade students who identify as “Something Else” feel the least safe at school. Hispanic or Latinx 7th grade students feel the least connected to school. 7th grade white students feel the most connected to and most safe at school. When analyzing disaggregated data of 7th grade student groups based on program, the following conclusions were made: English Learners (EL) and Long-term English Learners (LTEL) students feel more connected, but less safe than their Gen Ed peers at school. Students with Disabilities (SWD) feel more safe, but less connected than their Gen Ed peers at school. LUSD is responding by examining the root causes of this decline. We have begun the process of continuous improvement through the lens of the Multi-tiered system of support (MTSS) to address the academic, social-emotional, and behavioral needs of all students across the district. In addition, we have also collected street data through empathy interviews, student shadows/observations, focus groups, etc. to better understand the perceptions of our students from certain groups around school connectedness and safety. Met 2024-06-20 2024 37681893731072 River Valley Charter 6 River Valley Charter School administers a perspective survey each year as part of the Local Control Accountability Plan process which, through scaled and narrative responses, parents and students of all grade levels served at RVCS are encouraged to complete as part of the educational partner engagement process. The survey focuses on specific areas including physical campus grounds and classroom atmosphere, as well as students’ and parents’ views on the non-quantifiable aspects of the educational atmosphere of the school. In June, the results of the survey are presented to the River Valley board of directors and administrative team, and play a large role in the school site Improvement plan in both short and long-term aspects of continual Improvement of the school culture. Examples of this in past years can be seen in the creation of improved common outdoor spaces for students to study as well as socialize, and the implementation of structured non-academic activities on campus during the school day as a means of providing opportunities for students to engage in social activities with their peers. RVCS is also in its fourth year of partnership with two local outreach agencies who provide counseling as well as training for students in recognizing the signs of emotional distress in their peers. All three of these implemented actions have yielded positive and encouraging results in a post pandemic educational climate, where students have had to re-learn aspects of social engagement with both peers and educators. For the 2023/24 school year, River Valley began the first steps in implementing two more programs focused on student well-being and personal achievement. The first being a student and family centered series of community engagement activities to be held off campus and in the local community. The second program is multifaceted, and includes opportunities for current students to gain understanding and insight into post-secondary life through a series of discussions with alumni from River Valley working in various fields and career choices. Both of these programs will continue during the 2024/25 school year, with modifications to the scope of each as a result of the hiring of a new academic counselor during the 2023/24 school year. This, in turn, will lead to future implementation of a job shadow program in which high school students will be able to gain a greater understanding of the expectations of the workforce/career and post-secondary educational goals through firsthand experiences in various local trades and careers. Based on input from educational partners in recent years, RVCS believes that current and future students will benefit greatly from an understanding and open discussion about what life will be like after graduating high school. The aim of these programs is to ensure that students do not just feel safe on River Valley's campus, but feel safe and confident in their actions and decisions as they venture into their post-secondary lives. Met 2024-06-10 2024 37681896120901 Barona Indian Charter 6 Barona Indian Charter School utilizes the Leader in Me Measurable Results Assessment (MRA). The MRA is a tool used to annually collect, analyze, and report student, staff and school-level outcomes related to the focus on improving leadership, culture, and academics. Personal Development: Score 72 - Students take responsibility for their actions and emotions Interpersonal Development: Score: 75 - Students build positive relationships through understanding, communicating, and valuing the differences they see in others. Positive Wellbeing: Score: 61 - Students engage in the behaviors and embrace the mindsets that build resilience and hope. Self-Advocacy: Score 68 - Students work to overcome barriers, problem-solve, and find solutions on their own Prosocial Behaviors: Score: 63 - Students support each other and offer help as needed. Personal Effectiveness: Score: 77 - Staff take responsibility for their actions and emotions Interpersonal Effectiveness: Score: 75 - Staff build and sustain positive relationships through understanding, communicating, and valuing the differences they see in others. School & Family Partnerships: Score: 64 - Teachers feel like most students’ families/caregivers engage as partners in their child’s learning. Family Engagement: Score: 71 - Students’ caregivers are satisfied with the way the school includes them in their child’s learning Community Engagement: Score: 71 - The school engages the community through collaborative partnerships and service learning that provides students and their families with sources of support and learning. Supportive Student Environment School Climate: Score: 75 - Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths. Student Empowerment: Score: 67 - Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. Trusting Relationships: Score : 83 - Students have a high trust relationship with at least one teacher School Belonging: Score 55 - Students believe that they are cared about and understood by the people in their school and feel a sense of belonging. Staff Voice: Score: 84 - Staff members believe they are positively impacting others through meaningful work Collective Efficacy: Score: 76 - Teachers believe that their collective actions can positively impact students Instructional Efficacy: Score 86 - Teachers are confident in their ability to use evidence-based instructional practices Student-led Practices: Score: 80 -Teachers empower students to play a more proactive role as they apply their knowledge and skill to accelerate and deepen their learning. Supportive Teachers: Score: 63 - Students have one or more teachers who provide them with the encouragement and support they need to lead their learning. Academic Self-efficacy: Score: 74 - Students are able to apply personal leadership habits to plan and prioritize Overall students feel supported and encouraged by teachers and staff on campus. Barona Indian Charter School will continue to build confidence and promote healthy relationships between students when at school. Barona Indian Charter School will continue to promote the Leader in Me program moving forward as we continue to see success in leadership and interpersonal relationships among students and staff. Met 2024-06-24 2024 37681970000000 La Mesa-Spring Valley 6 The La Mesa-Spring Valley School District is committed to ensuring positive school climates for students, parents, and staff. We use three different assessments to measure school safety and connectedness, - 1) the California Healthy Kids Survey, 2) a parent/family annual survey, and 3) CORE Social-Emotional survey. Some school sites also conduct empathy interviews with their students that spotlight student voices on a variety of topics. The district’s parent survey was administered in March 2024 to all district families TK through 8. The key findings from the 2023-2024 Parent Survey indicate overall parent satisfaction was high in all three categories (Support for Academic Learning – 90%, Sense of Community – 89%, Sense of Safety – 84%). The highest percentages were found in the areas of school staff treating parents with respect (94%), school staff being helpful (93%), and my child feels welcome at school (93%). School staff welcoming parents’ suggestions and school discipline being fair were the two statements with the lowest percentage of parents agreeing (74% and 75% respectively). We measure our student’s socio-emotional growth through two different surveys. The California Healthy Kids Survey (CHKS) is administered in Spring each year with results becoming available in late Summer. It includes responses from students in grades 5 and 7. The CORE Social-Emotional survey was administered in the Fall of 2023 and again in the Spring of 2024 to students in grades 4-8. The results of both surveys are compared to determine growth in each of the four domains assessed (Growth Mindset, Self-Efficacy, Self-Management, Social Awareness). Results from the CHKS survey taken in the Spring of 2023 indicated that the majority of students’ perceptions show a sense of connectedness to the staff at their school. Specifically, 70% of 5th graders and 60% of 7th graders experienced connections with caring adults at school. There is a slight variance between gender with males reporting higher levels of school connectedness. 72% of 5th grade males reporting connections with caring adults at school while 69% of 5th grade female students reported this. 62% of 7th grade males reported connections with caring adults at school while 58% of 7th grade female students reported this. Middle school students tended to score somewhat lower levels overall as compared to elementary students. As mentioned earlier, the results from Spring 2024 are not yet available, but will be analyzed as soon as we have access. Our Spring 2024 CORE SEL survey indicated the following: 70.3% of students surveyed demonstrate the ability to self manage, 68.3% show indications of a growth mindset, 65.77% believe they have social awareness skills, and 57.10% practice traits of self-efficacy based on their responses. Overall, we are seeing a higher connection between students at elementary school compared to middle school. We recognize that continued efforts with staff to support making middle school connections is necessary and will support us as we work to reduce suspension rates and decrease chronic absenteeism. Students struggle with self-efficacy, despite the slight increase we saw from last year of 2.1%. We will review our Second Step curriculum and Tier I instruction in this area to see how we can help increase our students’ perception of themselves in this area. In response to these results, the district continues to actively train staff on Trauma Informed Practices and provide the opportunity for school sites to access behavior training facilitated by our Student Supports team. In addition, our staff will continue to receive ongoing training in Restorative Practices. In fact, some administrators received training around training others in Restorative Practices techniques. In order to build stronger learning communities and support inclusive, equitable learning experiences, our social workers will continue implementation of our Second Step (social-emotional learning) curriculum and district leadership is learning more about the CASEL standards and framework with the intention to support employees in making connections between academic and SEL instruction. Met 2024-06-25 2024 37681970136408 Sparrow Academy 6 A student local climate survey was administered to all students in grades 5-8. A staff local climate survey was administered to all certificated and classified staff. A parent local climate survey was administered to all parents. Per the Spring 2024 Parent Climate Survey, the following data was collected: 77.6% of parents stated that their child feels safe at school 54.3% of parents are satisfied with school safety 56% of parents agree that Sparrow is actively preventing bullying Per the Spring 2024 Staff Climate Survey, the following data was collected: 75.9% of staff feel that Sparrow offers adequate counseling and support services for students 62% of staff feel that student discipline is handled fairly 68.9% of staff agree that it is a supportive and inviting work environment 79.3% of staff feel safe at school 72.4% of staff feel students are safe at school Per the Spring 2024 Student Climate Survey, the following data was collected: 66.6% of 5th graders and 71.7% of 6-8th graders feel that the staff cares about the students 33.3% of 5th graders and 43.5% of 6-8th graders feel that students are treated fairly when they break the rules 48.1% of 5th grade and 47.9% of 6-8th graders believe that adults on campus help students resolve conflicts 85.2% of 5th grader and 97.8% of 6-8th graders feel safe at school According to the local climate surveys, areas of strength for Sparrow Academy include: parents feel welcome on campus; students and parents feel that students are safe on campus; and staff feel safe on campus. Students and parents also agreed that staff care for the students. According to the local climate surveys, areas of needed improvement at Sparrow Academy include: reflections and education of culture and ethnicity as well as cultural biases; adults supporting student conflict resolution; consistency and understanding of student behavior expectations; and collegiality among staff. In order to improve in these areas of deficit, Sparrow Academy will be educating the staff, parents, and students in the Positive Discipline Program. Additionally, staff collaboration among staff will be a focus of each professional development. Sparrow Academy will also work toward finding a program to support an increased reflection of culture, diversity, and cultural biases. Met Sparrow Academy has had a tumultuous few years with multiple changes in leadership, as well as a school site lacking many of the features that would support a more unified community. With consistent leadership and a new school site, many of the areas of d 2024-06-13 2024 37682050000000 Lemon Grove 6 Spring 2024 Student SEL Survey for Elementary 3rd - 5th Grade Percent of Favorable Responses by Category (Point difference from Spring 2022) Supportive Relationships: 87% (+4 points) Positive Feelings: 67% (+4 points) Social Awareness: 64% (+2 points) Self-Management: 63% (+1 points) Challenging Feelings: 50% (+4 points) Emotion Regulation: 48% (+6 points) Spring 2024 Student SEL Survey for Secondary 6th - 8th Grade Percent of Favorable Responses by Category (Point difference from Spring 2022) Supportive Relationships: 78% (-2 points) Positive Feelings: 63% (-2 points) Social Awareness: 54% (-1 point) Self-Management: 53% (0 change) Challenging Feelings: 50% (0 change) Emotion Regulation: 44% (+2 points) CHKS 23-24 elementary averages: School Connectedness 65% Caring Relationships 67% High Expectations 80% Meaningful Participation 39% Perceived School Safety 66% From the first pilot Student SEL Survey in Winter 2021 to the most recent survey in Spring 2024, we have learned that students tend to have higher scores in the fall, and lower scores in the spring. We realized the best way to determine effectiveness was to compare Fall to Fall, and Spring to Spring. When reviewing the data, we also saw consistent participation rates for our elementary groups, but more inconsistent participation rates for our secondary students, which made the patterns between fall to fall and spring to spring still difficult to compare for secondary. That said, in general, the data shows that elementary students have continued progress and growth in their SEL scores, demonstrated year over year. When reviewing elementary teacher schedules, talking to school administrators and conducting teacher surveys and interviews, it also appeared that elementary teachers were much more consistent in SEL lessons and delivery than their secondary partners. In general, we found that where teachers were following the SEL curriculum with fidelity, SEL scores were much higher, and where teachers were not following or consistently teaching the curriculum, scores suffered from year to year. We have identified that secondary teachers are not as familiar with the SEL curriculum, and we will be providing more targeted training and optional pilot curriculum adoption for teachers at the secondary level in years to come to support higher fidelity of SEL implementation. Through the SEL curriculum adoption process that was undertaken in the 23-24 school year, we have identified that teachers are not as familiar with all of the resources provided by our SEL curriculum, Second Step. Therefore, our district Social Worker will be providing training on Second Step curriculum, in particular to our secondary teachers or teachers who are not as familiar with it. In addition to the staff training. the social workers will provide individual coaching and co-teaching the lessons as needed. Met 2024-06-25 2024 37682130000000 Mountain Empire Unified 6 Between April 15th and May 30th of the 2023-24 school year, Mountain Empire Unified School District administered a local climate survey to measure perceptions of school safety and connectedness. The survey saw varying response rates across different schools and grade levels: 5th Grade Participation Rates: 67.25% 6th Grade Participation Rates: 51.5% 7th Grade Participation Rates: 100% 8th Grade Participation Rate: 75.5% 9th Grade Participation Rates: 86% 10th Grade Participation Rate: 93% 11th Grade Participation Rate: 78% 12th Grade Participation Rate: 41% Key Findings from the Survey Overall Student Perception - 82% of students found the school environment inviting and supportive. - Students felt that adults paid attention to them, teachers were dedicated to their success, and they had confidence in students’ abilities. - The school provided ample opportunities to use technology and prepared students for future success. Elementary Students - 68% reported positive peer interactions, indicating strong social skills. - 81% felt there was an adult to help them if needed, highlighting the importance of supportive relationships. - Only 49% enjoyed school, suggesting a need for more engaging learning environments. Secondary Students - 57% felt recognized for good behavior, indicating room for improvement in positive reinforcement. - 79% reported having an adult to turn to, showing the necessity of strong mentorship. - 66% enjoyed school, reflecting better engagement than elementary students but still needing improvement. The survey results emphasize the importance of supportive relationships and engaging environments in fostering a positive school climate. While the high percentage of students feeling supported by adults is encouraging, the lower enjoyment of school among elementary students needs attention. The local climate survey provided valuable insights into the perceptions of school safety and connectedness among students in Mountain Empire Unified School District. Analyzing this data has highlighted several key areas of strength and identified specific needs that require attention. Areas of Strength included: 1. Supportive Environment: - 82% of students felt that the school was an inviting and supportive place for learning. This strong majority suggests that the district has successfully created an environment where most students feel welcome and supported. - 79% of secondary students felt there was an adult they could turn to, underscoring the effectiveness of adult-student relationship initiatives. 2. Adult Support: - 81% of elementary students reported that there was an adult at school who could help them if needed. This indicates that the district has established a solid support network for younger students, which is crucial for their social-emotional development. 3. Use of Technology: - Students indicated that the school provided ample opportunities to use technology in learning, reflecting the district’s commitment to integrating modern tools to enhance educational experiences. Identified Needs included: 1. Engagement and Enjoyment: - Only 49% of elementary students reported enjoying school. This significant finding points to the need for more engaging and stimulating learning environments at the elementary level. - While 66% of secondary students reported enjoying school, there is still room for improvement in student engagement across all grades. 2. Positive Reinforcement: - 57% of secondary students felt recognized for good behavior. This shows a clear need to implement stronger positive reinforcement strategies to motivate and acknowledge students’ efforts and accomplishments. 3. Disparities in Participation Rates: - The survey revealed varying participation rates across different grades and schools, with notably high rates in some areas, such as 100% for 7th graders at the Junior High level and lower rates in others, such as 51% for 6th graders at the Elementary level and 41% of 12th graders at the High School level. Addressing these disparities will be important for ensuring more consistent and reliable data collection in the future. Based on the analysis of the local climate survey data and the key learnings identified, Mountain Empire Unified School District (MEUSD) has determined a few necessary changes to existing plans, policies, and procedures to address areas of need and foster continuous improvement. These changes are designed to enhance student engagement, improve positive reinforcement strategies, strengthen Social Emotional Learning (SEL) programs, and ensure the health, well-being, and safety of all students. MEUSD has already implemented several key actions to support the health, well-being, and safety of all students, and will continue to monitor their effectiveness: School Counselors: A school counselor is present at every campus to provide ongoing support for students. Wellbeing Checks: A daily/weekly program is in place for regular student wellbeing checks to monitor and support their emotional and mental health. Community Schools Grant: Funding from the Community Schools Grant supports whole-child programs and services, addressing comprehensive student needs. Say Something App: The Say Something app allows students to provide anonymous tips, ensuring critical information can be shared safely and promptly. Some key actions to implement to enhance the health, well-being, and safety of all students and staff, will be: Professional Development for Student Engagement: Provide professional development workshops for teachers focusing on interactive and student-centered learning activities. Strengthening Social Emotional Learning (SEL) Programs through Enhanced SEL Curriculum and Professional Development: Expand and deepen the existing SEL curriculum to better address peer interactions and emotional well-being. Provide comprehensive training for teachers and staff on SEL best practices and how to support students' emotional needs. Met 2024-06-25 2024 37682130123224 San Diego Virtual 6 Even though SDVS is an online, independent study school, the culture and connectedness to the students and families promote safety and belonging because our culture is centrally focused on the belief that every student can succeed. Students choose online learning for a variety of reasons, and SDVS tailors instruction to best serve each student’s individual needs. Students connect to and speak with various teachers via phone, e-mail, or through Google Meet. Our students also have access to assistance as needed from our Registrar, Executive Director, Principal, Student Success Coordinator or Counselors. In order to promote social events, SDVS offers free educational field trips to students where they are given opportunities to socialize with their peers. In an effort to promote social and emotional development, SDVS initiated monthly student-interest clubs and groups that are mainly online with some in person activities. These clubs were generated by student interest forms, and the students feel that their input and suggestions are valued. According to the Parent/Student survey results, students feel safe in this learning environment, where they are able to take charge of their own learning path while simultaneously receiving support from all staff toward their goals. According to the Stakeholder survey, students feel welcome, safe, appreciated, and able to get help whenever needed. The majority of our students and families are extremely happy with the culture of the school and its ability to make students feel safe and welcome, changing the mindset of school altogether. Consideration was also taken in account for the California Healthy Kids Survey, which stated that students felt safe in school, and are receiving the proper mental health supports within the school community. Some changes we will be making to procedures within our school, is clearly personalizing our EL students using an Individualized Learning Plan for each student, which will include Accommodations, EL Levels, and areas on how to best support the student. Our Socio-economically disadvantaged students will be assigned to math teachers to focus on their math appointments, as well as CTE field trip based on surveys. The survey also asked for more in person Science Labs which SDVS will continue to implement. According to the Stakeholder Survey, as well as the input from the CHKS survey, there are some needs and areas that San Diego Virtual will be strengthening in the upcoming school year. As many new opportunities existed with in person field trips, as well as more Social Emotional Learning events, San Diego felt the need to increase opportunities building Social Emotional Awareness to light. SDVS started a Mental Health club, that joined several students across California, focusing on SEL. In terms of our Low Socio-Economic students, SDVS will continue to provide the resources and support to close the learning barriers, such as provide laptops to each student, HOT Spots where students do not have WIFI access, as well as College and career counseling to better support our student through the next stage of their lives. Overall, SDVS students enjoy their education in a virtual, independent learning environment. The students enjoy the flexibility and are able to work according to their own schedules. With the survey results as well as conversations with students, staff, and families, San Diego Virtual School will keep improving its program, with highly relatable content, real world experiences, and provide resources and opportunities. Although our policies and existing plans will remain consistent in the new school year, SDVS does plan on focusing for better personalization for our EL Program, focusing on modificatyions and accommodations to better serve the EL population. SDVS will also provide more SEL opportunities with field trips, webinars, and other focused talks surrounding around mental health. Lastly, SDSV will focus on the Homeless population, ensuring that resources are given and support to assist our homeless population are served well. As this demographic continues to increase each year, our Homeless Youth liaison will provide resources and education to best support the community. Met 2024-05-16 2024 37682130127084 Compass Charter Schools of San Diego 6 "This year, the school used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. The school began adopting Abre as a data analysis application and has been setting up the infrastructure to begin collecting and analyzing data. Abre offers a school climate survey that will be more accessible to scholars and the goal is to increase participation. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me: Gr. 5: 93%; Gr. 6-8:69%; Gr. 9-12:78% ""who notices when I’m not there"": Gr. 5: 60% Gr. 6-8:42%; Gr. 9-12: 52% ""who listens to me when I have something to say"": Gr.5: 80%; Gr. 6-8; 84:%; Gr. 9-12: 83% I feel close to people at this school (Strongly Agree/Agree)... Gr.5: 93% Gr. 6-8 79%; Gr.9-12: 63% I feel like I am part of this school (Strongly Agree/Agree)... Gr.5: 100% Gr. 6-8 89%; Gr.9-12: 90% I feel safe in my school. Gr.5: 93% Gr. 7 96%; Gr.10: 98%" The data on student perceptions of safety and connectedness provide important insights into the school environment across different grade levels. Starting with adult support, a high percentage of Grade 5 students (93%) feel that there is a teacher or other adult who really cares about them. However, this perception drops significantly in Grades 6-8 (69%) before improving somewhat in Grades 9-12 (78%). This suggests a potential dip in perceived care during the middle school years, which may require targeted attention to ensure students feel adequately supported. Regarding the perception that adults notice when students are absent, the data shows a notable decline from Grade 5 (60%) to Grades 6-8 (42%), with a slight improvement in Grades 9-12 (52%). This indicates a general decrease in students feeling noticed when they are not present, particularly during middle school, highlighting an area for potential improvement in attendance monitoring and student engagement. The perception of being listened to by adults is relatively stable across grades, with Grade 5 students at 80%, Grades 6-8 slightly higher at 84%, and Grades 9-12 at 83%. This consistency suggests that students generally feel heard by adults, although maintaining this perception as students progress through school remains crucial. In terms of peer relationships, the sense of closeness to others is strongest in Grade 5 (93%) but declines in Grades 6-8 (79%) and further in Grades 9-12 (63%). This trend points to a weakening sense of peer connectedness as students move into higher grades, particularly during high school, which could impact their overall school experience and engagement. The feeling of being part of the school is exceptionally high in Grade 5 (100%) and remains strong in Grades 6-8 (89%) and Grades 9-12 (90%). Despite a slight decline after Grade 5, the majority of students across all grades still feel a significant sense of belonging within the school. Perceptions of safety are high across all grades, with Grade 5 at 93%, Grade 7 at 96%, and Grade 10 at 98%. This consistent perception of safety indicates that the school environment is successfully providing a secure atmosphere for students at all levels. In conclusion, while the overall perception of safety is robust, there are areas that need attention, particularly the decline in perceived care and noticeability during middle school, and the decreasing sense of peer connectedness in higher grades. To address these issues, schools should consider enhancing support systems during the transitional middle school years, improving attendance monitoring and engagement strategies, and implementing programs that foster stronger peer relationships, especially as students advance to higher grades. By focusing on these areas, the school can work towards creating a more supportive, connected, and engaging environment for all students. Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. Starting next school year, Compass will administer mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards implementing the Abre school climate survey. With consistent and present data, Compass will better leverage its engagement opportunities and support services. Met 2024-06-22 2024 37682130129668 Motivated Youth Academy 6 Our local climate survey data comes from the EPAC LCAP/School Planning Input Survey. This year, we received 92 responses, providing valuable insights into the school environment and areas for improvement. The data is disaggregated by various student groups, enabling us to identify specific needs and preferences across different demographics. Of the respondents, 20.7% are English Learners (ELs), 4.3% are from low socioeconomic status (Low SES) backgrounds, and 15.2% are students with disabilities (SPED). The demographic breakdown is as follows: American Indian or Alaskan Native or Hawaiian: 20.9% African American: 3.3% Filipino: 2.2% Hispanic or Latino: 34.1% White: 18.7% Two or more races: 16.5% The local climate survey data provides a comprehensive look into the school environment, with responses disaggregated by various student groups such as grade levels, socioeconomic status, and ethnic backgrounds. This detailed analysis helps identify specific needs and preferences across different demographics. Key findings from the survey indicate a strong desire among high school students for increased opportunities to engage in Career Technical Education (CTE) courses. Students expressed the need for better guidance support and planning resources to navigate these opportunities effectively. Additionally, there is a call for a broader variety of CTE courses and pathways to cater to diverse interests and career aspirations. Moreover, the survey results highlighted a significant demand for more access to school counselors. Students emphasized the importance of having counselors available not only for academic guidance but also to support their social-emotional needs. This suggests a need for schools to allocate more resources to counseling services to ensure that students can receive the comprehensive support they require. In addition to the survey, other data collection tools such as focus groups and individual interviews were utilized to gather more in-depth insights into school conditions and climate. These tools revealed consistent themes with the survey data, reinforcing the students' desire for enhanced CTE opportunities and greater access to counseling services. This multifaceted approach ensures that the feedback is robust and accurately reflects the student body's needs and priorities. To address the areas of need identified through the analysis of local data and the identification of key learnings, MY Academy will implement several changes to existing plans, policies, and procedures. These adjustments are aimed at fostering continuous improvement and better supporting our students' academic and social-emotional development. One of the primary actions MY Academy will take is the continued development of its College and Career Indicators on the California state dashboard. This initiative will help track and enhance students' preparedness for post-secondary education and career pathways, ensuring they have access to the resources and opportunities needed to succeed. Additionally, MY Academy will begin hosting regular webinars led by the school counselor. These webinars will target students' academic and social-emotional needs, providing guidance and support in a more accessible format. The topics covered will range from college and career planning to stress management and emotional well-being, addressing the comprehensive needs of our student body. These changes reflect our commitment to leveraging local data to drive improvements and support our students effectively. By continuously refining our strategies and implementing targeted actions, we aim to create a more supportive and enriching educational environment for all our students. Met 2024-06-20 2024 37682130136978 Elite Academic Academy - Mountain Empire 6 During the 23-24 school year we continued to focus on monitoring student wellness, school climate and connection. The Student Support Team sent out a We Care/Check-in survey to all students.. The surveys were primarily designed to measure how students were feeling, whether they were engaged in school, and whether they felt connected to the school and/or the staff. Each survey response was followed up with an email or phone call by the teacher, MTSS Director or school counselor depending on the student's needs. Through their responses we became even more aware of the importance of giving students an opportunity to provide feedback. The vast majority of our students felt connected and comfortable with our school. Discovered pockets of disengagement due to factors outside of school and a lack of knowledge about available support systems. As a direct result of their feedback we took action: hosted mental health workshops for small groups, instituted monthly Kindness Club and Character Development rallies, developed a virtual study hall for students to receive academic support and connect with their teachers or learning coaches. Met 2024-06-11 2024 37682130138636 JCS - Pine Valley 6 The school administered PEAR's Holistic Student Assessment (HSA) to all students in 4th-12th grade in Fall 2024. The HSA is a data-driven tool to promote social-emotional development in young people. The HSA has 14 scales, grouped into three domains: resiliencies, relationships, and learning and school engagement. Altogether, 45 surveys were completed by the students of JCS-Pine Valley. The HSA uses a 3 tiered model for understanding students' needs, similar to RTI (Response to Intervention) and PBiS, (Positive Behavioral Interventions and Supports). Within the model, Tier 1 represents students who are thriving and who exhibit primarily strengths and few challenges, Tier 2 represents students who have a balanced combination of strengths and challenges, and Tier 3 represents students who are approaching crisis or are in crisis. The Fall 2024 results for the school and its subgroups are as follows: Overall (45): Tier 1 - 26.7% Tier 2 - 37.8% Tier 3 - 35.6% Average Strengths - 1.8 Average Challenges - 4.1 Most Significant Strengths - Emotion Control, Action Orientation, School Bonding Most Significant Challenges - Perseverance, Optimism, Empathy SwD (11): Tier 1 - 18.2% Tier 2 - 36.4% Tier 3 - 45.5% Average Strengths - 1.8 Average Challenges - 6.0 Most Significant Strengths - Learning Interest, School Bonding Most Significant Challenges - Academic Motivation, Empathy, Critical Thinking, Relationship with Peers SED (<5): Data not displayed Hispanic (12): Tier 1 - 16.7% Tier 2 - 8.3% Tier 3 - 75% Average Strengths - 0.8 Average Challenges - 7.4 Most Significant Strengths - Assertiveness Most Significant Challenges - Perseverance, Optimism, Empathy, Learning Interest Home Study (12): Tier 1 - 50% Tier 2 - 25% Tier 3 - 25% Average Strengths - 3.3 Average Challenges - 3.0 Most Significant Strengths - Action Orientation, School Bonding, Emotion Control, Learning Interest Most Significant Challenges - Academic Motivation, Perseverance, Optimism, Reflection Academy (33): Tier 1 - 18.2% Tier 2 - 42.4% Tier 3 - 39.4% Average Strengths - 1.2 Average Challenges - 4.5 Most Significant Strengths - Emotion Control Most Significant Challenges - Empathy, Perseverance, Optimism The results of the HSA were shared with staff to consider the needs of students. We learned that emotion control was the most common strength and optimism, perseverance, and empathy were the most common challenges. From the results of the HSA, it is clear that Hispanic students need the most significant SEL support and 75% of the Hispanic students who participated in the HSA are Academy students. Hispanic students have the highest percentage of Tier 3 students (75%) with the lowest number of average strengths and the highest number of average challenges. Additionally, SwD have a high percentage of Tier 3 students (45.5%) and 75% of SwD students who participated in the HSA are in the Academy program. While these two groups have very different SEL strengths and challenges, they both require intense SEL intervention support. "Optimism and Empathy are some of the most significant challenges among JCS-Pine Valley students. The LEA will seek to support students in these areas through actions/services in the 24/25 LCAP related to PBIS and counseling support. Other common challenges including Academic Motivation, Learning Interest, and Perseverance will be addressed in the 24/25 LCAP with the ""Leader In Me"" action. Through the Leader in Me program, the school will implement an evidence-based model focused on leadership, culture, and academics that equips students, educators, and families with essential leadership and life skills, preparing them to excel. This includes staff training, curriculum materials, and teaching/learning resources. The school will continue to use the results of the HSA to identify students in need of Tier 3 support (intensive specialized interventions) and create action plans to address individualized challenges including, but not limited to, Students Success Team (SST), small group mini-lessons and counseling support. etc. Additionally, the counseling staff will continue to support the alignment of SEL lessons and activities to the HSA scales so school communities can target challenge areas with whole group teaching and learning." Met 2024-06-14 2024 37682210000000 National Elementary 6 Each year the National School District administers the California Healthy Kids Survey to fifth grade students, teachers and families to collect data on student perceptions and opinions of school climate. The preliminary results from the 2023-2024 survey show there was an average response rate of 74% which is the highest in the last four years. The average response rates leading up to this year were 61% (2020), 52% (2022) and 65% (2023). The results for this year show a slight decline in the areas of positive school climate; however, it is unclear whether there is an actual decrease in this area or if the results are due to a greater percent of students responding to the survey. In terms of school connectedness, overall 65% of students feel strongly connected to their school, which reflects response data from the related questions: 79% indicated there are high expectations from adults at school 76% agreed that they are motivated to learn Data from disaggregated groups (race/ethnicity and gender) vary. Most ethnic groups (Hispanic/Latinx, White, Mixed, Something else) results show a range between 71% and 86% indicating that they feel connected at school. However, only 67% of students that identify as Asian/Asian American feel connected at school. When comparing genders, the differences are slight with 62% of females and 68% of males feeling connected to school. There was some disparity between ethnic groups in regards to academic motivation. 76% of Asian/Asian American and 81% of Hispanic/Latinx students report being academically motivated while the three remaining ethnic groups responded with lower rates between 67% and 69%. High expectations were rated positively amongst all groups with a range between 79% and 86%. In terms of gender, 76% of both females and males are motivated academically. 76% of females felt that adults had high expectations while 82% of males responded positively to that question. Another important data point was regarding how safe students feel at school. Overall, 66% of students feel safe at school and 74% feel that there are social and emotional learning supports. When looking at disaggregated data in terms of ethnicity, 81% of Asian/Asian American students feel safe at school while all other ethnic groups reported percentages between 52% and 67% with Mixed ethnic students reporting the lowest level of agreement at 52%. This disparity is concerning and is a matter that needs to be addressed by the district. There is also a gap between the perceptions of different ethnic groups in terms of the social and emotional supports at school. Asian/Asian American (77%), White (81%) and Mixed ethnicities (86%) students felt that “Yes,” they had access to social and emotional supports. In comparison, Hispanic (72%) and “Something else” (72%) felt that their school had those supports. Gender also revealed differences in these areas: 58% of females reported feeling safe while 69% of males feel safe at school. However, 74% of both genders agree that there are social and emotional learning supports. Based on the data, NSD is working closely with the counseling and psychologist teams to audit and address school practices that may be negatively impacting students' perceptions. Additionally, the District has established committees focused on DEI, Wellness, School Safety and for staff as well as a Student Roundtable and Parent Roundtable to address some of the data from the survey. These committees are focused on improving the learning environment for students, staff and community. Met 2024-06-26 2024 37682210101360 Integrity Charter 6 92.2% of students feel they were provided a good education. 95.2% of students feel that teachers are respectful towards each other. 92.6% of students feel that their school provided them with the necessary materials to meet their learning needs. 86.1% of students feel that their school prepares them for college and/or future career paths. 62.3% of students look forward to school each day. 81% of students feel safe and connected to school. 90.5% of students feel that their school works with their parents. 95.7% of students say they respect their teachers. 78.8% of students say that their classes are challenging. 80.5% of students say that they are accepted and belong at school. 91.4% of students say that they are being taught Common Core Standards. Per survey results, we have a few areas of growth. 13.9% of students do not feel that ICS prepares them for college or career paths. ICS has had a big campaign for college readiness. We have monthly college days that include presentations. All students study a college, receive college shirts, and all students do a college visit. With that being said, we need to ramp up our career minded program as well. We have a goal to focus on student strengths for next school year that should help improve knowledge about career paths based on their strengths. 37.7% of students do not look forward to school each day, 19% of students do not feel safe and connected to school, and 19.5% of students do not feel they are accepted or belong at our school. It will be important for us to target that group of students and decipher what is happening. One of the things we are implementing is a DOTS survey to gauge which students do not feel connected to an adult on campus so that we can strategically have staff members make those connections. 21.2% of students do not feel like their classes are challenging. We have a charge increase the rigor during classroom instruction as well as effective use of instructional minutes. The Instructional Leadership Team and staff PLC's will play a large role in the push for this increase. All categories with 90% or more listed above are strengths of ICS. As stated above, there are some plans that will be put into place in the upcoming school year which include: rigor, effective use of instructional time, a focus on student strengths to build their knowledge of how those strengths can guide their career paths, and a DOTS survey to target student connectedness and belonging needs. Met 2024-06-10 2024 37682960000000 Poway Unified 6 We used the California Healthy Kids Survey - last administered in Fall of 2022 to students in grades 5,7,9 and 11. Elementary Level results show over all that 87% of our 5th graders feel safe at school. Disaggregated data determined that identified student groups are within 2 percentage points except our African American students - 74% of whom reported that they feel safe at school. The Survey results show that at the middle school level, 67% of grade 7, 72% of grade 9, and 70% of our grade 11 students perceive school as a safe place. Student groups reporting an average 3% or more below the grade level average were Native Hawaiian/Pacific Islander students in grade 7; American Indian/Native Alaskan students in grade 9; African American students in grades 9 and 11; and Hispanic students in grade 11. Another data point is related to school connectedness and 78% of 5th graders reported positive connection to school. Two student groups reported a 3% or more difference lower than the overall results: American Indian/Alaska Native students reported connectedness at 73% and African American students at 70%. At the secondary level 63-65% of our grade 7,9,11 students reported a positive feeling of school connectedness. Student groups reporting an average 3% or more below the average range were our American Indian/Native Alaskan students in grade 9; African American students in grades 7 and 11; and Hispanic students in grade 11. This data provides our staff with focus areas for sites to enhance their overall school student experience and informs site-level goals in the School Plan for Student Achievement (SPSA). In response to the survey results, the Poway Unified School District has continued to implement the following supports:, Anti-bias training, Learning for Justice Curriculum, Start with Hello - Sandy Hook Promise, Second Step Curriculum - a Social Emotional Learning Curriculum, additional counselors, social workers at the middle and high school levels, increased hours for our Student Support Services personnel, and Positive Behavioral Interventions and Supports (PBIS). Based on the CHKS survey, informal input from parents and students, and a series of Equity Advisory meetings to establish goals and solutions to improve Racial Equity, we fully understand that barriers still exist for some of our students - specifically our American Indian/Alaska Native, African American, and Hispanic students. The Panorama, CHKS, ASPIRE data continued to point to the need for programs and increased staffing in place to support students’ social-emotional needs: We maintained the increase in school counseling support K-12 and the increased hours for student services specialists and assistants K-12; we maintained our new social workers and increased school psychologist support; we increased the number of Second Step (SEL curriculum) lessons taught district-wide at the elementary school level and expanded the Second Step curriculum into the middle schools. To bridge the home and school for our families supporting children with disabilities, we established a Special Education Parent Ambassador program and a parent liaison at our Caring Connections Center. The District partnered with the San Diego County Office of Education to work with middle school teams and district leadership to build capacity and to provide professional learning around equity in schools, through the ASPIRE Network program. Additionally, our district is working to build robust restorative practices. We recognize that poor attendance and chronic absenteeism are indicators of a lack of feeling safe and connected to school. Every site has an attendance team to track and provide direct outreach to students and families to create plans that will support the students. Sites with specific student groups identified in the Red tier for chronic absenteeism have been directed to include specific goals and actions within their School Plan for Student Achievement related to increasing attendance and decreasing chronic absenteeism for those groups identified on the 2023 Dashboard. The two focus areas for the district are creating a sense of belonging and high quality instruction. Professional learning for administrators and staff is aligned with these two foci. We are also creating a more robust Multi-Tiered Systems of Support at every site with a team that will include leaders trained in restorative practices, equity, and interventions to ensure that site decisions are inclusive of all students and there is intentional outreach and support for our historically underserved student groups. Met 2024-06-13 2024 37683040000000 Ramona City Unified 6 In the winter of 2024, 1008 elementary students(ES) (Grades TK-6) and 1173 secondary students(SS) (Grades 7-12) responded to our LCAP Education Partner survey and questions around school climate. 87% of ES and 75% of SS indicated a high level of school connectedness. 88% of ES and 77% of SS indicated a high level of caring adult relationships on their campus. 89% of ES and 71% of SS indicated a high sense of safety while on their campus. Based on this information, there has been substantial positive change in school climate over the last year, both at elementary and secondary school sites. Students report feeling more connected to schools and adults on campus and there is an increased sense of safety. When data is disaggregated by student groups, the survey shows that elementary aged African American students, Homeless students and students with IEPs, report feeling well connected at a lower rate than their peers. At the secondary level, our Foster Youth report a significantly lower sense of connectedness, fewer caring adult relationships and a decreased sense of safety. Other at-risk student groups answers were similar to the overall responses and our English Learners reported higher levels of connectedness and caring relationships. The new LCAP Goal #2 is written to maintain the supports that were implemented this year in alignment with Priority #6 and builds in more structured tiered supports with accountability and effectiveness metrics. There also is guidance within the LCAP Goal 2 Actions on how to prioritize supportive resources to ensure our most vulnerable students have access to the support they need. Met 2024-06-27 2024 37683120000000 Rancho Santa Fe Elementary 6 n the absence of a formal tool, the District created a survey with questions associated with a sense of safety and school connectedness and gave it to all 4th - eighth grade students (340 students). 90% of students agree/strongly agree that they feel safe at school 80% of students agree/strongly agree that they feel like they belong 58.8% of students agree/strongly agree that bullying is a problem 93.2% of students agree/strongly agree that teachers expect me to do my best at all times 67.7% of students agree/strongly agree that the rules at school are fair 56.7% of students agree/strongly agree that the rules are equally applied to all students We continued the WEB Program this year with excellent results. We trained eighth graders to be WEB leaders and they planned an orientation and ongoing support throughout the year for our sixth graders and middle school students who were new to the district. We believe the program has made a huge difference in our students' comfort level as they transitioned. The program also provided a leadership opportunity to eighth graders, something identified as a need on surveys. We will definitely continue the program next year. According to survey results, students feel safe on campus and believe that teachers genuinely want them to succeed. The data indicates that students also show a keen interest in campus activities and events, suggesting a strong sense of engagement within the community. Moreover, the survey reveals that the majority of students feel a sense of belonging, emphasizing the inclusive and supportive environment fostered on campus. Overall, the feedback from the surveys reflects a positive and encouraging educational experience for students, highlighting the importance of safety, support, engagement, and a sense of belonging in creating a conducive learning environment. The data does show that the district has room for growth on the feeling of discipline and the fairness of consequences. By addressing these concerns and making necessary changes, the district can enhance its overall effectiveness and foster a more positive and inclusive atmosphere for everyone involved. The district plans to continue with the current programs available and also introduce the Leader in Me program. By maintaining the existing initiatives, such as mentoring programs, counseling services, and extracurricular activities, we can build a strong foundation for students' overall development. The addition of the Leader in Me program will further empower students to take ownership of their learning, cultivate leadership skills, and foster a positive school culture. This comprehensive approach will provide students with the necessary support and resources to thrive academically and socially, ultimately preparing them for success in school and beyond. Met 2024-06-25 2024 37683380000000 San Diego Unified 6 "The district has conducted a census administration of the California Healthy Kids Survey (CHKS) at the secondary level for many years, initially on an every-other-year basis. Starting in 2016, the grade 5 survey was added, and a switch was made to annual administration. Given the COVID-19 pandemic in the spring of 2020, the survey was not conducted and resumed in 2021. Results from the 2024 survey are shown below where grade 5 students reported if they feel safe at school most or all of the time and secondary students reported if they feel safe or very safe at school. School Safety by Race/Ethnicity for Grade 5 Grade 7 Grade 9 Grade 11: American Indian or Alaska Native 74 61 58 60 Asian or Asian American 84 58 61 64 Black or African American 73 47 51 52 Hispanic or Latinx 70 49 55 59 Native Hawaiian / Pacific Islander 76 63 63 59 White 84 59 64 69 Multiracial 79 57 61 62 Overall 77 54 59 62 The CHKS includes a scale for school connectedness, derived from responses to five survey questions: - Do you feel close to people at school? - Are you happy to be at this school? - Do you feel like you are a part of this school? - Do teachers treat students fairly at school? - Do you feel safe at school? The school connectedness scores provided below reflect percentages of students responding at grade 5, “Yes, all of the time” or “Yes, most of the time,” and at grades 7, 9, and 11, “Strongly Agree” or “Agree.” School Connectedness by Race/Ethnicity for Grade 5 Grade 7 Grade 9 Grade 11: American Indian or Alaska Native 68 56 58 55 Asian or Asian American 75 58 58 57 Black or African American 64 49 49 45 Hispanic or Latinx 67 50 53 51 Native Hawaiian / Pacific Islander 67 72 50 46 White 75 61 64 63 Multiracial 71 58 57 58 Overall 70 55 56 55 " The overall results shown above for school safety and connectedness are similar to the prior year. For school safety, the result for 5th grade was relatively high at 77% and then declined markedly to 54% in 7th grade before improving in grades 9 and 11. Results for racial/ethnic groups reveal that the Black or African American and Hispanic or Latinx student groups for all grade levels were below the overall district results and consistently below results for the Asian and White student groups. For school connectedness, the result for 5th grade at 70% was the highest and all secondary grade levels were essentially the same at about 55%. The racial/ethnic group results were similar to those for safety in that the Black or African American and Hispanic or Latinx student groups for all grade levels were below the overall district results and consistently below results for the Asian and White student groups. The district is currently in the process of identifying a tool to measure students' social emotional learning. The data obtained will allow the district to implement supports and programs to address the needs of individual students and/or groups of students. Met 2024-06-25 2024 37683380101204 High Tech Middle 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683380101345 KIPP Adelante Preparatory Academy 6 Each fall and spring, KIPP SoCal administers a survey to students to gather KIPPsters' feedback on how they are experiencing school academically, socially, and emotionally. We use this feedback to improve support and increase the health and well-being of our school climate. Specific results from the Fall 2023-2024 survey on school safety and connectedness are included below: 88% of students reporting find what they are learning at school interesting: All students - 89% The survey results provided an overview of student experiences at KIPP SoCal during the 2023-24 school year. To deepen our understanding and enhance student experiences, our team will conduct follow-up interviews with students, focusing on targeted questions. Furthermore, as part of our ongoing efforts to improve family engagement and events, we will expand opportunities for students to interact with their peers and school staff outside of regular class time. The Fall survey indicated that a majority of students across KIPP SoCal schools reported knowing an adult they can talk to if needed (85%). Leveraging these relationships, our staff aims to enhance overall student happiness by prioritizing joyful learning experiences. In the upcoming school year, KIPP SoCal will emphasize creating engaging experiences through increased engagement events, celebrations, and opportunities for families to contribute their unique perspectives. Our Community School Managers will serve as the main points of contact for all of our families, while coordinating with school counselors, social workers, and other support staff to ensure every student has access to the resources they need to thrive academically and socially. They will also collaborate with community partners to provide integrated support services, monitor student progress, and adjust support as necessary. Met 2024-06-21 2024 37683380106732 High Tech High International 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683380106799 Learning Choice Academy 6 The Learning Choice Academy administered an Annual Student Survey. The Annual Survey covers topics related to school satisfaction, climate, connectedness, and student health and wellness. A total of 38 students in grades 5 and 6 completed the survey (26% response rate) The below data points represent findings related to school safety and connectedness: 95% of students strongly agreed or agreed that they feel close to people at this school 92% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 84% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who tells them when do a good job 92% of students strongly agreed or agreed that they are happy to be at this school 76% of students feel safe or very safe at school 95% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 84% of students strongly agreed or agreed that teachers at TLC treat students fairly A total of 356 students in grades 7 through 12 completed the survey (a 62% response rate). The below data points represent findings related to school safety and connectedness: 81% of students strongly agreed or agreed that they feel close to people at this school 83% of students said it was very much true or pretty much true that there is a teacher or another adult at the school who always wants them to do their best 79% of students agreed it is very much true or pretty much true that there is someone at school who tells them when they do a good job 81% of students strongly agree or agree that they feel close to people at this school 83% of students strongly agreed or agreed that they are happy to be at this school 73% of students felt very safe or safe while at school 89% of students said they were a little satisfied, satisfied, or very satisfied with their friendships 85% of students strongly agreed or agreed that teachers at TLC treat students fairly "To continue to improve school climate and feelings of connectedness and safety, The Learning Choice Academy has, and will continue to, implement the following: There will be one school counselor per site starting in the 2023-24 school year. The school will continue to offer student clubs, such as Dungeons & Dragons, Student Council, and sports, and will expand offerings when possible. School counselors will continue to work with teachers to identify students who can be trained as ""safe peers,"" who help students who might need support and bring them to a counselor." In addition to the Annual Survey, The Learning Choice Academy administered The California Healthy Kids Survey to students in grades 5, 7, 9, and 11 in April 2023. Questions related to school connectedness, climate, and safety were included in The Learning Choice Academy’s Annual Survey and results from The California Healthy Kids Survey are consistent with the Annual Survey results. Met 2024-06-26 2024 37683380107573 High Tech Middle Media Arts 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683380108787 High Tech High Media Arts 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683380109033 King-Chavez Arts and Athletics Academy 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses track the all students group due to our demographics which are 93% Hispanic/Latino. 66% of 5th grade students indicate they feel safe at school most or all of the time on the CAHKS. This represents a year-to-year decline. Significantly more males (77%) than females (54%) report feeling safe at school. The vast majority of students (83%) felt safe on the way to and from school. It is also important to note that 95% of 4th and 5th grade students reported feeling safe on a local survey. Both parents (100%) and staff (100%) perceive the school as safe. 67% of all students reported high levels of school connectedness on the CAHKS, a rate similar to before the COVID-related school closures. Again, more males (76%) than females (59%) report school connectedness. On a local survey, 80% of students indicated they had a trusted adult they could go to. Academic motivation was higher for females (84%) than males (73%), but more males (73%) reported caring adults in school than females. 100% of parents and 100% of staff feel the school has adults that really care about students. Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff. An identified need is there is a gap between adult and student opinions. Students, particularly female students, have lower perceptions of both safety and connectedness. We also see a gap between the results of the CAHKS and a locally administered surveys. This may be due in part to the length of the instrument and the wording of the questions. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming and support resources. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for female students. These results will be compared against the yearly CAHKS, a process which will provide multiple measures. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. Met 2024-06-05 2024 37683380109157 Magnolia Science Academy San Diego 6 Students: The student approval rate increased by 2 percentage points to 82%. All topic areas, except one, showed improved favorability. The highest favorability came from the survey question about teachers encouraging student participation, highlighting our staff's dedication to creating an inclusive school culture. This consistency indicates our school's commitment to valuing student feedback, engagement, and responsibility in school activities. Families: The family approval rate rose by 1% to 96% for the 2023-2024 school year. We engaged families through various events like the Annual Welcome Back Picnic, After School Club Fair, and Thanksgiving Family Lunch. We received the CCSPP Planning Grant, allowing us to survey parents about their needs and gather feedback through focus groups and PAC meetings. Implementing their suggestions has visibly impacted, contributing to the increased approval rate. However, improvements are needed in drop-off and pick-up procedures for better safety. Staff: The staff approval rate increased to 88% from 86%, with the overall school experience rating rising by 7 points to 97%. Sense of Belonging improved by 3 points to 89%, while school safety increased by 6 points to 80%. The Climate of Support for Academic Learning dropped slightly by 1 point, with specific decreases in promoting academic success and encouraging rigorous course enrollment for all students. The rise in approval ratings is due to supportive measures like weekly meetings, biweekly Leadership meetings, and morale-boosting activities. The focus for next year will be to better support new staff to integrate them into the team and school culture. Students: Our students' highest favorability rates are in “Overall School Experience” and “Climate of Support for Academic Learning,” showing the positive impact of our teachers. Over the past three years, student approval rates have continually grown. Students particularly appreciate their friends and teachers, highlighting the quality of our school community. This positive climate has earned Magnolia Science Academy of San Diego recognition as a California Distinguished School twice in five years and a Platinum PBIS award. Families: Family approval ratings increased by one point from last year, with “Safety” being the highest-rated subtopic at 97%. Parents' perception of on-campus safety improved to 98%, though concerns remain about the surrounding neighborhood. Both “Sense of Belonging” and “Knowledge and Fairness of Discipline, Rules, and Norms” improved by two points. Families feel welcomed and believe their concerns are addressed, supported by our leaders' open-door policy. Staff: Staff approval rates are strong, with 96% favoring “Climate of Support for Academic Learning” and 89% for “Sense of Belonging.” Staff commend the supportive environment and effective leadership. We plan to maintain this success through weekly staff meetings and collaborative leadership meetings. Identified Need: Students: We need to improve “Knowledge and Fairness of Discipline, Rules and Norms,” with only 39% favorability for the statement, “Students treat teachers with respect.” Neutral responses suggest a need for clarity and improvement. Planned steps include SEL lessons, reinforcement of our Character Education Program, assemblies, daily broadcasts, and staff development. Families: The main area for growth is “Safety” around the school neighborhood, which saw a four-point drop. Parents are concerned about traffic and lack of a crosswalk at Zion and Estrella. The administration will work on improving pick-up and drop-off procedures. There is also a need to address academic rigor, as some families desire increased challenge and workload for their children. Staff: “Climate of Support for Academic Learning” saw a minor decline, particularly in encouraging rigorous course enrollment, which dropped by seven points. While the change is small, it indicates an area needing attention, especially from the student’s perspective. Based on the feedback from educational partner surveys, MSA-San Diego has identified several key action items to enhance our school environment and support our staff and students. First, we will audit our Professional Learning Calendar, minimum days, and PD days to ensure prep time is equally distributed throughout the year, aiming to prevent teacher burnout and ensure that tasks are evenly allocated among staff members. Additionally, we will update the staff supervision plans to better address the needs during drop-off and pick-up times, enhancing student safety and traffic flow. In response to concerns about pedestrian safety, we will contact the City of San Diego to explore the possibility of adding crosswalks on Zion. Furthermore, to improve student comfort and hydration, we will add shade structures to the water fountain areas and upgrade the water fountains in the lunch area. Met 2024-06-17 2024 37683380111898 Albert Einstein Academies 6 AEA administered a school climate survey to students in fourth to eighth grade using the Kelvin survey platform, which was made available to California schools through a partnership with CalHOPE. The survey indicated that 86% of students feel safe at school, 81% have positive student and staff relationships, and 79% feel they have student agency. AEA continues to partner with the San Diego County Office of Education to implement MTSS to ensure we have systems and practices in place to meet the needs of every student at their level. Training is ongoing for select staff to better meet supervision requirements, especially in unstructured non-classroom areas. AEA established a partnership with the Tariq Khamisa Foundation (TKF) to implement restorative practices across our campuses. Met 2024-06-25 2024 37683380111906 King-Chavez Preparatory Academy 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses represent all majority student groups due to our demographics which are 95% Hispanic/Latino. An average of 76% of students perceive the school as safe. This represents a significant increase over the previous year (48%). Disaggregation of the results by gender shows different trends. Girls tend to feel less safe as they advance in grade level, while boys feel increasingly safe. Both parents (92%) and staff (92%) perceive the school as safe. 64% of all students reported high levels of school connectedness, a rate similar to before the COVID-related school closures. Again, males tend to feel increasingly connected over the grades while female connectedness stays the same or declines slightly. 96% of parents and 100% of staff feel the school has adults that really care about students. Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff. An identified need is addressing the gap between adult and student opinions. Students, particularly female students, have lower perceptions of both safety and connectedness. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming and support resources. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for female students. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations and events to promote connectedness. Met 2024-06-05 2024 37683380114462 Health Sciences High and Middle College 6 HSHMC maintains a welcoming, inclusive climate and culture that honors student voice and family perspectives.Through our continued work in Restorative Practices, efforts to create conditions that support students' aspirations, building student-teacher relationships, honoring student voice both inside and outside the classroom environment, and increasing attendance of parent involvement in leadership and school-wide activities, students will feel welcomed and valued. HSHMC measures school climate through the use of the MyVoice Survey (Quaglia Institute for School Voice and Aspirations – QISVA) Disaggregated survey data is shared schoolwide and key learnings are used to drive and inform practices and procedures to enhance teaching and learning. Additionally, ??we analyze this data at retreats. This informs actions to build mentorships. We also have students analyze the data and give feedback or gather more data from other students. Specifically the 2023-24 Student data demonstrated that students feel welcome at school (84.2%) and listened to by adults at the school (77.3%). Parents also feel welcome at the school (77%) and believe that their voice is heard while in meetings (68%). Survey data revealed HSHMC’s strength in maintaining a welcoming, inclusive climate and culture that honors student voice and family engagement. Increased support for the use of Restorative Practices and Social-Emotional Learning school-wide to maintain a welcoming school climate and culture is an identified area for growth. In order to meet this need, we have targeted professional development to support teacher implementation of restorative practices. Teachers receive feedback from administration and coaches. In addition, we have implemented a formal restorative practices team, led by our Restorative Practices Facilitator. These members attend to the needs of our staff and students. They check-in with teachers and students daily to help foster a safe learning environment. They do this by having impromptu conversations and formal restorative conversations. The RP Team logs these interactions to create a more accurate form of data collection for student behaviors that drive conversations with parents and disciplinary outcomes. The RP Team meets at least quarterly to discuss best practices for supporting our school-wide restorative efforts. Additionally there is a behavior huddle that occurs weekly to discuss students that need help with behaviors. This huddle includes admin, RP facilitator, teacher, and a counselor. HSHMC will strive to increase the number of responses from the surveys, and to gather information from a broader, representative group of educational partners. There will also be increased sharing of the responses and more reflection on their meaning. Our focus will center on increasing student involvement with the data to better understand what the data results mean through student discussion, circles, focus groups and more. Met 2024-06-12 2024 37683380118083 Innovations Academy 6 Innovations Academy utilizes an in house social emotional climate survey that includes a variety of questions regarding feelings of safety at school, connection to others, self reflection, respect of other school members, resilience etc. Student Perceptions of School Connectedness: Grade Level Data From our K-2 band of students, 48% responded at the highest level to this question (4) The other scores were: 8% scored a 1, 8% scored a 2, 33% scored a 3 From our 3-5 band of students, 21% responded at the highest level to this question (4) The other scores were: 5% scored a 1, 34% scored a 2 and 39% scored a 3 From our 6-8 band of students, 16% responded at the highest level to this question(4) The other scores were: 5% scored a 1, 41% scored a 2 and 44% scored a 3 Other Subgroups Socioeconomically disadvantaged pupils On a scale of 1-4, 4 being the highest, 6% scored 1, 16% scored 2, 36% scored 3 and 42% scored a 4 English learners On a scale of 1-4, 4 being the highest, 0% scored a 1, 8% scored a 2, 33% scored a 3 and 58% scored a 4 Pupils with disabilities On a scale of 1-4, 4 being the highest, 2% scored a 1, 24% scored a 2, 32% scored a 3 and 42% scored a 4 Foster youth and Homeless youth: Innovations Academy did not have a substantial homeless or foster youth population. Student Perceptions of School Safety: Grade Level Data From our K-2 band of students, 68% responded at the highest level to this question (4) The other scores were: 2% scored a 1, 4% scored a 2, 24% scored a 3 From our 3-5 band of students, 42% responded at the highest level to this question (4) The other scores were: 6% scored a 1, 21% scored a 2 and 31% scored a 3 From our 6-8 band of students, 38% responded at the highest level to this question(4) The other scores were: 5% scored a 1, 21% scored a 2 and 36% scored a 3 Other Subgroups Socioeconomically disadvantaged pupils On a scale of 1-4, 4 being the highest, 8% scored 1, 26% scored 2, 38% scored 3 and 26% scored a 4 English learners On a scale of 1-4, 4 being the highest, 8% scored a 1, 17% scored a 2, 33% scored a 3 and 42% scored a 4 Pupils with disabilities On a scale of 1-4, 4 being the highest, 12% scored a 1, 28% scored a 2, 37% scored a 3 and 21% scored a 4 Foster youth and Homeless youth: Innovations Academy did not have a substantial homeless or foster youth population. Our area of strength for us is that we are scoring high in both areas. It is observable that students in lower grades report feelings of connectedness and support and safety more often than our older students. While some of this is expected, we would like to raise the level of connectedness in older grades. We also observe that our students have a higher perception of connectedness than of safety. We would like to explore what they consider a feeling of safety and help our students realize how safe they are at school. We can also strengthen perceptions of safety by strengthening the bonds students feel in their classroom communities and by making sure all students have friends that they can be with during recess and lunch breaks. We would also like to move our socioeconomically disadvantaged and our pupils with disabilities to a higher point on the self evaluation scale. We can do this by first asking more specific questions about what might be leading to these scores and then helping them feel connected by supporting the building of peer and teacher relationship. "We will implement an advisory meeting, alternating them with our morning meetings for the middle school students. In the advisories, we will combine grade levels so students can connect with other students in different grade levels. We will take a look at our survey to help students define ""safety"" and ""connectedness"" and alter the survey if needed in a way that gives us more information. We will specifically check in with our SED and SWD students early in the year through observations in class and on the playground." Met 2024-06-25 2024 37683380118851 King-Chavez Community High 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses track the all students group due to our demographics which are 98% Hispanic/Latino. 67% of students indicate they feel safe at school most or all of the time. This is a year-to-year increase of 1%. The rates of perceived safety were similar for ELs and non-ELs, and across gender in grade 9. Female students in grades 11 and 12 felt significantly safer than males. Both parents (88%) and staff (98%) perceive the school as safe. The rates of connectivity were similar in grades 9 and 10, with increases in grades 11 and 12. Females were less connected than males in the lower grades, but were more connected than males as juniors and seniors. English Learners were slightly less connected than other students. Academic motivation was higher for females across the board. 94% of parents and 98% of staff feel the school has adults that really care about students, while students report rates 56%. Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff. An identified need is there is a gap between adult and student opinions. Students, especially 9th and 10th graders, have lower perceptions of both safety and connectedness. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming and support resources. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for middle school students. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. Met 2024-06-05 2024 37683380119610 Gompers Preparatory Academy 6 At Gompers Preparatory Academy (GPA) student, parent, teacher and staff perception of a safe school climate is reflected through ongoing WASC and LCAP surveys. Results from our 2024 LCAP Survey include: GPA is a safe school: 91% of students agree 96.9% of parents agree 100% of staff agree GPA staff are supportive: 94.1% of students agree 97.7% of parents agree 98.7% of staff agree GPA is providing a high-quality education: 90.6% of students agree 92.3 of parents agree 100% of staff agree SWD are supported at GPA: 83.1% of students agree 85.2% of parents agree 100% of staff agree English Learners are supported at GPA: 57.9% of students agree 81.5%of parents agree 97.2% of staff agree Street Data interviews for EL and SWD based on their initial student survey data responses: • EL students' key takeaways: Teachers to provide more targeted support; examples; and time for them to practice their English skills. • SWD's key takeaways: Teachers to explain information more, provide more examples, focus on students who need more time or are getting lost. Top 3 Priorities Parents Chose: Recruit and Retain High Quality Staff (60%) Student Achievement (53%) High Graduation Rate (50.8%) Top 3 Priorities Staff Chose: Improve Student Achievement (72.6%) Recruit and Retain High Quality Staff (60.3%) Positive Climate at GPA (52.1%) School Safety: Efforts to improve include continuing to focus on our strong school culture that puts students and safety first, providing ongoing training for staff, engaging in restorative justice practices for students, and providing education opportunities for parents/families, while also continuing to partner with local agencies to provide full wrap around services. Supportive Climate: Efforts to improve include maintaining our 1:1 chromebook policy, providing access to research-based and vetted software learning programs to increase literacy, numeracy, social-emotional learning and problem-solving skills. In addition, providing access to specific textbooks and resources needed for each subject, and ensure students who need additional support with wifi have access to resources, as well as professional development, tutoring and increased collaboration. High Quality Education: Efforts to improve include push-in supports during the school day with our co-teach model, targeted small group instruction, differentiated learning opportunities, and after school tutoring programs. Efforts to improve include ongoing professional development for staff on creating lesson plans and unit maps that incorporate the CCSS, as well as training on how to provide students with appropriate scaffolds to help them reach their grade level standards. In addition, providing teachers with direct feedback to increase student engagement and achievement. Efforts to improve include analyzing current data from state-wide assessments and in-school assessments to determine areas for improvement, provide professional development to support all staff in understanding where the skill gaps are and what the school will need to do to address them, share data and the plan for improvement with parents and educational partners, provide small group targeted instruction, provide tutoring, and differentiated instruction. SWD are supported: Efforts to improve include ongoing professional development for Education Specialists, Support teachers, School psychologist, and speech pathologist, scaffolding and interventions, co-teach model in ELA and math classrooms in all grade levels, learning center and academic enrichment classes, mild/moderate ELA and Math course offerings in middle school, all-inclusive high school access to A-G, academic enrichment courses for high school students, and continued parental involvement/training. GPA is currently implementing our CIM plan focused on decreasing disciplinary infractions for students with disabilities. EL students are supported: Efforts to improve include providing ongoing professional development for staff to help support our EL students, continue to staff our EL Coordinator position, continue to work closely with students and families to support before, during and after the ELPAC, provide both designated and integrated ELD in grades 6 -12. GPA is currently revising our EL Master Plan for 24/25 implementation. GPA is currently working on the following accountability and monitoring systems for improvement: Differentiated Assistance, Additional Targeted Support and Interventions, and Compliance Improvement Monitoring. GPA has updated the 24/25 LCAP to continue to address the specific needs of students, parents and staff. GPA LCAP goals include Student Achievement, School Culture and Climate, Increasing academic performance of SWDs, and Increasing the academic performance of our ELs. Key learnings that helped guide our 24/25 LCAP goals include, but are not limited to, targeted interventions and supports, professional development, and recruiting and retaining high quality staff. Met 2024-06-18 2024 37683380121681 San Diego Global Vision Academy 6 Due to student privacy reasons, the only student groups in the California Healthy Kids Survey from which they could disaggregate data were the Hispanic student group for elementary grades and African American, Hispanic, and Multiracial for middle school grades. o Overall, 88% of Elementary School students report feeling connected to the school o 91% of Hispanic students in Elementary School report feeling connected to the school o Overall, 73% of students in Middle School report feeling connected to the school o 71.3% of Hispanic students in Middle School report feeling connected to the school o 73% of Black or African American students report feeling connected to the school o 68% of Multiracial students report feeling connected to the school. Identified areas of need include more student voice and opportunity for students to share their ideas for school and classroom rules, learning activities, and school events. Students would like to have more meaningful participation in their school day. Strengths include a high percentage of students feeling connected to the school and having caring adults that support them at school, including our largest Race demographic, Hispanic. Students report feeling respected, feeling high expectations from adults at school, and have a clear understanding of the rules. SDGVA will continue to prioritize professional development that explicitly addresses ways for educators to be culturally responsive warm demanders, time to plan and set expectations, procedures and protocols for their learning environment. SDGVA will continue to adhere to systemic management protocols that include high structured and supervised experiences outside the classroom utilizing educators, instructional coaches, administration and instructional associates for duties overseeing the cafeteria, lunch time, recess time and pick-up and drop-off process. SDGVA will continue to form positive and productive relationships with students and families through communication, events, and a culture of care. About 18% of students mentioned being involved in cyberbullying which led us to include this topic in next year’s Parent University programming. SDGVA will continue and strengthen leadership programs like peer mentorship, buddy classrooms, and middle school intramurals. The social-emotional learning program will continue to include tier 1, 2, and 3 comprehensive supports based on the needs of students and their learning environments. Tier two and three SEL supports will be differentiated and implemented in small groups or one-on-one settings with resources and supports shared with classroom educators and families to reinforce behaviors. Additionally, school policies and handbooks will be revised to include anti-discrimination statements in compliance with AB 1078. SDGVA will continue to use the bias-based preventative bullying strategies learned from our two-year professional development series with the Human Rights Campaign Welcoming School series to support students, staff and families who identify as LGBTQIAP+ and promote gender inclusivity in our learning community. AB 1078 - Requires inclusive materials in textbooks or instructional materials. Requires all schools to amend their Anti-discrimination, harassment, intimidation and bullying policy to include a statement that the policy applies to all acts of the school’s governing board and Superintendent (ED). Requires all schools to amend UCP to include in list of covered complaints. Met 2024-06-19 2024 37683380122788 School for Entrepreneurship and Technology 6 In a recent survey, 98% of SET Parents and 96% of SET students believe the school is headed in the right direction (3, 4 or 5 on a 5 point likert scale) and 100% of parents and 96% of students believe their school is a safe place to learn. We also learned that the majority of SET students believe their teachers care strongly about them and, for the most part, are fairly to very satisfied with the progress in the areas of history/social science, science, writing, mathematics, and reading. Areas of strength include school connectedness, safety and connection with staff. There are students who are expressing concerns of not being heard, despite our efforts to offer more student voice through the SET Senate. There are also students who perceive that decisions are not made fairly. We will implement a suggestion box to help provide another easy avenue for students to offer suggestions or register complaints. The fairness element is difficult to address because student privacy prevents full transparency when explaining decisions. Met 2024-06-12 2024 37683380123778 Old Town Academy K-8 Charter 6 While the survey showed that OTA is not perfect by any stretch, the general take away is that we are doing well regarding overall satisfaction, school safety, and academics. N/A We have taken our results and are already beginning to make alterations for next year. That includes anything from field trips to academic programs. Met 2024-06-03 2024 37683380124347 City Heights Preparatory Charter 6 The data reported on the California Dashboard regarding the Local Climate Survey shows that City Heights Prep has improved from a student perspective overall in both school conditions and climate. From students' feedback, their desire to have more elective classes and AP courses was identified as a strength in the school environment. This allowed middle and high school students to have more elective classes. The students also reported wanting to have more activities at school. For the first time since the 2018-2019 school year, the school began holding school-wide assemblies to honor student achievements, invited outside speakers, and built unity on campus. This year, the school staff continued to plan and take the students on many field trips, along with scheduling events both on and off campus to build school community and student engagement. Lastly, there were many more school spirit opportunities, and several students engaged in these activities. "Through the analysis of the data, we were able to see the importance of giving students a safe space to express their concerns, interests, and desired changes at their school. Not only did we analyze their input, but we also worked with the students at Family meetings, in ASB club and through their AVID classes to understand and implement the changes they wanted to see, creating a better environment for them. We can continue to improve the current community climate by considering students' suggestions in decision-making processes and maintaining extracurricular activities. Based on California Healthy Kids Survey data and our improved ""whole child"" approach, our school qualified for the Community Schools Partnership Program (CCSPP). This has fostered more positivity and increased students' desire to be at school. It has made school about more than just academics by including social-emotional support and activities that help students learn valuable skills both inside and outside of school, ultimately making school a more enjoyable experience for them." The school staff will continue to seek input from students, and as a result, we have made adjustments to our school's safety plan to ensure a secure learning environment. We have also made changes to the school campus to create more space for activities and student use. Additionally, we have adjusted our positive behavior practices, incorporated more social-emotional supports, and added more student engagement opportunities. This year, the facilities manager upgraded the garden to create a grassy picnic area where students can socialize and enjoy their lunch with others. Picnic tables were added to this area to allow students to work outside as well. Based on student input, we also purchased a marquee to post important school updates, and acquired a new outdoor sound system for announcements and music to help build the school community and increase student engagement. We have also developed a high school mentoring program where high schoolers can volunteer to become mentors to selected middle school students, providing mental, emotional, and academic support. Teachers conduct daily socio-emotional check-ins and host weekly circles to build classroom and school culture. Additionally, we have developed weekly voluntary resiliency groups to help students learn skills to cope with trauma. All these changes were implemented based on feedback from the survey to address students' mental and emotional health. Met 2024-06-07 2024 37683380126730 Kavod Charter 6 Students in grades 3-8th were surveyed totaling responses from 211 students inclusive of all student groups. Some of the highlights are: 99% of students believe most of the teachers and other grown-ups at school believe that you can do a good job some or most of the time. 97% of students have good friends at school or feel close to people while at school some or most of the time. 99% of students feel generally happy to be at this school some or most of the time. 95% of students feel the school teaches students to understand how other students think and feel some or most of the time. 97% of students feel students at this school generally are well behaved some or most of the time. 95% of students feel the teachers and other grown-ups make it clear that bullying is not allowed some or most of the time. 97% of students feel the school teaches students to feel responsible for how they act some or most of the time. 96% of students feel safe at school some or most of the time. Findings of the survey show that students at the school inclusive of all student groups feel a general sense of belonging and safety while in school and among school staff. The survey also shows a positive sense of student accountability in the areas of fairness, peer interactions, academic engagement and sense of belonging. Additionally, student responses indicate that overall student interactions align with the school’s mission of respect and community. To further align student longitudinal progress with Education Code 52052 the LEA will have a more robust focus on tracking student groups for academic and behavioral purposes. Additionally, in the area of continuous improvement, the LEA has existing plans to expand enrichment opportunities both during and after school. The LEA has also planned monthly parent workshops to support student overall wellness. Met 2024-06-20 2024 37683380127647 e3 Civic High 6 "e3 Civic High prides itself in providing a positive, engaging and supportive learning environment and school climate for all education partners. In addition to continuous and ongoing school climate checks via Google surveys and in-person meetings, e3 Civic High traditionally contracts with San Diego State University to administer an annual Spring Climate Survey, i.e. ""Staff, Parent, and Scholar Satisfaction Survey"". Survey questions seek information about satisfaction with the academic program, the school environment, working conditions, and the effectiveness of the school’s teachers and administrators. The surveys are created online through Qualtrics in English and in Spanish. Nina Salcedo Potter, Ph.D. is our consultant to administer and analyze the survey. The staff survey contains 25 survey items and three open-ended questions, the parent survey has 35 survey items and two open-ended questions, and scholars answer 35 survey items and three open-ended questions. Surveys are submitted online by staff, parents, and scholars between May and June. Additionally, in 2023-24, e3 Civic High successfully engaged in the WASC Self-Study progress. As a result, we held various Home Group and Focus Group collaboration and input sessions with staff and sent additional school climate and satisfaction surveys to parents and students. The WASC surveys were provided by the WASC Accrediting Council for Schools and were adapted slightly for the e3 Civic High Community. They were sent via Google Forms to stakeholders and asked questions along the Focus Group areas of WASC: Organization, Curriculum, Learning and Teaching, Assessment and Accountability, and School Culture and Support." The following are the key learnings from the analysis of WASC Self-Study and Climate Survey Data for 2023-24: Summary Our analysis of our programs confirms our identified student learner needs identified below: 1. Scholars are struggling in major areas of math achievement, english language arts achievement, and Lexile reading levels hindering college-readiness (state and norm referenced data points). 2. English learners and SPED scholars are performing significantly below their mainstream peers at e3 Civic High and below the line of average performance (state and norm referenced data points). 3. Feedback indicates that scholars can benefit from specific engagement and training programs and activities focused on the development of agency, SEL, self-regulation, life skills, and preparation for viable post-secondary options. 4. Feedback indicates that there is a need to increase family and community engagement on campus and in the educational advancement of scholars at e3 Civic High. This ownership will promote increased scholar recruitment and enrollment retention. Prioritized Schoolwide Growth Areas As a result of our self-study findings, the following schoolwide growth areas for continuous improvement are our priorities. 1. Collaboratively develop and implement the e3 Learning Model, iterating as needed to improve scholar engagement and learning. 2. Collaboratively develop and implement the Community Schools model to increase and expand stakeholder engagement (e.g. Library and wellness) and resources in service of school improvement goals and achievement. 3. Create, maintain, and improve schoolwide systems and structures of effective governance, leadership, instruction, communication, and processes that enable clarity of vision and action, (and monitoring of goals and outcomes) resulting in the advancement and achievement of our schoolwide action plan/LCAP. 4. Improve the employee experience through strategic hiring and training, engagement/collaboration, professional development, mentoring and evaluation programs and processes. Key Student Survey Results -I can easily communicate with my teachers: 79% answered 4 or 5 (1 is lowest, 5 is highest) -My teachers are knowledgeable: 80% answered 4 or 5 (1 is lowest, 5 is highest) -My teachers are welcoming: 78% answered 4 or 5 (1 is lowest, 5 is highest) -I am treated respectfully: 74% answered 4 or 5 (1 is lowest, 5 is highest) -My school recognizes and honors academic achievement: 75% answered 4 or 5 (1 is lowest, 5 is highest) -I feel safe at school: 63% answered 4 or 5 (1 is lowest, 5 is highest) e3 Civic High has identified the need for and has renewed its commitment to continuous improvement. As such, we have revised our Schoolwide Action Plan (LCAP/WASC) to address these highlighted areas of need/growth as demonstrated in the following 5 Major Goals/Objectives. GOAL 1: Innovative Instructional Program Objective: Create and implement a learning model in every classroom using Design Thinking that develops critical thinking, engages scholar interest, represents scholar voice, integrates technology and real world activities. GOAL 2: Community School Objective: Utilize e3 resources and outside partnerships (library, community organizations, local businesses) to support scholar wellness and success and engage families with e3 and community resources. GOAL 3: Scholar Engagement Objective: Design scholar engagement unique to e3 fueled by scholar voice that provides mentorship, professional skills, and school belonging/connection for all scholars. GOAL 4: Scholar Learning Objective: Motivate growth and learning in content knowledge and mastery and support scholar learning at their current levels through relevant, real world learning opportunities connected to college and career outcomes that support scholar ownership and provide opportunities for differentiated interventions. GOAL 5: Employee Engagement Objective: Build trust and excitement among staff through collaboration, empowering leadership opportunities, relevant professional development, quality feedback, and celebrating success and growth. Met 2024-06-06 2024 37683380129387 Empower Language Academy 6 Empower students, parents, and staff take annual surveys to measure perceptions of school safety and connectedness. Parents and staff take local surveys. Students in grades 3, 4, and 6 take local surveys, while students in grade 5 take the California Healthy Kids Survey. A detailed analysis of the survey data took place by advisory committees, representing all educational partner groups. Rates of positive perceptions of school safety were 79% for students in grades 3, 4, and 6. The rate for 5th grade students in the upper grades is lower at 67%, which may be due in part to the different survey instruments used by the grade levels. 96% for parents and staff agree the school is safe. School connectedness rates among students was 58% in grades 3, 4, and 6, and 63% in grade 5. 96% of parents report adults at school really care about students. An identified need is the gap between adult and student opinions. Students have lower perceptions of safety and connectedness. An area of strength is that both parents and staff feel the school is safe and has adults who care about students. Our consistent implementation of the Restorative Practices and facilities improvements were considered effective in promoting school safety. In order to promote school connectedness, the LEA will build on existing strategies that have proven to be successful with parents and staff and focus them towards students. These include school celebrations/events, student-centered academic engagement strategies, and a restorative approach to discipline. The school will increase student perceptions of safety by monitoring incidents of bullying and taking a proactive approach to prevention of bullying and harrassment. Met 2024-06-18 2024 37683380129395 Elevate 6 "A local survey was administered to grades 4-8 students in May 2024. Key data from this survey indicated that 94.7% of respondents reported feeling safe at school, and 90.5% reported feeling connected at school. 94.2% of students reported they have at least one person they feel comfortable asking for help if/when they struggle at school. 62.6% of students reported they have three or more people they can go to. The school climate composite score for a different survey related to the Leader in Me program - the Measurable Results Assessment (MRA) - was 91, an increase of 5% from last year’s administration. This year’s surveys did not include demographic information; therefore, student subgroup data is unavailable. " The survey data show areas of strength, including high rates of reported sense of safety and connection to school and the vast majority of students indicating they have adults they can turn to if/when they struggle in school. The MRA definition for School Climate, which increased by 5% from last year, is “staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves as well as to develop the skills necessary to pursue their potential.” This past year, effort was invested to increase the number of cross-campus initiatives (inter-grade and inter-campus collaborations) for students in all grades during the school day and also increase the number of activities offered during after-school hours (clubs, sports, etc.) An area of need that we identified is to strengthen and increase systems for student voice in implementing these additional in-school and after-school initiatives. Next year's changes will align with the identified need to strengthen and increase student voice in in-school and after-school initiatives. Particularly in upper grades, this will look like doubling the opportunity to serve on the Student Lighthouse team by establishing a different student leadership team for each semester. Leadership in Action classes will also be more involved in campus leadership at the campus level (running assemblies, welcoming guests to campus, campus clean-ups) and classroom level (co-facilitating lessons, presenting learning to younger classrooms). At the school-wide level, EduClimber will be utilized for student/MTSS surveys as we advance so that responses can be easily disaggregated by grade and student subgroup, which will lead to more focused intervention and support. Met 2024-06-24 2024 37683380131565 High Tech Elementary 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683380131979 Ingenuity Charter 6 California Healthy Kids Survey data for the 2022-2023 school year (most recent data, as 2023-2024 is not yet available) indicates the following: California Healthy Kids Survey Data: Total School Supports: 60.75% (% agree or strongly agree) School connectedness: 55.4% (% agree or strongly agree) Academic motivation: 63.25% (% agree or strongly agree) Promotion of parental involvement in school: 72.25% (% agree or strongly agree) Given the student group size, data is not available for specific student groups. Parent involvement has increased since previous years. This was an area of focus for Ingenuity. There is still a need for higher levels of school connectedness and academic motivation. The 2024-2027 LCAP cyce will focus on the areas listed above. For example, a new goal was established in the area of academic relevance and engaging educational experiences. In addition, another LCA goal was created to focus on a sense of belonging and strong relationships. Action steps in both of these goals are based on feedback from students and families. Met 2024-06-10 2024 37683380135913 Urban Discovery Academy Charter 6 For school connectedness, the following data existed from the 2023 survey: 7th: 24%; 9th: 33% connectnedness to school which became a large area for our school during the 2023-24 school year. Through ASB efforts, our Wellness Center, new leadership, resiliency monitoring, and suicide prevention training, our school put forth a significant effort to improve students’ perceptions of their connectness to school. After these efforts, only 21.2% of 7th graders and only 12.5% of 9th graders did not “feel like they are a part of our school” during the 23-24 school year. Similarly, school safety data was at a low in 2023, with perceptions of school safety 69% positive for parents, 0% for grade 7 (25% neither safe nor unsafe) and 8% for grade 9 (83% neither safe nor unsafe). Suspensions during the 22-23 school year increased to 13%. During the 23-24 school year, our staff worked on rebuilding the school culture, student participation, our approach to student behaviors including enhanced restorative training, to ensure more positive feelings of safety throughout. In 23-24 school year, the suspension rate is only around 1% which shows a significant decrease. Concurrently, perceptions of school safety for parents rose to 91% in 2024. Perceptions of safety for middle and high school students rose to 51.5% positive and 75% positive respectively. Anecdotally, students, parents and teachers reflected in interviews and surveys that the school climate improved dramatically this school year, especially at the middle and high school level. The student body was much more engaged in the overall climate of the school this school year through Student Council collaboration and other school engagement efforts. As such, many of the CA Health Kids Survey indicators were more positively reported this school year. The number of school events driven by our student body grew significantly this school year and the students reflected that they are more generally pleased with the school and encouraged to participate now. Connectedness to the school and school safety improved this school year but there is still a need to grow the school connectedness rate and feelings of sadness among our middle and high school students. There is an overall need to continue to enhance supports for mental health and well-being. Many students were more engaged but there are still students not feeling connected and needing support with various health and wellness concerns. Resiliency Monitoring efforts will continue and will be expanded to the elementary level. The school will continue to support the faculty with restorative practices training and will continue to hold meetings with students and families to support student behavior. The school would like to continue to enhance internal supports to best support the mental well-being of our students; Wellness Center efforts have expanded services in recent years but there is more work needed. The school would like to be able to grow enrollment enough to support a full time school counselor and, in the meantime, will continue to expand referral services and expand Resiliency Monitoring efforts schoolwide to best support all of our students UTK-12th grade. School culture and climate will continue to be enhanced through ASB and other student-led events. Met 2024-06-26 2024 37683380136663 America's Finest Charter 6 Results for the 2023-24 school survey were as follows: % of students reporting that they feel safe at school: All= 55.5% SWD= 49% SED= 58% EL= 56% AA= 51% HI= 57% % of students reporting that they feel connected to others at school: All= 54.5% SWD= 48% SED= 60% EL= 53% AA= 42% HI= 59% The participation rate was 67% of all students in grades 4-12. The data revealed that 45-50% of our students do not feel safe or connected at school. While there is a slight variability of scores between different student groups, the overall trend is consistent. This is an area of high priority for this school. When students don't feel safe or connected, they can't learn. The school has prioritized professional development for all staff in the areas of PBIS and MTSS, with an emphasis on Restorative Practices. It will be implementing increased advisory time at the high school, morning and closing circles, and restorative conversations for students with lower level behavior challenges. It will be creating structures for ensuring consistent implementation of practices to support student safety and connectedness across the entire school. The staffing next year will reflect these needs. For example, a Dean of Culture will help support these initiatives. Met 2024-06-24 2024 37683383730959 Altus Schools Charter School of San Diego 6 Altus Schools Charter School of San Diego (CSSD) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of CSSD’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, CSSD exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. CSSD’s response rate on the CHYS at each grade level was Grade 7 (15%), Grade 9 (6%), and Grade 11 (20%) for CHYS Core and Grade 7 (12%), Grade 9 (5%), and Grade 11 (17%) for CHYS Behavioral Health. In 2023-2024, 97.7% of students reported that they felt safe at CSSD and 98.6% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. As of June 11th, CSSD’s 2023-2024 suspension rate was 0.04% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. CSSD didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings included that 33% of 7th graders, 29% of 9th and 22% of 11th reported experiencing chronic sadness/hopelessness in the past 12 months and 8% of 7th, 15% of 9th and 6% of 11th graders reported having considered attempting suicide in the past 12 months. For Hispanic students it was 35% of 9th and 19% of 11th experiencing chronic sadness/hopelessness and 25% of 9th and 7% of 11th having considered suicide in the past 12 months. 0% of students in 7th, 17% in 9th and 16% in 11th reported having every used alcohol or drugs in their lifetime. 0% of students in 7th, 7% in 9th and 6% in 11th reported having used alcohol or drugs in the past 30 days. For Hispanic students 5% of 9th and 4% of 11th reported drug or alcohol use in the past 30 days. 0% of 7th graders, 7% of 9th and 6% of 11th graders reported they currently use tobacco. 7% of 9th and 6% of 11th reported vaping in the past 30 days. 6% of 9th and 4% of 11th grade Hispanic students reported vaping tobacco products in the past 30 days. Overall, 23% of students in 7th, 59% in 9th and 49% in 11th reported bedtime of 12am or later, and 85% of students in 7th, 38% in 9th and 57% in 11th reported eating breakfast today. For Hispanic students 58% in 9th and 52% in 11th reported bedtime of 12am or later, and 37% in 9th and 55% in 11th reported eating breakfast today. Most students (86% in 7th, 69% in 9th and 86% in 11th) reported having caring adult relationships at school. Among Hispanic students the results were 67% of 9th and 84% of 11th. 93% of students in 7th, 84% in 9th and 94% in 11th report that teachers at the school treat students fairly. 68% of 7th, 55% of 9th and 69% of 11th graders reported overall life satisfaction and for Hispanic, 55% of 9th and 69% of 11th reported life satisfaction. In the past 12 months 17% of 7th, 22% of 9th and 17% of 11th grade students reported wanting to receive mental health services, 25% of 7th, 19% of 9th and 17% of 11th reported receiving mental health services and 9% of 7th, 4% of 9th and 24% of 11th reported barriers to receiving services. CSSD has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs CSSD has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at CSSD. Met 2024-06-26 2024 37683383731189 Preuss School UCSD 6 We assess the school environment through a local climate survey administered every other year, focusing on school safety and connectedness. Survey Findings: Our recent survey data, which measures scholar perceptions of school safety and connectedness, reveals several trends. Academic motivation decreased by 16% from the previous survey, and the percentage of scholars with two or fewer absences per month decreased by 7%. Perceived school safety scores also dropped by 8%. However, we observed positive trends with low violence victimization increasing by 8%, no harassment rising by 9%, and no mean rumors improving by 12%. Middle School Summary: School connectedness in middle school reached its highest level since 2018, though meaningful participation was at its lowest in five years, at 24%. Positive indicators such as low violence victimization, no harassment, and no mean rumors were at their highest levels since 2018. Additionally, 98% of middle school scholars agreed there was no substance use at school. High School Summary: High school facilities upkeep scores were below the state average, while middle school received a mixed rating of 50%. Despite this, high and middle school scholars showed higher positive levels of academic motivation and meaningful participation compared to state averages, suggesting a new understanding of post-pandemic priorities. Both groups expressed concerns about school facilities. Disaggregated Data Analysis: The California Healthy Kids Survey (CHKS) data from 2021-2022 reveals trends across various scholar groups: Support and Engagement: The decline in academic motivation and perceived school safety among high school scholars suggests a need for targeted interventions to boost motivation and ensure a safer school environment. Attendance: The decrease in scholars with two or fewer absences per month indicates a need for strategies to improve attendance, possibly through engagement initiatives and addressing underlying causes of absenteeism. Violence and Harassment: The increase in positive indicators such as low violence victimization and no harassment among both high and middle school scholars is encouraging. These improvements reflect the effectiveness of recent behavior code adjustments and increased accountability measures. Facilities Upkeep: Mixed ratings on facilities upkeep, especially the below-average scores for high schools, highlight a significant area for improvement. Scholars' concerns about facilities suggest a need for investments in maintenance and upgrades. Summary: The survey data provides a comprehensive view of the current school climate, highlighting areas of strength and opportunities for growth. The increased positive indicators in violence and harassment prevention, along with concerns about academic motivation and facilities upkeep, guide us in prioritizing future initiatives and resources to foster a supportive and engaging educational environment for all scholars. Academic Motivation: In high school, academic motivation has significantly decreased by 16%, indicating a need for strategies to re-engage scholars academically. Attendance: A 7% decrease in the percentage of high school scholars with two or fewer absences per month highlights the need for improved attendance strategies. Perceived School Safety: An 8% drop in perceived school safety among high school scholars suggests they feel less secure. Efforts should be made to enhance security measures, provide training on conflict resolution, and create a more supportive school environment through programs that promote inclusivity and respect. Meaningful Participation: Middle school has seen the lowest mark in five years for meaningful participation at 24%, indicating that scholars feel less engaged and involved in their school community. Initiatives to increase scholar voice and leadership opportunities and more interactive and engaging classroom activities are needed. Facilities Upkeep: Concerns about school facilities, with high school scores below the state average and mixed ratings in middle school, point to the need for significant improvements in the physical learning environment. Areas of Strength: Low Violence and Harassment: In high school, increases in positive indicators such as low violence victimization (up 8%), no harassment (up 9%), and no mean rumors (up 12%) demonstrate effective measures in reducing violence and harassment. School Connectedness: Middle school scholars feel more connected to their school community, with the highest level of school connectedness since 2018. Fostering strong relationships between scholars, teachers, and staff can build upon this positive trend. No Substance Use at School: With a 98% agreement on no substance use at school, middle school scholars demonstrate a high level of adherence to substance use policies. This reflects effective prevention programs and a strong school culture discouraging substance use. Academic Motivation and Meaningful Participation: Both high school and middle school scholars show higher positive levels than state averages, suggesting they adjust well post-pandemic and find new priorities in their educational experiences. These strengths can be further nurtured by providing opportunities that align with scholars' evolving interests and goals. Summary: The data analysis reveals critical insights into the needs and strengths of The Preuss School’s scholars. While significant challenges exist in academic motivation, attendance, perceived safety, and facility upkeep, there are also notable strengths in reducing violence and harassment, fostering school connectedness, preventing substance use, and maintaining high academic motivation and meaningful participation. Addressing the identified needs while building on these strengths will help create a more supportive, engaging, and effective educational environment for all scholars. Our comprehensive analysis of local data and the invaluable insights from the CHKS 2021-2022 survey have pinpointed several areas of need. In response, we are poised to implement strategic changes to our existing plans, policies, and procedures, ensuring a continuous trajectory of improvement. Academic Motivation: We will implement personalized learning approaches by differentiating instruction tailored to individual scholar needs and learning styles to boost academic motivation. Additionally, we will expand the range of clubs, sports, and arts programs to engage scholars with diverse interests and provide leadership opportunities through scholar government and peer mentoring programs. Attendance: To improve attendance, we will introduce an early warning system to identify scholars at risk of chronic absenteeism, use data analytics to track attendance patterns, and intervene proactively. We will also increase communication with families about the importance of regular attendance and offer workshops for parents on supporting their children’s attendance and academic success. Perceived School Safety: To enhance perceived school safety, we will increase the presence of security personnel and install more surveillance cameras. We will implement controlled entry points and require visitor check-ins. We will train scholars and staff on conflict resolution and peer mediation and introduce restorative justice practices to address conflicts and build a positive school culture. Meaningful Participation: We will establish scholar advisory councils to provide input on school policies and initiatives and encourage scholar-led projects and community service activities to increase meaningful participation. We will promote project-based learning and collaborative assignments that involve real-world problem-solving and incorporate technology and interactive tools to make learning more engaging. Facilities Upkeep: To improve facilities upkeep, we will thoroughly assess current facilities and prioritize areas needing immediate attention. We will allocate a budget for regular maintenance, renovations, and technological upgrades. Continuous Improvement: We will establish a continuous improvement framework to monitor and assess the effectiveness of these changes by conducting quarterly reviews of academic performance, attendance, safety, and engagement data. We will provide ongoing professional development for teachers and staff on new policies and best practices, fostering a culture of continuous learning and improvement among the school community. Met 2024-06-20 2024 37683383731247 High Tech High 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683383731395 Altus Schools Audeo 6 Altus Schools Audeo (Audeo) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of Audeo’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, Audeo exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. Audeo’s response rate on the CHYS at each grade level was Grade 7 (38%), Grade 9 (25%), and Grade 11 (27%) for CHYS Core and Grade 7 (24%), Grade 9 (18%), and Grade 11 (20%) for CHYS Behavioral Health. In 2023-2024, 100% of students reported that they felt safe at Audeo and 97% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 Audeo’s suspension rate was 0.1% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. Audeo didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Ethnic Subgroup except Hispanic. Key learnings included that in the past 12 months 42% of 9th graders reported having considered attempting suicide in the past 12 months. 8% of students in 9th and 36% in 11th reported having every used alcohol or drugs in their lifetime. The majority of these reported having used these 3 or fewer times. 0% of 7th and 9th graders and 7% of 11th graders reported they currently use tobacco. Of the 11th graders reporting tobacco use Vaping was the method identified. On the CHYS, among Hispanic responses for 11th grade, 40% reported 3 or more monthly absences, 55% reported bedtime of 12am or later, and 73% reported eating breakfast today. In the past 12 months 54% of 11th grade students reported wanting to receive mental health services, 38% reported receiving mental health services and 46% reported barriers to receiving services. Audeo has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs Audeo has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at Audeo. Met 2024-06-26 2024 37683386039457 Darnall Charter 6 CA School Dashboard Suspension Rates: 6.6% suspended at least one day (increased 3.1% from prior year) CA School Dashboard Chronic Absenteeism Rate: 37.3% (declined by 10.9% from prior year) Darnall Charter School (DCS) analyzed recent data on student experience, revealing both positive and concerning trends. While chronic absenteeism has decreased significantly, suspension rates have risen sharply. This suggests a need to improve student support and address behavioral issues. Suspension disparities among student groups highlight potential inequities in discipline. DCS plans to address these concerns by expanding counseling services, offering teacher training on culturally responsive practices, & revising disciplinary policies to focus on restorative justice. The high absenteeism rates among disadvantaged & English Learner (EL) students require targeted interventions. DCS will develop strategies to address specific needs such as transportation, health, and language barriers. By implementing these comprehensive actions, DCS aims to create a more inclusive & supportive environment that fosters student success & well-being. They are committed to monitoring progress & ensuring all students have the opportunity to thrive. The following results are from fall 2023 DCS teacher perception survey using the Panorama Survey: Classroom Effort: How much effort exert in key behaviors that correspond to successful learning & performance. 72%, +/- +1 Emotion Regulation: How well students regulate their emotions. 82%, +/- +2 Engagement: How invested & attentive students are in class. 69%, +/- -9 Grit: How well students are able to persevere through setbacks to achieve important long term goals. 69%, +/- -6 Learning Strategies: How well students deliberately use strategies to manage their own learning process generally. 54%, +/- -10 Self-Efficacy: How much students believe they can succeed in achieving academic outcomes. 53%, +/- -7 Self-Management: How well students manage their emotions, thoughts & behaviors in different situations. 58%, -7 The following results are from fall 2023 DCS student perception survey using the Panorama Survey: School Climate: How Positive or negative is the energy of your school. 38%, +/- +2 Teacher-Student Relationships: Would your teacher be excited to have you again in the future. 51%, +/- +9 Sense of Belonging: Overall, how much do you like being at your school. 32%, +/- -2 School SafetyHow often are people disrespectful to others at school 40%, +/- -16 Rigorous Expectations: Overall, how high are teachers' expectations of you. 62%, +/- +1 Engagement: Overall, how interested are you in your classes. 27%, +/- +9 Valuing of school: How much students feel that school is interesting, important & useful. 52%, +/- +1 Valuing of math: How much students feel that math is interesting, important & useful. 63%, +/- +3 Valuing of ELA: How much students feel that ELAis interesting, important & useful. 33%, +/- -1 Darnall Charter School has observed a concerning increase in suspensions, rising to 6.6%, up 3.1% from the previous year. This trend highlights potential issues related to student behavior and overall school climate. Identified contributing factors include inadequate student support systems, classroom management challenges, and external influences such as family struggles. To address these issues, Darnall Charter School will implement the following actions: 1. Expand Counseling Services: Enhance the availability of counseling and mental health services to provide students with the necessary support to address emotional and behavioral issues. 2. Professional Development: Invest in ongoing professional development for teachers, focusing on classroom management, social-emotional learning (SEL), and trauma-informed practices to equip educators with effective strategies. 3. Review Disciplinary Policies: Conduct a comprehensive review and revision of disciplinary policies to ensure they are fair, consistent, and emphasize restorative practices. 4. Promote Positive School Environment: Develop and implement programs and activities that foster a positive and inclusive school climate, including peer mentoring, conflict resolution programs, and community-building activities. 5. Engage Parents and Community: Strengthen partnerships with parents and the community through regular communication and involvement in behavior intervention plans. 6. Early Intervention Programs: Develop and launch early intervention programs to identify and support students at risk of behavioral issues, providing targeted academic support, mentoring, and SEL instruction. By implementing these actions, Darnall Charter School aims to reduce the suspension rate and improve the overall school climate, creating a safer, more supportive, and successful learning environment for all students. A recent spike in suspensions (6.6%, up 3.1%) prompted Darnall Charter School to prioritize improvements in student support and school climate. To address this, the school will expand social services, providing more resources for students facing emotional or behavioral challenges. Additionally, teachers will receive training in classroom management, social-emotional learning, and trauma-informed practices. A review of disciplinary policies is underway, focusing on restorative practices to foster reconciliation instead of punishment. Furthermore, programs like peer mentoring and conflict resolution will be implemented to build a culture of respect and inclusion. Strengthening partnerships with parents and the community will create a collaborative approach to supporting student behavior. Early intervention programs, including academic support and social-emotional learning, will identify and assist students at risk of behavioral issues before they escalate. The school's commitment goes beyond initial implementation. Ongoing monitoring, utilizing suspension rates, behavior reports, and feedback, will ensure successful adaptation of these actions. By working together, Darnall Charter School strives to create a learning environment where all students feel supported and empowered to thrive. Based on the results are from fall 2023 DCS teacher perception survey using the Panorama Survey:, we can make the following logical assumptions about the results and to improve these areas, consider the following ideas for each category: 1. Engagement (-9%): A significant drop in engagement suggests that students might be feeling disconnected or uninterested in the class material or teaching methods. This could be due to a lack of interactive and engaging teaching strategies or perhaps because the material does not feel relevant to their interests or goals. a. Interactive Lessons: Incorporate more interactive and hands-on activities in lessons to make learning more engaging and relevant to students' interests. b. Student Choice: Allow students to have a say in their learning topics and methods, giving them more ownership and interest in their education. 2. Grit (-6%): A decrease in grit indicates that students may be struggling to persevere through challenges. This could be due to a lack of support systems or a curriculum that doesn't emphasize the development of long-term goal-setting & perseverance skills. a. Goal Setting Workshops: Implement workshops that help students set long-term goals & develop plans to achieve them, reinforcing the importance of perseverance. Based on the results are from fall 2023 DCS student perception survey using the Panorama Survey:, we can make the following logical assumptions about the results & to improve these areas, consider the following ideas for each category: 1. School Climate (+2%): ? Assumption: Despite a slight improvement, the overall school climate remains low, indicating persistent issues with the school. Met 2024-06-25 2024 37683386039812 Keiller Leadership Academy 6 1. The key learning from the survey results from the Panorama Student Success dashboard ensures that students receive appropriate academic, social-emotional, and multi-tiered support towards college and career readiness success. All students have access to an equitable system of personal support services, activities, and opportunities at the school and in the community. 2. The disaggregated results of the survey and other data collection methods reals the following: -Safety measures, protocols, and procedures are in place that create a safe, caring, and nurturing environment -SEL methods and strategies are implemented across the school -Numerous opportunities for parent involvement are in place and communication between school and families is frequent and consistent -The school has developed a strong atmosphere of trust, respect, and professionalism KLA will maintain the processes and strategies in place that meet the students’ social-emotional, personal, and academic growth through continued professional development and school-wide collaboration. 3. KLA will maintain a safe, clean, and orderly environment. Cleanliness both inside and outside the buildings will be observable and making for a welcoming environment. The school has established safety procedures and resources that include, a digital school visitor check-in system, security cameras placed throughout the campus, a single-point entry and exit system, two-radio communication, a full-time Campus Safety Supervisor, and campus security personnel. The school reports that they conduct monthly safety drills and checks. KLA will maintain a program where parents and students complete both the local SEL assessment that gathers data to determine trends to target the social emotional needs of the students individually and as a whole. The students will also continue to complete a “Wellness Assessment” at the beginning, middle, and end of the school year. This data will be utilized in making MTSS decisions. Met 2024-06-11 2024 37683386040018 Harriet Tubman Village Charter 6 During the 2023-24 school year, Harriet Tubman Village Charter School utilized the Leader in Me Measurable Results Assessment (MRA). The survey asks students, staff and families questions regarding School Belonging, School Climate, Staff Fulfillment, Family Involvement and Family and Community Engagement. For School Belonging, students' MRA result was 76, an increase of 2 points from the previous year. Staff and student MRA School Climate Score was 76%, an increase of 7% from the previous year. For Staff Fulfillment, the result was 75%, an increase of 6% from the previous year. For Family Involvement, families MRA result was 75%, up 3% from the previous year. For Family and Community Engagement, the MRA result was 67%, a 9% decrease. This year there has been a more collaborative approach to student behavior with 4 or 5 people addressing behavior as a team rather than one individual making decisions. The school hired Interquest Canine Detection to ensure there are no drugs on campus and this has helped prevent a lot of issues. Installing Zeptive VapeSensors in every room has helped reduce vaping on campus. We anticipate with the continued high level of behavior intervention and supports with health and wellness services that the school climate rating will continue to increase. The school is continuing to strengthen implementation of the Leader in Me program and is in the process of becoming certified as a Lighthouse school. At a Lighthouse school, leadership is shared with students through a variety of leadership roles and student voice leads to innovations within the school. Next year, there will be a Student Lighthouse class to provide 6th-8th grade students more leadership opportunities on campus. The school is also looking to partner with the California Healthy Kids Survey. The school saw a decrease in MRA in Family and Community Engagement. Tubman will continue to encourage and support families to participate in events at the school with the support of our Community Liaison. The school will engage families in the Leader in Me program with staff support time dedicated to this work. The Administration Team (Leader in Me Coordinators) will continue to work to build partnerships with families next year and ensure those partnerships are maintained and solidified over the course of the school year. Met 2024-06-18 2024 37683386040190 King-Chavez Primary Academy 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses track the all students group due to our demographics which are 97% Hispanic/Latino. 79% of students indicate they feel safe at school most or all of the time, a rate similar to the previous year. Perceived safety was equal across gender. The vast majority of students (83%) felt safe on the way to and from school. Both parents (92%) and staff (95%) perceive the school as safe. 67% of all students reported high levels of school connectedness. Again, more females (72%) than females (61%) report school connectedness. Academic motivation was similar across gender, but more females (72%) reported caring adults in school than males (60%). 95% of parents and 89% feel the school has adults that really care about students. Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff. An identified need is there is a gap between adult and student opinions. Students, particularly female students, have lower perceptions of both safety and connectedness. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. Met 2024-06-05 2024 37683386061964 The O'Farrell Charter 6 California Healthy Kids Survey Student Response Data: School Connectedness: 65.% positive response Academic Motivation: 77.45% positive response Perceived School Safety: 71% positive response Areas of strength are in academic motivation of students. With 77.45% positive response, this is a strength due to the school's AVID program and rigorous academic program. Identified needs are in increasing the school's efforts to provide a safe and trusting environment for students such that they perceive that their learning environment is safe and free from distractions. Specifically, students in the secondary grades (6-12) perceived their campus to be less safe in comparison to elementary school students (grades K-5). The LEA has conducted a thorough analysis of local data to identify areas where students are experiencing mental health challenges. This includes reviewing academic performance, attendance records, behavioral incidents, and feedback from students, parents, and educators. Insights gained from this data analysis help pinpoint specific issues such as anxiety, depression, trauma, or other mental health concerns that are prevalent within the student population. Trained school counselors will play a crucial role in delivering mental health programs. These professionals will provide individual and group counseling sessions, develop personalized support plans, and offer crisis intervention as needed. The LEA will also contract with external mental health providers to supplement the services offered by school counselors. These providers can bring specialized expertise and additional resources to support students' mental health needs. By combining the efforts of school counselors and outside providers, the LEA aims to create a comprehensive support system that addresses a wide range of mental health issues. Types of Programs Offered: - Preventive Programs: Initiatives aimed at promoting mental well-being and preventing mental health issues before they arise. This includes programs on stress management, emotional regulation, and building resilience. - Intervention Programs: Targeted support for students who are already experiencing mental health challenges. These programs might include therapy sessions, support groups, and tailored interventions for students dealing with specific issues such as anxiety, depression, or trauma to be provided by contracted providers. - Family and Community Engagement: Programs designed to involve families and the broader community in supporting students' mental health. This will include workshops for parents on recognizing and addressing mental health issues, and to raise awareness and reduce stigma. - Social Work Support: The school will collaborate with outside providers to address the social and environmental factors that impact students' mental health. They will work with families to ensure students have access to necessary resources and support outside of school. The LEA will continuously monitor the effectiveness of the mental health initiatives through regular assessments and feedback from students, parents, and staff. Met 2024-06-10 2024 37683386113211 McGill School of Success 6 Some of the key learnings from the surveys is that students feel at times that they do not have a caring adult that they can turn to for assistance. Even if only one or so students, McGill must do a better job ensuring that every student feels supported by at least one adult on campus. The results state that the majority of students feel safe, respected and cared for while in school. McGill uses PBIS (positive behavior intervention strategies) which include restorative circles and restorative justice in order to transition students back into their learning environment. We also implement the 6 pillars of Character Counts Traits school wide. Met 2024-06-13 2024 37683386115570 Museum 6 The Museum School has long prided itself in creating and maintaining a strong and welcoming community. Parents report that The Museum School’s positive school climate was a key factor when choosing where to enroll their children. Our strong culture is built and maintained through student and staff morale, which recently had been impacted by COVID and administrative changes. During the 2023-2024 the school made concerted efforts to rectify this by ensuring that all positions were filled with high-quality teachers and that those teachers were given the support they needed to be successful. Further, these disruptions have been addressed through regular educational partner input, community events, and a renewed commitment to experiential education. In our most recent survey, 86% of students reported they felt safe at school and 94% of respondents agreed or strongly agreed that the Museum School provides a good education for students. 88% of students reported that their teachers notice if they are having trouble learning something. As noted in last year’s local indicators, the Museum School had its largest number of suspensions in the 2022-2023 school year, reflecting the need to address potential issues proactively. The school had rarely suspended students prior to this (0% suspension rate from 2019-2022). With the introduction of these efforts and the addition of a Deputy Director to guide and support students, we have seen a reduction in suspensions to just one for the 2023-2024 school year. The school has prioritized training in Positive Behavior Intervention Services (PBIS), Crisis Prevention (CPI), and Restorative Practices for all school staff. The school also created a Deputy Director position to work alongside the School Counselor to provide weekly SEL lessons to all grade levels. This has resulted in a drop in suspension rates for the 2023-2024 school year to just one suspension. School connectedness is another historically strong area that needs reinforcement. Attendance is a leading indicator of whether students feel connected and engaged at school. Chronic Absenteeism has also been higher nationally since the pandemic which has also impacted the Museum School. The school made and will continue to make, individual contact with families of students with or approaching chronic absenteeism rates to offer support. The school also communicates the importance of scheduling family trips outside the academic year and securing learning contracts prior to trips. The Museum School’s attendance rate for the 2022-2023 school year was approximately 92%, which is low compared to the years prior to the COVID shutdown. The school’s attendance rate has increased to 93.8% for the 2023-2024 school year. The School made a concerted effort to increase the number of experiential learning opportunities such as field trips and collaborative projects to help engage students and help them feel part of the school community. The school will continue to support students and families through collaborative SEL lessons, community events, and open communication protocols such as email communications, social media postings, and open meetings. During the next school year, the Museum School will also conduct a fall survey to capture student perceptions of school safety and connectedness across all grade spans in order to make meaningful adjustments early in the year. Further, the school will also conduct a fall Parent Survey and Staff Survey to gain a better understanding of how to meet the needs of our community and provide support for families and staff, with a follow-up survey in the spring. This information will be reviewed by the school’s Administrative and MTSS teams and be reported to the Board of Directors in a public and open meeting. Met 2024-06-10 2024 37683386117279 Holly Drive Leadership Academy 6 Holly Drive Leadership Academy administers a school climate survey to students in grades 3 - 8 every spring. Students not only have an opportunity to answer questions about the school's climate and quality of instruction but also open-ended questions where they can state what they like best about the school and what they would like to improve. Historically the school's climate survey has been anonymous and has not collected race data. Moving forward, we will collect race so we can disaggregate the results. In 23-24, 83% of the school’s students rated it an A or a B. At least 92% of students in grades 4, 5, and 7 rated it an A or B while it dropped to around 75% in grades 3, 6, and 8. The survey was initially designed to monitor students' sense of safety and the cleanliness of the school's campus (which had been raised as a concern). In 23-24 92% of students agreed or strongly agreed with the statement that their teacher or an adult at the school cared about them and wanted them to do their best. 92% agreed or strongly agreed that they felt safe at Holly Drive. Students favorite things about Holly Drive are their teachers and the field trips. They would most like to improve the buildings/grounds and add more sports opportunities. As a result of student feedback, we have added metrics about school safety and campus cleanliness into the school's LCAP. In addition, we have added strategies (e.g. Positive Playground and a custodian) to help reach our metrics. Met 2024-06-24 2024 37683386117683 High Tech Elementary Explorer 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37683386119168 San Diego Cooperative Charter 6 San Diego Cooperative Charter School recognizes the significance of student satisfaction in promoting a positive learning environment. To assess the levels of student satisfaction within our institution, we conducted an extensive survey among our student body. This statement presents a concise analysis of the survey results, highlighting key learnings, disaggregated results (if applicable), and actions taken for continuous improvement. Key findings include: Overall Satisfaction: The majority of students expressed a high level of satisfaction with their educational experience at our school. This indicates a positive learning environment and reflects the school's commitment to student wellbeing. Academic Support: Students reported high satisfaction with the academic support provided by teachers and staff. This finding affirms the dedication of our educators and their impact on student achievement. Communication: The survey revealed the need for improved communication channels between the school and students. Students desired more transparent and frequent communication regarding school policies, events, and opportunities. This feedback prompted the implementation of revised communication strategies. Disaggregated Results and Insights: The survey's disaggregated results provided further insights into areas of strength, growth, challenges, and barriers. Achievement Gap: The data highlighted an achievement gap between student subgroups, particularly in academic performance and engagement. This information led to targeted interventions aimed at supporting students who may be at a disadvantage. Inclusivity and Diversity: Feedback from marginalized student groups emphasized that they felt included and valued at SDCCS. With that said, SDCCS has led a comprehensive initiative to promote diversity, equity, and inclusion, looking closely at our policies, website, PD, and classroom practices Barriers to Learning: Efforts have been made to address challenges and ensure equitable access to resources and support services. Actions for Continuous Improvement: San Diego Cooperative Charter School has implemented several actions for continuous improvement based on the survey results: Enhanced Communication Strategies: Revised communication channels, including digital platforms, newsletters, and town hall meetings were implemented to ensure timely and transparent information sharing with students and families. Expansion of Before and After Care: The school day was expanded to cater to a broader spectrum of student interests, promoting a vibrant school community and offering before and after school care for all who are in need. Targeted Interventions for Achievement Gap: Additional academic support, additional study halls, and tailored resources were introduced to address the achievement gap. Ongoing monitoring and assessment will gauge the effectiveness of these interventions. Focus on Inclusivity and Equity: Professional development programs for staff w Included in Prompt 1 At San Diego Cooperative Charter School, we are committed to providing the highest quality education and support to our students. To further enhance our ability to address students' diverse needs effectively, we are actively planning to acquire a state-of-the-art MTSS data tool. Data-Informed Decision Making at San Diego Cooperative Charter School: Our forthcoming MTSS data tool will revolutionize our approach to data-informed decision making. By harnessing the power of real-time data analytics, we will gain invaluable insights into student progress, enabling us to make informed decisions about interventions and resource allocation. With our new data tool, we will be able to: Personalize Interventions: The ability to analyze student data in real-time will allow us to personalize interventions to meet the unique needs of each student. By identifying which interventions are most effective, we can tailor our approach to maximize student success. Optimize Resource Allocation: Our data tool will enable us to allocate resources more strategically, ensuring that support services, personnel, and instructional materials are directed where they are needed most. This will allow us to maximize the impact of our resources and support the success of every student. Monitoring Progress at San Diego Cooperative Charter School: Continuous progress monitoring is essential to our commitment to student success. With our new MTSS data tool, we will have the capability to monitor student progress in real-time, enabling us to identify areas of growth and potential challenges more effectively. Identify Early Warning Signs: By monitoring student progress closely, we will be able to identify early warning signs of academic, behavioral, or social challenges. This will allow us to intervene early, providing targeted support to keep students on track toward their goals. Provide Timely Support: Our data tool will enable us to provide timely support to students who need it most. By identifying students who may be struggling, we can intervene quickly, providing the support and resources they need to succeed. In summary, the acquisition of our new MTSS data tool represents a significant step forward in our commitment to addressing students' needs effectively. By harnessing the power of data to inform decision making and monitor progress, we will ensure that every student at San Diego Cooperative Charter School receives the support they need to thrive academically, socially, and emotionally. Met 2024-06-11 2024 37683386119598 King-Chavez Academy of Excellence 6 Data from the California Healthy Kids Survey shows that programs promoting school safety and connectedness are effective. The only significant subgroup by race/ethnicity is our Hispanic students. These responses track the all students group due to our demographics which are 98% Hispanic/Latino. 77% of elementary grade students indicate they feel safe at school most or all of the time. This is a year-to-year increase of 16%. The vast majority of students (90%) felt safe on the way to and from school. 65% of middle school students felt safe at school, representing a 3% drop. The rates of perceived safety were similar across gender, but slightly lower for EL students. Both parents (100%) and staff (96%) perceive the school as safe. More elementary (66%) than middle school (57%) reported high levels of school connectedness. The rates of connectivity were similar across gender and EL status. Academic motivation was higher for females (65%) than males (58%). 97% of parents and 90% of staff feel the school has adults that really care about students, while students report rates of 76% (elementary) and 56% (middle). Key learnings include an area of strength in adult perceptions of school safety and connectedness among parents and staff. An identified need is there is a gap between adult and student opinions. Students, particularly middle schoolers, have lower perceptions of both safety and connectedness. School connectedness is related to our school’s mission of Love. We will continue to implement, expand, and/or refine our programming and support resources. We also plan to solicit feedback from students over the course of the school year in order to monitor the effectiveness of our programs and narrow the perception gap, especially for middle school students. Highlights include: 1) student-centered academic strategies; 2) a restorative approach to discipline; 3) community events focused on safety; and 4) regular school celebrations to promote connectedness. Met 2024-06-05 2024 37683460000000 San Dieguito Union High 6 SDUHSD administers the California Healthy Kids Survey annually to all grades 7-12, and the results of this survey are posted on SDUHSD's website. The 2024 CHKS Survey was administered in SDUHSD in March, and the key results are as follows: - 8,727 students completed the survey - 70% of students feel close to people, feel part of, and are happy to be at their school - 70% of students believe that adults on campus care about every student - 35% of students believe that they can do interesting activities and have a voice in decision-making at school - 74% of students believe that they are safe at school - 68% of students believe that school motivates them to try hard on schoolwork and want to do well - 58% of students believe that their school has clean and well-maintained properties The 2024 CHKS results indicate that SDUHSD students feel connected to school, have caring staff, and have a sense of safety at school, trending upward toward pre-pandemic rates. While there are positive trends for our students across academic, behavioral, and social-emotional measures, disaggregating the data shows that some students are experiencing different rates of connectedness, engagement, well-being, and safety. District and school staff will continue intentional work to maintain and further enrich a positive school climate across communities for all students. Additionally, focused efforts will continue to identify and support students with greater needs, as revealed in the CHKS responses. With the students' sense of improved social and emotional health, school communities will continue to refine and enrich their programs to ensure all students are connected with staff and the school community. "We have created a new broad goal in the LCAP around ""belonging."" Actions within the goal support inclusion and diversity. In service of this goal, we will work to increase participation in the CHKS survey and gather climate data quarterly. Other actions include: -Increase staffing of high school campus supervisors, school social workers, bilingual Spanish and Chinese Parent Community Liaisons -Professional development for all staff regarding the importance of and interconnectivity of school climate, student support, and academics -Revised process to ensure students in housing transition, McKinney Vento and Foster Youth have an assigned social worker and regular supportive meetings -Special Education Strategic Plan Parent and Site Representatives work to focus on students with disabilities a sense of connectedness, belonging, and safety -School-wide activities and targeted work on increasing student protective factors, wellness, belonging, and help-seeking -Bullying Policy revision with district-wide programming and parent training in cyberbullying and digital citizenship -Culturally Sustaining ELD Collaborative - Student Empathy Interviews & Student/Parent/Family Listening Circles" Met 2024-06-20 2024 37683530000000 San Pasqual Union Elementary 6 2024 CA Healthy Kids Survey 5th GRADE School Connectedness All Students - 84% White Students - 77% Hispanic Students - 100% Feel Safe at School All Students - 96% White Students - 93% Hispanic Students - 100% Wellness All Students - 82 White Students - 79% Hispanic Students - 92% ------------------------------------ 7TH GRADE School Connectedness All Students - 77% White Students - 84% Hispanic Students - 75% Feel Safe at School All Students - 89% White Students - 88% Hispanic Students - 85% Life Satisfaction All Students - 71% White Students - 82% Hispanic Students - 66% Due to a small student population, the only available disaggregated groups were white and Hispanic students. As noted above, Hispanic 5th-grade students show higher levels of satisfaction/agreement on measures of school climate, including school connectedness, school safety, and student well-being. However, in middle school, Hispanic students reported slightly lower levels of school connectedness (-2%), feelings of safety (-4%), and life satisfaction (-5%) as compared to all 7th graders. As reflected in academic data, COVID disproportionately affected our Hispanic students more that our overall school population. While not as pronounced, we are seeing similar school climate impacts on our 7th-grade students. LCAP Goal #2 will address the physical, social, and emotional needs of all students, including Hispanic students. Further, a full-time social worker and full-time EL Teacher/Family Liaison will continue to directly support studies and families. Met 2024-06-25 2024 37683610000000 Santee 6 Two survey topics serve as priorities for our data analysis: (a) Student Interactions and Safety and (b) Sense of Belonging (School Connectedness). Santee School District administers the California Healthy Kids Survey (CHKS) bi-annually to 5th and 7th grade students. In the survey administered in the spring of 2024, 80% of 5th grade students and 55% of 7th grade students reported feeling connected to their school. 85% of 5th grade students and 51% of 7th grade students reported feeling safe at school. The district has also implemented surveys through Panorama Education to students in 4th through 8th grades. In spring of 2024, 70% of 4th and 5th grade students and 56% of 6th through 8th grade students responded favorably for the topic of Student Interactions and Safety. 74% of 4th and 5th grade students and 58% of 6th through 8th grade students responded favorably for the topic of Sense of Belonging. Santee School District disaggregates these data sets to analyze if disparities exist among English Learners, socio-economically disadvantaged, military connected, students with disabilities, and student race. After a thorough analysis of these student groups, no significant disparities were found. Santee School District has put in place curriculum and staffing to support all students. Our district is refining its implementation of Second Step curriculum to support social-emotional learning and has also adopted Positive Behavioral Interventions and Supports (PBIS) school-wide systems to improve school culture and student behavior. In addition, Santee School District will continue to employ 10 counselors to support students with behavioral, social, and emotional needs. Met 2024-06-18 2024 37683790000000 San Ysidro Elementary 6 SYSD Administered the California Healthy Kids Survey (CHKS) to grades 3-8 students. The following data points are indicated below: Social Emotional Health Social Emotional Distress 23% Experienced chronic sadness/hopelessness 24% Considered suicide 10% Self-Efficacy 65% Self Awareness 62% Optimism 53% Gratitude 68% School Climate/Connectedness 48% Caring Adult Relationships 52% Facilities Upkeep 46% School Safe/Very Safe 60% Experienced Harassment/Bullying 37% Seen a weapon on campus 14% Current Vaping 9% Suspension Rate 3% Chronic Absenteeism Rate 32.3% The survey data and the student listening circles/empathy interviews indicate that more work is needed to help students find ways to regulate their emotions positively and healthily. Emotional dysregulation seems to be the most contributing factor to student conflict. Referral Data and trends suggest that fewer students are acting out aggressively at school; however, many students have either engaged in online harassment or have been victims of it. Identifying our students in Tier 2 and Tier 3 is a big area of strength. Using the universal screener, mySAEBRS, psychologists, counselors, parents, and teachers work together to support the needs of the student . SYSD is allocating resources to develop robust PBIS teams at each school site, establishing safety protocols that hold students accountable for their actions and are more restorative in nature. More staff have received training in Trauma-Informed practices and restorative practices. The district uses street data and establishes student listening circles at both district middle schools. These sessions provide critical data that we can utilize to make positive improvements for students. We will continue to use the universal screener to support our students well-being. Met 2024-06-20 2024 37683870000000 Solana Beach Elementary 6 Surveys are an important part of our data analysis and reflection process. Fifth and sixth grade students participated in the California Healthy Kids Survey in the early winter of 2023. An analysis of the survey results around school climate and student well-being indicated the following: School Engagement and Supports - All students--grade 5 - 85%; grade 6 - 82% of students feel connected to their schools. Grade 5 - 80%; grade 6 - 79% of students identified that they have caring adult relationships. Student group breakdown: Asian or Asian American--grade 5 - 81%, grade 6 - 86%; Hispanic or Latinx--grade 5 - 92%, grade 6 - 81%; White--grade 5 - 89%, grade 6 - 83%; mixed(two or more)--grade 5 - 83%, grade 6 - 79%; School Safety - All students--grade 5 - 88%; grade 6 - 91% of students feel safe at school. Student group breakdown: Asian or Asian American--grade 5 - 84%, grade 6 - 92%; Hispanic or Latinx--grade 5 - 94%, grade 6 - 87%; White--grade 5 - 93%, grade 6 - 92%; mixed(two or more)--grade 5 - 74%, grade 6 - 87%; Disciplinary Environment - All students--grade 5 - 89%; grade 6 - 89% of students reported being treated with respect. Given that the area of ‘caring adult relationships’ was lower than other areas, SBSD also administers a local Social-Emotional Learning (SEL) Survey two times a year to students to support the triangulation of data. In addition to the surveys mentioned above, SBSD conducts student focus groups and follows up with students who have self-identified as not feeling connected at school. During the course of the 2023-24 school year, Fall 2023 data showed the majority of students in grades k-2, 96%; grades 3-6, 86% felt connected at school. Winter 2023 data showed students in grades k-2, 95%; grades 3-6, 85% felt connected at school. Student empathy interviews around the SBSD experience and connectedness to school also occurred. Through the interviews, many students found joy where students had choice in decision making (e.g. recess, STREAM lab, art, opportunities in the classroom). The majority of the students interviewed (over 90%) expressed they did feel a sense of belonging in their classrooms and that their teacher knew their name, as well as their peers. To support student voice and agency, this year, as part of the District’s Environmental Stewardship work, and based on feedback from students, during lunch, there were student ambassadors to educate and support the reduction of food waste and recycling. As a result, share tables were established, the sorting of waste, recycling and compostable food occurred. Based on the data collected, students helped to reduce waste going into the landfills, and education occurred to support stewardship of our local environment. Overall, the indicators around the California Healthy Kids (CHKS) survey show a positive school climate for students. The majority of students felt connected to their schools, and there is still room for growth in ensuring each and every student is connected. Based on the disaggregated student groups, Hispanic/Latinx and White reported the highest connectivity rates, while Asian/Asian American and mixed(two or more) had lower percentages of connectivity. From the local SEL screener data, which was inclusive of K-6 students we saw higher rates of connectivity, however, grades 3-6 students reported lower connectivity responses than the K-3 students. In terms of student voice and agency, there was value students placed upon their agency around the Environmental Stewardship work that occurred, resulting in share tables, the sorting of waste, and recycling and compostable food bins. Based on the data collected, students helped to reduce waste going into the landfills, and education occurred to support stewardship of our local environment. With the data analyzed, SBSD will continue to conduct empathy interviews to better understand why students felt or did not feel connected. Actions to support specific student groups will be discussed and developed out by each site. Based on the data, areas SBSD will continue to focus on are: ensuring every student is connected to a trusted adult at school, students have peer-to-peer connections, continuing to develop and foster self-management skills and strategies to work through challenging situations, and actions to build from an assets-based approach of what children bring from their experiences into school. Met 2024-06-20 2024 37683950000000 South Bay Union 6 Our CA Healthy Kids Survey states that 69.75% of our 3rd-6th grade students feel a sense of school connectedness most or all of the time. Our 5th and 6th grade students have the lowest percentage with 67% feeling connected to school. 65.5% of the 3rd-6th grade students feel that there are caring adults in school most or all of the time. They also indicated that 73% of them feel safe at school most or all of the time as well. Only 51.5% of our middle school students strongly agree or agree that they feel a sense of connectedness at their school. 51% of them also indicated that it is pretty much true or very much true that there are caring adult relationships at their school. Our 7th-8th grade students also perceive school as very safe or safe 53.5% of the time. Our parent surveys show that 47% of the parents strongly agree that they feel welcomed to participate at their child’s school. 46% of the parents also strongly agree that school is a safe place for their child. 42% of the staff strongly agree that there are caring adult relationships at school. They also strongly agree that 39% believe that school is a safe place for staff and for students. Our results indicate that there is a need to work on school connectedness and safety for all (staff, students and parents). Connectedness refers to students feeling a sense of belonging to their school community. Analyzing data on connectedness includes looking at attendance rates. One of our strengths is establishing our support system at each school site which includes connecting and building relationships with our families to determine their needs and how they would be more willing to participate and be involved. Our system includes our parent and engagement coordinator, our social workers, our family liaisons and our staff. Our Principal has also conducted comprehensive needs assessment and safety surveys for staff to ensure what more we can implement to make sure that everyone feels included and safe. We need to dig deeper into the actual reasons behind the numbers to understand the problem and be able to provide solutions and next steps for each educational partner based on what they each need to feel safe and connected. We need to gather additional data through qualitative measures that address safety, inclusivity, respect and belonging. The CA Healthy Kids Survey is quantitative data. Which shows us a percentage with a number. However, numbers do not tell us the story. It does not humanize the process. In order to understand why all of our staff and students are not feeling safe, connected or cared for at school, we need to implement street data cycles. By engaging in the process of qualitative data, we will begin to humanize the process and we will begin to better understand our students, staff and parents. We need to have conversations that dive deeper into the quantitative and qualitative data to be able to understand the overall school climate. This involves examining factors such as safety, respect, and inclusivity. Through conversations and by building trusting relationships with all educational partners, we will be able to reveal trends indicating whether students feel safe and respected in the school environment. All of our educational partners should feel valued, seen and heard. Due to the results from the CA Healthy Kids Survey and the need to increase participation from our educational partners in site and district level committees, as a district, we are making the commitment to creating a system within our district and in our LCAP for 2024-2027 of establishing systems of street data that include fish bowls, empathy interviews, equity walks, shadowing for all educational partners to participate in. This will allow for all to be seen, heard, and valued. Our goal is for all to feel included, to feel safe when coming to school to learn, and that everyone (students, staff and parents) feel that they have adults at school that they can count on for support. Met 2024-06-20 2024 37683956040505 Imperial Beach Charter 6 We held empathy interviews and student fishbowls to gain a better understanding of student and staff needs. We also used our data from the California Healthy Kids Survey to inform our decisions on students and the school site. Empathy Interview held with families - Emerging Themes: Families would like more resources to support their families with mental health and their health overall. Families would like to have clear understandings of how to contact their teachers and administration to be able to communicate with them about their children. Empathy Interviews held with students - Emerging Themes: Students want more positive interactions with staff, they want to have more trusted adults on campus - relationships with adults on campus are important to them. Empathy interviews held with staff - Emerging Themes: Staff wanted guidance in how to support our students with trauma once they enter their classroom. They wanted time to be able to connect with each other (certificated and classified), work across grade levels to support students in their academics and socio emotionally. CHKS Data: 5th & 6th Graders Students who felt School Connectedness: - 5th = 64% - 6th = 57% Felt Safe At School: - 5th = 58% - 6th = 62% IB Middle School Responses, 7th & 8th: Meaningful Participation in School - All 7th = 22% - All 8th = 19% Need School Motivation - 7th IEP students = 69% - 7th Multilingual Learners = 68% - 7th Hispanic = 65% - 7th White = 58% - 8th IEP students = 48% - 8th Multilingual Learners = 48% - 8th Hispanic = 57% - 8th White = 34% Caring Adults in School - All 7th = 47% - All 8th = 45% - 7th IEP students = 58% - 7th Multilingual Learners = 53% - 7th Hispanic = 47% - 7th White = 58% - 8th IEP students = 58% - 8th Multilingual Learners = 45% - 8th Hispanic = 46% - 8th White = 34% School Connectedness - All 7th = 49% - All 8th = 37% - 7th IEP students = 58% - 7th Multilingual Learners = 51% - 7th Hispanic = 51% - 7th White = 44% - 8th IEP students = 44% - 8th Multilingual Learners = 44% - 8th Hispanic = 38% - 8th White = 34% California School Dashboard data (CA Dashboard) and local data indicate that all students have a high rate of suspension, which resulted in a decrease in positive school culture and climate. This also impacted students' access to academic instructional time. California Healthy Kids Survey data indicate that 49% of 7th grade students and 37% of 8th grade students feel connected at school. The survey also shows that 22% of 7th graders and 19% of 8th graders feel as if they have meaningful participation in school. Our elementary students responded with an average of 60% of students feeling connected at school, and with 65% feeling bored at school. Our staff worked together during Staff Meetings to review issues around equity to address staff needs, and to analyze student responses. The team also conducted Street Data data collection events such as Empathy Interviews, an Equity Walk with families, and Student Fishbowls with every grade level, TK-8th in order to determine the needs of students and staff regarding safety, school connectedness, trusted adults on campus, and what they see as the traits of an ideal school. During the gathering of Street Data, our educational partners identified the need for mental health supports for students, families, and staff in order to provide more social and emotional support for all. To ensure that students grow and are prepared for their future at school and in the community, the culture and climate of schools must be conducive to learning and promote a sense of connection and belonging. Through professional development in SEL for all school staff as well as increasing access to mental health support, we expect students to feel more connected to school. Met 2024-06-20 2024 37683956040513 Nestor Language Academy Charter 6 We experienced a great deal of improvement in our chronic absenteeism from 23% to 13% this school year, 23-24. Our overall chronically Absentee Rate is 13%, English Learners 14%, Hispanic: 12%, Socioeconomically Disadvantaged: 15%, Students with Disabilities: 9% and White: 11%. According to the California Health Kids Survey (CHKS), students (3rd-8th) said: Caring adults in school: 66% Average, High expectations-adults in school: 80% Average, Feel safe at school: 77% Average and experienced no cyberbullying in the past 30 days: 3rd Grade: 62% 4th Grade: 78% 5th Grade: 71% 6th Grade: 68% Students that felt connected to the school: Hispanic 3rd: 75% 4th: 80% 5th: 77% 6th: 69% Connecting with students and students feeling connected to their peers and school is our primary goal. We implemented a variety of proactive approaches such as greeting students when they arrive to school (principals), teachers at the classroom door and Positive Behavior Intervention and Support system to establish schoolwide expectations, lessons and recognizing positive student behavior. These supports resulted in improved attendance and student school connectedness based on CHKS data. "We are currently implementing empathy and fishbowl interviews to collect ""street data"" or qualitative data and student voice." Met 2024-06-20 2024 37684030000000 Spencer Valley Elementary 6 Spencer Valley is a one school, school district that served 50 students in the 23-24 school year. Our students, staff, and families feel safe at school. The school's biggest challenge is providing the best ways to get the community and families to participate in providing input into our school in all areas. Our continuing goal is to investigate with families and the community the ways in which they would prefer to participate in order to receive input from all of our educational partners. As Spencer Valley went through the LCAP process it became clear that it was challenging to get family and community support in the review and revision process. We began with 12 people participating but our group quickly became just 3. This has been the case for the past 3 years. As a school, we feel that we communicate well with parents through weekly district newsletters and a weekly phone call to share upcoming opportunities and school events. Spencer Valley has determined that our challenge is Family and Community Involvement. Due to this our school has become part of the Community Engagement Initiative (CEI) for the next few years in order to network and learn better strategies and ways to get our parents and community members excited about being a part of our school. Met 2024-06-17 2024 37684030125401 Insight @ San Diego 6 Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2023-2024 school year are student created and driven, and often highly attended as well. Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish. Met 2024-06-17 2024 37684036120893 California Virtual Academy @ San Diego 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-17 2024 37684110000000 Sweetwater Union High 6 During the 2023-2024 school year, we implemented the CORE Social Emotional Survey to all Sweetwater students. We received over 17,000 responses (out of approximately 35,000 students). All comparisons are to the 2022-2023 school year. We received responses from students in grades 7-12 which showed the following: On the category of school connectedness 8 of our 11 middle schools received a greater percentage of positive responses, while 11 of 12 high schools received a greater percentage of positive responses and 3 of 6 alternative schools received a greater percentage of positive responses. We saw an upward trend on several key questions. For example, “I am happy at school.” improved slightly at most levels.. Middle Schools were 55% favorable (no change), High Schools were 59% favorable (2% increase) and Alternative Schools were 52% favorable (1% increase). There was a slight downward trend on answers to the question, “The teachers at this school treat students fairly.” Middle Schools were 54% favorable (1% decrease), High Schools were 53% favorable (1% decrease) and Alternative Schools were 60% favorable (2% decrease). Here is the breakdown of significant student groups for the area of school connectedness: Students with Disabilities Middle Schools 55% favorable, +4 change High Schools 52% favorable, +1 change Alternative Schools 72% favorable, +17 change African Americans Middle Schools 50% favorable, +3 change High Schools 44% favorable, -2 change Alternative Schools 69% favorable, +7 change Hispanics Middle Schools 54% favorable, no change High Schools 53% favorable, +1 change Alternative Schools 51% favorable, +4 change The data show a slight improvement as it relates to school connectedness, however the amount of students who still are not connected, or even disconnected is still too large. In order to develop improved school climate Sweetwater has been working to implement a Multi-Tiered System of Support (MTSS) across the district. We have deployed this framework at each site based on the identified needs of that site. Support for this effort includes an increase in mental health support and the extension of our restorative practices approach. Schools have been provided with six consultants who assist site teams to support students who have expressed concerns about climate and culture including our LGBTQ students, Asian Fellowship, and African American students to name a few. We also have a Black Elders group that informs our support for African American students. Finally, many Sweetwater schools have focused on an aspect of social emotional health to conduct focus groups and empathy interviews, which has provided a rich source of data from the unique perspective of many of our students. These focus groups and empathy interviews are informing the plans that each school is developing to improve school climate and culture. Met 2024-06-24 2024 37684110126086 Hawking S.T.E.A.M. Charter 6 Summary of results for students in grades 3-5: School belonging 68% favorable, School climate 59% favorable, School engagement 52% favorable, School safety 56% favorable, Teacher-student relationships 76% favorable. Summary of results for students in grades 6-8: School belonging 37% favorable, School climate 44% favorable, School engagement 30% favorable, School safety 56% favorable, Teacher-student relationships 56% favorable. Of note, feedback from RFEP students reflected an increase in positive feelings regarding school safety compared to the general population. This is also the case within our SWD subgroup. At all grade levels, SWD indicated a more favorable outlook in all surveyed areas. Areas of Strength: Teacher-student relationships received the highest favorable rating across all grade levels, with 76% favorability in grades 3-5 and 56% in grades 6-8, indicating strong student-teacher connections crucial for well-being and academic success. School safety also received relatively high ratings, with 56% favorability in grades 3-5 and 6-8, showing effective efforts to maintain a safe environment. Identified Needs: Lower favorable ratings were observed in school belonging, school climate, and school engagement, particularly in grades 6-8, indicating challenges in students' connection to the school community, the overall atmosphere, and engagement in activities. RFEP and SWD Subgroup Findings: Compared to the general student population, RFEP and SWD students showed increased positive feelings about school safety, suggesting effective safety measures for these groups. SWD students expressed more favorable outlooks in all areas surveyed at all grade levels, underscoring the importance of tailored support for their success and well-being. Revisions to Existing Plans: Hawking has revised its Social-Emotional Learning (SEL) curriculum implementation to include more targeted activities to foster a sense of belonging, improve the school climate, and increase student engagement. Professional Development: Enhanced opportunities for teachers and staff include training in conducting Parent-Teacher Home visits, cultural responsiveness, trauma-informed practices, and restorative justice approaches to strengthen teacher-student relationships. Student Support Services: Increased access to counseling and mentoring addresses students' social and emotional needs and enhances their overall well-being. Parent and Community Engagement: Implemented initiatives such as parent-teacher home visits, workshops, and events like Coffees with the Principal to increase engagement and involve families and community members in school activities. Future Plans: Hawking will continue monitoring and analyzing data on school climate and student outcomes to assess impact and identify areas for improvement. Collaboration: We are committed to ongoing collaboration with students, parents, teachers, and community members to ensure all student needs are addressed and diverse perspectives inform improvement efforts. Met 2024-06-26 2024 37684113731304 MAAC Community Charter 6 Most students feel connected, happy at MCCS, safe, motivated academically, trying to improve, feelings checked on, high expectations by MCCS, and caring adults on site. However, less than a majority feel close to people at MCCS, find it difficult to focus when doing schoolwork, and feel meaningful participation at school. Many students have expressed difficulty returning to school after the global Pandemic. Although many supports are offered, MCCS can still provide more supports to ensure majority of students have positive feedback on all questions. Although many supports are offered, MCCS can still provide more supports to ensure majority of students have positive feedback on all questions. Of the twelve sections, only two had majority of students scoring negatively. MCCS has implemented a formalized system of support, transformative justice, and critical pedagogy throughout school and classes. We strongly believe these systems have ensured that our CHSK surveys have consistently been overwhelmingly positive. MCCS students, families, and visitors consistently comment on the overwhelming feeling of family and positive culture within our doors. Met 2024-06-25 2024 37684370000000 Vallecitos Elementary 6 "The local climate survey data for grades 3-8 reveals a comprehensive snapshot of school conditions and climate. For grades 3-5, overall school connectedness is relatively high, with 81% of third graders and 68% of sixth graders feeling connected to their school ""most of the time"" or ""all of the time."" However, there is a noticeable decline in connectedness from grades 3 to 6, suggesting a need to address this decrease as students advance. In secondary grades (7-8), school connectedness improves to 75% for seventh graders, reflecting stronger feelings of belonging and happiness compared to earlier grades. Despite this, absenteeism is notably higher in grade 7, with 27% of students missing three or more days in the past 30 days, compared to 8% of sixth graders. The data also highlights differences in student experiences by gender and other demographic factors. For instance, seventh-grade students, predominantly female at 60%, report higher levels of academic motivation and caring adult relationships than their male peers. Furthermore, students who identify as transgender or with other non-binary gender identities, though few, are included in the data, emphasizing the need for inclusive support systems. Regarding substance use, the data shows minimal use across grades, with no reported drug or alcohol use among seventh and eighth graders. School safety concerns are present, particularly in grade 7, where reports of bullying and cyberbullying are higher compared to other grades. The data underscores the importance of enhancing student engagement, addressing absenteeism, and improving safety measures to foster a positive and inclusive school climate." The analysis of the local climate survey data reveals several key insights and areas for improvement. One notable finding is the consistent drop in school connectedness as students advance from grades 3 to 6. Although this metric improves in secondary grades, the decline suggests a need for targeted interventions to maintain and boost student engagement and feelings of belonging throughout their school years. Academic motivation and the presence of caring adult relationships are identified as strengths, especially in grades 7 and 8, where students report high levels of motivation and a strong sense of support from adults. This is particularly evident among seventh graders, who demonstrate significant improvement in both areas compared to their sixth-grade peers. However, the data indicates a need to address absenteeism, especially in grade 7, where 27% of students miss three or more days per month. This high rate of absenteeism correlates with an increased sense of school disconnection and lower engagement. Gender disparities are also evident, with female students in grades 7 and 8 reporting higher levels of academic motivation and positive relationships with adults compared to their male counterparts. This suggests that targeted support may be needed to enhance engagement and motivation among male students. Substance use is minimal across grades, reflecting a strength in preventive measures. Nonetheless, attention is needed to address safety concerns, as students in grade 7 report higher incidents of bullying and cyberbullying. This highlights the need for ongoing efforts to create a safer and more supportive school environment. Overall, while the data shows strengths in academic motivation and supportive relationships, it also underscores the importance of addressing declining school connectedness, high absenteeism, and safety issues to improve the overall school climate. Based on the analysis of local climate survey data, we are considering several changes to existing plans, policies, and procedures to address identified areas of need and enhance overall school climate. First, to address the decline in school connectedness observed in upper elementary and secondary grades, the LEA plans to implement an initiative that includes developing targeted programs to foster a stronger sense of belonging and community among students, particularly in grades 6 through 8. Strategies such as peer mentorship programs, enhanced student involvement in decision-making processes, and increased opportunities for meaningful participation will be introduced. To combat high absenteeism, especially in grade 7, the LEA will revise its attendance policies and implement early intervention strategies. These strategies will include increased monitoring of attendance patterns, outreach to families, and support for students facing challenges that impact their ability to attend school regularly. Additionally, efforts will be made to strengthen the connection between school and home to address any barriers to consistent attendance. In response to the identified gender disparities in academic motivation and relationships with adults, the LEA will develop targeted support programs. These programs will focus on engaging male students and providing additional resources to support their academic and social-emotional development. Professional development for staff will also include training on gender-sensitive approaches to enhance engagement and support for all students. To address safety concerns, particularly related to bullying and cyberbullying, the LEA will revise its school safety policies. This will involve updating anti-bullying protocols, increasing student and staff training on recognizing and addressing bullying behavior, and enhancing reporting mechanisms to ensure a safe and supportive school environment. These changes and updates are designed to address the key areas of need identified through the data analysis and will be continuously evaluated to ensure their effectiveness in improving school climate and student outcomes. Met 2024-06-18 2024 37684520000000 Vista Unified 6 SCHOOL SAFETY Overall Results: Survey results from the 2024 California Healthy Kids Survey (CHKS) have revealed that 73% of students in grade five perceive school as very safe or safe. This data demonstrates no change in students' perception of feeling safe when compared with results from the 2023 California Healthy Kids Survey that showed 73% of students felt safe at school. Survey results also revealed that 55% of students in grade seven, 67% of students in grade nine, and 60% of students in grade eleven perceive school as very safe or safe. This data demonstrates an increase in students' perception of feeling safe when compared with results from the 2023 CHKS that showed 45% of students in grade seven, 58% of students in grade nine, and 50% of students in grade eleven perceived school as very safe or safe. Student Group Results: Grades 6, 7, 8, 9, 11 All Student Groups: Survey results from the 2024 CHKS have revealed that the average percent (%) of all students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 63% English Learners: Survey results from the 2024 CHKS have revealed that the average % of English learners who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 65%, which was higher than non English learners at 60.02%. Students with an Individualized Education Program (IEP): Survey results from the 2024 CHKS have revealed that the average % of students with an IEP who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 57.6%, which was lower than students with no IEP at 62%. Asian: Survey results from the 2024 CHKS have revealed that the average % of Asian students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 57.6%, which was lower than the all student group at 63%. Black or African American: Survey results from the 2024 CHKS have revealed that the average % of Black or African American students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 53.8%, which was lower than the all student group at 63%. Hispanic/Latinx: Survey results from the 2024 CHKS have revealed that the average % of Hispanic/Latinx students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 60.2%, which was lower than the all student group at 63%. White: Survey results from the 2024 CHKS have revealed that the average % of white students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 62.4%, which was lower than the all student group at 63%. Multiracial: Survey results from the 2024 CHKS have revealed that the average % of Multiracial students who reported “Agree” or “Strongly agree” with regard to a perceived sense of safety at school was 58.6%, which was lower than the all student group at 57.6% SCHOOL SAFETY Key Learnings: The district has made positive strides in improving safety perceptions among students in grades seven through eleven. However, there are notable disparities in the perceived sense of safety among different student groups, particularly those with an IEP and specific racial/ethnic groups. Areas of Strength: Consistent Safety Perception in Lower Grades: Among grade five students, 73% reported feeling safe, maintaining the previous year's level. Improvement in Safety Perception for Upper Grades: Increases in perceived safety were observed in grades seven (up to 55%), nine (up to 67%), and eleven (up to 60%) compared to 2023 figures. Identified Needs: Support for Students with an IEP: Students feel less safe (57.6%) compared to those without an IEP (62%). Support for Racial and Ethnic Groups: Asian Students: Report a lower sense of safety (57.6%) compared to the overall average (63%). Black or African American Students: The lowest perception of safety (53.8%), indicating a need for targeted interventions. Hispanic/Latinx Students: Perception of safety (60.2%) is below the overall student average. White Students: Slightly below the average (62.4%), indicating some room for improvement. Multiracial Students: Also below the average (58.6%), suggesting a need for support and inclusion strategies. CONNECTION TO SCHOOL Key Learnings: The data indicates overall progress in fostering a sense of connection to school across grades and among certain student groups. However, it also reveals significant disparities, particularly for students with an IEP, Black or African American, Hispanic/Latinx, and multiracial students. Areas of Strength: Improved School Connection Across All Grades: There has been a general increase in students’ perception of feeling connected to school across grades five, seven, nine, and eleven, indicating progress in creating a supportive school environment. Strong Connection Among English Learners: English learners reported a higher sense of connection to school (65%) compared to non-English learners (58.2%), demonstrating effective engagement strategies for this group. Positive Connection Among Asian and white students: Asian students (62.8%) and white students (62.2%) reported a higher-than-average sense of connection to school, suggesting these student are benefiting from existing engagement efforts. Identified Needs: Support for Students with an IEP: Students with an IEP reported feeling less connected (54.8%) compared to their peers without an IEP (59.6%). This indicates a need for targeted initiatives to improve the connection for students with IEPs. Addressing Disparities Among Racial and Ethnic Groups: Black or African American Students - This group reported the lowest sense of connection (56%), highlighting a need for inclusive practices. Hispanic/Latinx Students: Their sense of connection (56.4%) is below the overall average, indicating areas for improvement in engagement and support. Vista Unified plans to implement several actions to improve students' sense of school connectedness and perception of safety. These actions include: Staff Support: Noon Duty Assistants in Elementary Schools: Continuing to employ noon duty assistants to supervise and support students during lunch and recess. Campus Assistants in Secondary Schools: Maintaining campus assistants to provide oversight and support in secondary schools. Behavioral and Support Programs: Positive Behavior Intervention System: Scaling up the positive behavior intervention system across the district to promote positive student behavior and create a supportive school climate. Multi-Tiered System of Support (MTSS): Expanding the MTSS program district-wide to provide targeted support based on student needs, enhancing academic and behavioral outcomes. Comprehensive Health and Social-Emotional Support: Dedicated Support Personnel: Ensuring continued support from social workers, psychologists, counselors, and learning support teachers to address students' health and social-emotional needs. Holistic Well-being: Providing a range of services to support student well-being, contributing to a safer and more connected school environment. These initiatives are designed to strengthen students' well-being, foster a positive school environment, and enhance their overall sense of safety and connectedness within the school community. Met 2024-06-20 2024 37684520106120 SIATech 6 Data: The 2022-2023 Panorama Survey data shows that 10th -12th graders indicated that 41% (Sense of Belonging) and 34% (Engagement) agreed when it came to school connectedness, caring adult relationships, and rigorous expectations. Students also perceived school as safe, 78% at the time of the survey. As for Teacher-Student relationships, the numbers were in the 91% range when it came to teachers demonstrating respect toward students. Some students indicated they experienced unfair treatment by teachers, although the number was still low in the 3% range. Strength: Students reported that teachers have rigorous expectations of their students and push them when they feel like giving up. 74% of students expressed that their teachers encourage them to do their best. Furthermore, students indicated that they believed that they could count on a teacher or adult from school to help them. Growth: While students reported that teachers have rigorous expectations of their students and want students to do their best, 14% of students expressed that they are not all eager to participate in classes, and 22% indicated they often do not talk about ideas from classes outside of school. In response to local data analysis and critical learning, SIATech is making significant changes to support student well-being. Wellness centers are located at all school sites throughout the organization, and Wellness Together and other service providers provide increased counseling support. SEL curriculum integration and community engagement efforts are also prioritized, fostering a supportive environment. Data monitoring mechanisms have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Met 2024-06-18 2024 37684520114264 North County Trade Tech High 6 Healthy Kids Survey - Upon consideration of the results from the California Healthy Kids Survey 2023, the following are the major takeaways as determined by staff: Mental Health: While we are below the state average in many categories of concerning mental health indicators, Trade Tech students' responses suggest an increased need for mental health supports. Approximately ? of students report “chronic sadness” and “social and emotional distress.” Rates of optimism decline when 9th grade is compared to 11th grade, and the percentage of students who have considered suicide increased between those same grades. School Climate Indicators: The majority of students report “low violence” though there is room for improvement as approximately 25% report some level of victimization and 30% responded positively to having experienced some form of harassment. Other Indicators: The school received positive feedback regarding the upkeep of facilities. However 53% of students reported “school is really boring” suggesting a need to improve engagement and our ability to more effectively communicate the relevance of material being presented. There was also a decline in the percentage of students who reported a “caring adult relationship” from 77% to 62% between 21 and 23, which suggests a failure to fully live up to our value of being relationship-driven. Based on changes made for the 23-24 school year, we expect to see that number rise again. Attendance: While outperforming the state average, only 81% of students reported having two or fewer absences per month. When considering this survey result alongside other metrics, it is clear that attendance is also an area in need of improvement, as previously mentioned. Our Advisory curriculum is being revised in light of the takeaways from the Healthy Kids Survey, specifically with a focus on student wellness (mental health) and school attendance. New methods of communicating with families regarding the importance of school attendance are being implemented. A necessary change is implementing more proactive and supportive means of combating absences. A increased focus on student mental health is also a priority, with an emphasis on professional development for staff and sharing resources with families. Met 2024-06-11 2024 37684520124917 Guajome Learning Centers 6 Students at the GLC are becoming more connected to their schools according to our yarly culture survey along with the CHKS. GLC includes academic support strategies for students as evidenced by the schools tutoring and bell schedules. Teachers meet with students twice a week to discuss assignments and answer questions. GLC has required weekly meetings for biology, chemistry, Spanish, and English. In addition, tutoring is available for math, science and Spanish. Multi-Tiered Support Strategies for students have been utilized through Google Classroom. Google Classrooms are created for specific subjects and include a variety of resources including EdPuzzle, Quizlets, and Instructional Videos. GLC has a focus on MTSS and the impact on student learning and well being as evidenced by their re-engagement policy for students that are struggling to maintain progress and growth. This policy utilizes parent communication, tutoring opportunities, and workshops in order to support student learning and well-being. Students at GLC have access to co-curricular activities through local community partnerships. GLC students have access to participate in the clubs, dances, and extra curricular activities provided by Guajome Park Academy. Student voice for GLC is evidenced through mentoring and tutoring. Teachers are required to meet with students twice a week to offer support and feedback. There are no major changes planned. Met 2024-06-11 2024 37684520128223 Bella Mente Montessori Academy 6 Local climate surveys, like the California Healthy Kids Survey and other locally-administered surveys, offer valuable insights into the school environment, covering safety, relationships, engagement, and well-being. Schools should report both overall scores and scores disaggregated by student groups to identify disparities. Analysis can extend to specific survey items, revealing areas needing attention. Supplementing surveys with tools like focus groups adds qualitative depth. Together, these approaches provide a thorough understanding of school climate, aiding efforts to foster inclusive and supportive learning environments. Analyzing climate survey data, including disaggregated student group data, reveals strengths and areas needing improvement in the school environment. This data helps identify disparities among student groups and informs targeted interventions to address challenges. By promoting equity, fostering inclusion, and supporting continuous improvement, Bella Mente will continue to create positive and supportive learning environments for all students. The LEA will make strategic changes based on data analysis to address identified areas of improvement in school climate. These changes may include revising interventions, updating policies, providing professional development, allocating resources, engaging the community, and establishing monitoring systems for continuous improvement, fostering a positive and inclusive environment for all students. Met 2024-06-18 2024 37684523730942 Guajome Park Academy Charter 6 During the 2023-24 school year, Guajome Park Academy conducted school culture and climate surveys of parents, staff, and students in grades 3-12. The survey data was shared with teachers, leadership, and the Guajome Park Academy Board. Survey data informs goal-setting and decision-making at the instructional level, as well as at the schoolwide level through strategic planning. The surveys focused on the following categories: caring adults, high expectations, school safety, engagement, and student voice and choice. Students in grades 3-5 responded favorably to all categories, and especially high in caring adult relationships, expectations, and student voice. While most students reported being interested and engaged in school, more students responded feeling “sometimes” disengaged at school, so this would be an area of improvement for GPPA. Students in grades 6-12 responded favorably to caring adult relationships, expectations, safety, and engagement (extracurricular activities and electives). Areas of improvement include student voice and choice in the classroom and schoolwide, and engagement in classroom activities. The data was further disaggregated by grade level for the purpose of sharing with teachers’ grade level teams. We surveyed K-12 parents about their perceptions related to: communication, curriculum & instruction, assessment, school culture, school safety, and leadership. We provided the survey in English and Spanish. Overall, responses indicated high parent satisfaction with the school. To address the areas of growth noted above, teachers continue to find ways to provide instruction that meets content standards, while providing students with opportunities to make choices about what they are learning, and how they demonstrate their learning. The school continues to expand opportunities for students to become leaders and decision makers by supporting our curricular and extracurricular programs. Climate Survey 2023-24 Middle School 53.8% Agree or Strongly Agree there is an adult on campus that cares about them 86% Agree or Strongly Agree there is an adult that wants them to do their best 60.8% Agree or Strongly Agree that they feel safe at school 54.4% Agree or Strongly Agree they are happy to be at school High School 71.8% Agree or Strongly Agree there is an adult on campus that cares about them 87.1% Agree or Strongly Agree there is an adult that wants them to do their best 59.3% Agree or Strongly Agree that they feel safe at school 50.6% Agree or Strongly Agree they are happy to be at school Area of Growth Middle School - 79.8% Disagree or Strongly Disagree that the help decide school activities or rules High School - 87.5% Disagree or Strongly Disagree that the help decide school activities or rules To address the areas of growth noted above, teachers continue to find ways to provide instruction that meets content standards, while providing students with opportunities to make choices about what they are learning, and how they demonstrate their learning. The school continues to expand opportunities for students to become leaders and decision makers by supporting our curricular and extracurricular programs. While we have a long history of a strong Student Union, and LGBTQ+ Organization that have advocated for student rights. In the 2024-25 school year we are looking to expand student advocacy groups to include a Black Student Union, Encuentros, and Hermanitias to provide more student advocacy specifically for our black and Latino students. In addition, we have partnered with local agencies to provide more restorative responses to student behavior issues including substance abuse, and mental health issues. We continue to look for opportunities to educate students and families around issues concerning our students around social media, healthy relationships and bullying. Met 2024-06-13 2024 37735510000000 Carlsbad Unified 6 CUSD uses a locally developed climate survey administered through the Kelvin Education platform to students in grades 3-12 to measure school connectedness and school safety. Spring 2024 Results School Connectedness All Students: 3rd-5th=92%, 6th-12th=83% American Indian: 3rd-5th=86%, 6th-12th=86% Asian: 3rd-5th=94%, 6th-12th=84% Black/African American: 3rd-5th=80%, 6th-12th=76% Two or More Races: 3rd-5th=92%, 6th-12th=83% White: 3rd-5th=92%, 6th-12th=83% Hispanic/Latinx: 3rd-5th=91%, 6th-12th=82% English Learners: 3rd-5th=92%, 6th-12th=83% Students with Disabilities: 3rd-5th=88%, 6th-12th=79% School Safety All Students: 3rd-5th=95%, 6th-12th=73% American Indian: 3rd-5th=86%, 6th-12th=71% Asian: 3rd-5th=94%, 6th-12th=73% Black/African American: 3rd-5th=89%, 6th-12th=66% Two or More Races: 3rd-5th=95%, 6th-12th=73% White: 3rd-5th=95%, 6th-12th=73% Hispanic/Latinx: 3rd-5th=93%, 6th-12th=71% English Learners: 3rd-5th=94%, 6th-12th=72% Students with Disabilities: 3rd-5th=92%, 6th-12th=70% CUSD also administers the California Healthy Kids Survey (CHKS) annually in grades seven, nine, and eleven. 2022-2023 CHKS results: Students Connectedness All Students: 7th=66%, 9th=70%, 11th=67% Asian: 7th=63%, 9th=80%, 11th=65% Black/African American: 7th=56%, 9th=71%, 11th=62% Hispanic/Latinx: 7th=62%, 9th=63%, 11th=60% White: 7th=70%, 9th=72%, 11th=70% Two or More Races: 7th=66%, 9th=71%, 11th=72% Perceived Safety at School (safe/very safe): All Students: 7th = 65%, 9th = 71%, 11th = 70% Asian: 7th=67%, 9th=75%, 11th=68% Black/African American: 7th=67%, 9th=--, 11th=-- Hispanic/Latinx: 7th=66%, 9th=68%, 11th=66% White: 7th=65%, 9th=74%, 11th=73% Two or More Races: 7th=71%, 9th=65%, 11th=75% School connectedness is lower for middle and high school students than for elementary students. It presented as more of a concern on the 2022-2023 CHKS than on the 2023-2025 Kelvin survey. .Black/African American students are reporting less connectedness than all students. School safety also presents as an area of concern for secondary and an area of strength for elementary. CUSD’s Forward Together plan with goals, success indicators, and actions to create welcoming campuses where all students feel like they belong addresses the area of school connectedness. In addition, site administrators and school counselors review their school data to identify areas of concerns and develop actions around these areas. Met CUSD administers the locally developed climate survey ( Kelvin) to students in grades 3-12 four times per year. Site administrators, school counselors, and teachers review site specific results and develop action plans to address any areas of concern. 2024-06-26 2024 37735690000000 Oceanside Unified 6 These results are from the annual LCAP survey administered from the program Panorama in February . This survey was administered to students in Grades 3-12, with a 73% completion rate respectively. Safety: Overall 94% of elementary students and 71% of secondary students feel safe at school. Most student groups are within 4% of the overall population with exception of our Transitional (Homeless) Youth 88% feel safe at elementary and 50% of Foster youth at secondary. Connectedness: Overall 86% of elementary students and 53% of secondary students feel connected to their schools. Most student groups are within 3% of these percentages with the exception of Elementary Transitional 83%; Secondary socio-economically disadvantaged 50% Our perceived safety at elementary school is an area of strength at 94%. There is an overall need to increase the perceived safety in our secondary schools. Student connectedness is also lower at our secondary schools and also among some student groups at our elementary level. LCAP Goal 4 will address the needs specific to Foster youth. We also will provide similar support for our Transitional youth. To address safety concerts OUSD is installing cameras around our schools to better monitor activities on and around our schools. We will also continue to use and expand the use of restorative practices with our students. Met 2024-06-11 2024 37735690136267 Coastal Academy Charter 6 In the spring of 2024, students in grades 5, 7, and 9 participated in the Covitality survey. Coastal Academy measures students' school climate and overall life satisfaction through a new survey entitled CoVitality. Below is the data for overall life satisfaction and school connectedness by site. Fifth graders scored 85.60, which falls in the average range on the overall life satisfaction area and 83% of those students have an average to high school connectedness score. Seventh graders scored 78.80, which falls in the average range on the overall life satisfaction area and 58% of those students have an average to high school connectedness score. Ninth graders scored 76.48, which falls in the average range on the overall life satisfaction area and 60% of those students have an average to high school connectedness score. Coastal Academy continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Coastal Academy continues to focus on school connectedness and safety through our PBIS program and school counselors, all of which are supported by our LCAP. Met An additional area of focus is student growth and achievement. We are committed to the PLC work and goal setting. We have created a National PLC Cohort team that will drive the process for our district. The three-year mission of this team is to learn, 2024-05-20 2024 37735693731221 Pacific View Charter 6 PVC conducts biannual student surveys. The last survey was issued at the end of the school year 2024. 94% of responding students rated their overall satisfaction with the school as good to great. 96% of students feel supported by their teachers and that they received sufficient help with their school work. 98% of students feel supported in overcoming difficulties.This indicates that efforts to create a warm and supportive environment for students continues to be a strength at Pacific View and that the relationships that develop between the supervisory teacher and student are valuable and different from the traditional high school model. Also, in support of this, are the survey results indicating that 81% of students feel that the staff takes bullying seriously and 98% feel safe at school.School support and safety is an area of strength for PVC. When disaggregating the data by subgroup, no disparities existed in the data. Students responding yes to feeling safe at school were as following (note that many sample sizes were less than 20 and not reported to protect privacy : 98% -All 98% -Hispanic/Latino 96% - White n/a -African American/Black n/a- Other 98% Low Income 99% - Special Education 96% - English language learners n/a - Foster Youth n/a - Homeless Youth As the disaggregated data showed no disparities, there were no significant conclusions to draw by student groups. However, it is noted that the school has decided to begin using the California Healthy Kids Survey starting in the 24/25 school year to gain a more complete picture of student climate than has been done previously. The school has targeted school climate, safety and connectedness as an overall strength in the school programs, however, the ongoing social/emotional needs of the students and families continues to grow each year as measured by counseling referrals and qualitative data points such as needs for SSTs and parent/student reports. PVC has created a goal in the 24/25 LCAP to provide ongoing services to support students and families and details can be found in the LCAP document. Met 2024-06-18 2024 37737910000000 San Marcos Unified 6 SMUSD key findings of partner surveys, including the California Healthy Kid Survey, Speak Up Survey, Panorama Survey, and LCAP Survey: 75% of 5th grade students indicated that they were connected to school (CHKS) 57% of 7th grade students indicated that they were connected to school (CHKS) 58% of 9th grade students indicated that they were connected to school (CHKS) 57% of 9th grade students indicated that they were connected to school (CHKS) 74% of secondary students feel like they belong at school (Panorama) 54% of secondary students feel like they belong at school (Panorama) 89% of students indicated staff at school use technology to teach (LCAP Survey) 82% of students indicated that staff at school encourage critical thinking. (LCAP Survey) 85% of students indicated that they understandard what types of academic supports are available to students (LCAP Survey) 94% of students indicated that they want to do well in school. (LCAP Survey) 94% of elementary students indicated that they have a family member or other adult outside of school that they can count on for help (Panorama Survey) 87% of elementary students indicated that they have a teacher at school that they can count on for help (Panorama Survey) 93% of secondary students indicated that they have a family member or other adult outside of school that they can count on for help (Panorama Survey) 73% of elementary students indicated that they have a teacher at school that they can count on for help (Panorama Survey) 72% of elementary school 58% students indicated that there caring adults at school (CHKS) 72% of elementary school students indicated that there are caring adults in school (CHKS) 52% of elementary students indicated they felt safe at school (Panorama) 47% of secondary students indicated that they are showed respect by other students at school (Panorama) 30% of students indicated that bullying was not a problem at school (LCAP Survey) Local indicator data on school climate indicates a decline in overall engagement at the secondary levels, as compared to secondary students. For example, only 54% of secondary students feel like they “belong” at school, and 73% indicate that they have a teacher they can count on at school. That is lower than elementary school students, which indicated that 87% of them feel like they have a teacher on campus that will help them. Another area of improvement, based upon the survey results,is the need to address a sense of safety, belong, and school climate. For example, only 52% of elementary students indicated that they felt safe at school. Additionally, only 47% of secondary students indicated that students demonstrate respect to one another. Finally, both secondary and elementary indicated that bullying was a problem at schools. To address issues of student engagement and school climate, the 2024-27 LCAP shall contain actions focused on providing a wide array of learning experiences and college and career ready courses, integrated and designated English language development (ELD), implementation of the ELA and mathematics programs K-12. SMUSD shall continue to implement the social-emotional learning curriculum, Second Step, and also provide school counselors and social workers at each school site. Additionally, SMUSD shall continue to implement Care Solace, online mental health services available to staff, students, and parents. Finally, SMUSD will continue to focus on equity and inclusivity through our Portrait of a Graduate. This will include professional development for staff, as well as student empathy interviews and student advisory councils. Met 2024-06-20 2024 37737910138222 Pivot Charter School - San Diego II 6 A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 100% of students indicating they felt Pivot was a welcoming and friendly place, 100% of students indicating that their teachers were sensitive to their needs, and 81.8% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Unduplicated students 100% felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 100% indicated that they believe that they can be successful in school Special education students 100% felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 66.7% believe that they can be successful in school 0.0% of students who are in both unduplicated and special education subgroups responded to our survey. Students in neither unduplicated or special education subgroups: 100% felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 100% believe that they can be successful in school Parents and guardians were also surveyed, with 100% indicating that they were satisfied with Pivot Charter School and 100% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 100% indicated that they believed their student was prepared. Parents and guardians of unduplicated students: 100% were satisfied with Pivot Charter School 100% were satisfied with the curriculum 100% believed their student will be prepared for college or a career after Pivot Parents and guardians of Special Edication students: 100% were satisfied with Pivot Charter School 100% were satisfied with the curriculum 83.3% believed their student will be prepared for college or a career after Pivot Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 100% indicated that they believe their student will be prepared for college or a career after Pivot Parents and guardians of students in neither unduplicated and special education subgroups: 100% were satisfied with Pivot Charter School 88.9% were satisfied with the curriculum 88.9% believe their student will be prepared for college or a career after Pivot An area indicated as a need for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. The 23-24 school year was the first year of implementation of Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events. Met 2024-06-20 2024 37754160000000 Warner Unified 6 Data: Is provided from our MTSS parent survey and MTSS student survey, as well as our LCAP input meetings and informal communications with parents. Meaning: The surveys and interactions/conversations gave us a good sense that the school district is doing well and parents and students were happy with the progress that has been made. The overall challenge that was brought forth was the need for better and more timely communication. The District also needs to communicate the resources we provide on campus. Use: Warner Unified will make a concentrated effort to improve district office and teachers' communications in the future. We will also continue to promote mental health programs on campus, and we will seek out additional opportunities to provide support to our students. Met 2024-06-11 2024 37754160122796 All Tribes Elementary Charter 6 ATAICS used the California Healthy Kids website to create a survey using questions from the CHKS question bank. ATAICS governing board and school administration is working toward using the CHKS survey each year. Unfortunately, the tribal communities are distrustful of what is perceived as the government watching their families. ATAICS is addressing the generational trauma and working toward building a better understanding of the survey with parents. The past two years ATAICS has created a school climate survey using questions from the website with the hope that eventually in the year 2025/2026, parents will be comfortable with signing the parent consent and using the actual CHKS. Results of the school survey are extremely positive. Students feel and indicate their school is it safe place to learn. Access to tribal customs, education that is hands on and project based, inclusion of native languages, counseling and medical services, sports opportunities, field trips, and healthy meals are cited reasons why ATAICS students enjoy their school. Areas of strength are a general positive perception of school climate. Overall ATA ICS students indicate a positive school experience. High scores in safety and supportive relationships suggests that most students feel safe and supported at school. Students with exceptional needs highlighted effective support systems and their integration into the school community. A strong sense of safety reported by most students demonstrated effective safety measures and a secure learning environment. Continued focus on maintaining and enhancing these safety protocols will further strengthen this area. The number one identified need is academic and emotional support. Within our tribal community students experience a high level of loss. The typical student attends at least one funeral a month. ATAICS is working to provide additional counseling services within the school day to meet the high level of grief that hinders students in their academic success. Areas of strength are a general positive perception of school climate. Overall ATA ICS students indicate a positive school experience. High scores in safety and supportive relationships suggests that most students feel safe and supported at school. Students with exceptional needs highlighted effective support systems and their integration into the school community. A strong sense of safety reported by most students demonstrated effective safety measures and a secure learning environment. Continued focus on maintaining and enhancing these safety protocols will further strengthen this area. The number one identified need is academic and emotional support. Within our tribal community students experience a high level of loss. The typical student attends at least one funeral a month. ATAICS is working to provide additional counseling services within the school day to meet the high level of grief that hinders students in their academic success. Met 2024-06-20 2024 37754160132472 California Pacific Charter - San Diego 6 "All students in grades TK-12 were invited to participate in an annual school climate survey. Student perceptions were collected in the areas of grade level instruction, teacher availability and support, goal setting, safety and welcomedness at school, and overall satisfaction with the school. 173 students particiated in the survey (48 students in grades TK-5, 36 students in grades 6-8, and 89 students in grades 9-12). To the question, ""I feel safe and welcome at school"", 95.4% of students said they feel safe and welcome. To the question, ""If I have a problem, I know I have someone at the school that I can talk to for support"" 97.9% of students agreed that they are connected to the school. The demographic breakdown for the question about safety at school was as follows: Hispanic 95%, African American 93%, White 96%, Asian 100% of students agred that they felt safe at school. The demographic breakdown for the question about school conenctedness was as follows: Hispanic 98%, African American 100%, White 98%, and Asian 100% agreed that they are connected to school." Based on the analysis of the school climate survey data, several key learnings and areas of strength have been identified. An overwhelming majority of students (95.4%) feel safe and welcome at school, indicating a strong positive perception of the school environment across all grades. Additionally, 97.9% of students believe they have someone at the school they can talk to for support if they have a problem, suggesting effective support systems and resources are in place. The perception of safety is high across all demographic groups, with 95% of Hispanic students, 93% of African American students, 96% of White students, and 100% of Asian students feeling safe at school. Similarly, the sense of connectedness is strong, with 98% of Hispanic students, 100% of African American students, 98% of White students, and 100% of Asian students agreeing that they feel connected to the school. These findings highlight that the school has successfully created an inclusive and safe environment for students and established effective communication channels and support networks. The survey results demonstrate the school’s commitment to equity and inclusion, with positive perceptions of safety and connectedness consistent across different demographic groups. Despite these positive outcomes, continuous monitoring and improvement are essential. Regular surveys and feedback mechanisms will be maintained to ensure that any emerging issues are promptly addressed. Furthermore, given that the majority of survey participants come from grades 9-12, additional focus will be placed on the needs and perceptions of younger students (TK-5 and 6-8) to ensure they also feel equally supported and welcomed. By focusing on these areas, the school can build on its strengths and continue providing a positive and supportive climate for all students. Met 2024-06-18 2024 37754160138651 San Diego Mission Academy 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 98% of students reported that they felt connected to an adult at the school" This holds significant importance for the school, as both the faculty and leadership are dedicated to ensuring that every student feels comfortable and trusts the school culture. A positive school environment aligns closely with our values and mission. Recognizing the need for extra attention and outreach to connect students with the school, especially considering the challenges many have faced as a result of past educational experiences. We strive to implement trauma-informed practices During the school year, and 100% staff that they feel connected to the school. Highlighting the importance of mutual support during difficult times. In our pursuit of continuous improvement, we will analyze additional data in the fall to enhance the quality of our programs, particularly focusing on socio-emotional and trauma informed components. The school climate survey remains aligned with our LCAP Goal #4 and will be administered to students, parents, and staff to gauge our progress in meeting school wide goals and implementing the LCAP. Met 2024-06-05 2024 37754160139378 Sage Oak Charter School - South 6 "Parent Participants by Student Groups: EL 13.3% Foster Youth 0.0% Homeless Youth 0.0% Student with a Disability 5.6% None of the Above 82.2% Parent Participants by Ethnicity: White 44.4% Hispanic/Latino 15.0% African American 3.3% Asian 1.1% Filipino 1.7% American Indian/Alaskan Native 1.1% Two or more races 27.8% Declined to State 5.6% Overall % Parent in agreement with: Academic Achievement 98.1% School Climate and Connectedness 99.8% Connections and Partnershipts 99.3% College and Career Readiness 100.0% Overall Satisfaction and Input 99.4% Student Participants by Groups: EL 7.8% Students with a Disability 4.5% Foster Youth 0.0% Homeless Youth 0.0% None of the Above 87.7% Student Agreement on Educational Aspects: Teacher Availability and Guidance 97.8% Challenging Curriculum 93.9% Engaging Curriculum and Completion 90.9% Access to Rigorous Curriculum 98.3% Teacher Support for Success 100.0% Safety and Welcome to Discuss Progress 99.4% Overall School Satisfaction 98.9% Communication Satisfaction 98.3% Support for Academic or Developmental Needs 94.4% Access to Social/Emotional Support 93.3% Awareness of Mental Health Resources 83.8% Positive School Climate Student Survey results High Expectations 97.8% School Safety 99% Respectful Climate 99.4% Supportive Adults 100.0% Social and Emotional Learning 83.80% Growth Mindset 93.9%" "This data highlights the diverse composition of the parent and student bodies, their high levels of satisfaction with various school initiatives, and areas where there is room for improvement, particularly in engaging curriculum and mental health resources. " "To address identified needs, the school will continue to enhance and promote greater student participation in synchronous instruction by increasing the number of live classes available to students and providing more professional development for teachers. This will include promoting classes and groups with counselors, ensuring students receive both academic and emotional guidance. Additionally, we are focused on connecting curriculum with college and career pathways starting in elementary grades and continuing through high school. This involves aligning instructional materials and class offerings with career objectives and higher education requirements early on, making adjustments to ensure a seamless articulation through all grade levels. These initiatives aim to provide clearer pathways for students as they progress, supporting both academic and career-oriented goals. " Met 2024-06-20 2024 37754160139386 Excel Academy Charter 6 "Students in grades 6-12 98% of survey respondents agree that their teacher is available to speak with them when they need guidance. 95% of survey respondents agree that the curriculum provides challenging grade level instruction and assessment of their academic progress. 93.5% of survey respondents agree that the curriculum and instruction are engaging and they are able to complete the coursework on time. 96.7% of survey respondents agree that their teacher cares about their education and is committed to helping them succeed. 95.9% of survey respondents feel safe and welcome to meet with their teacher to discuss their progress. 96.7% of survey respondents feel overall satisfaction with Excel Academy Charter School. 95.1% of survey respondents feel the school does a good job communicating through all forms of communication. 94.3% of survey respondents know that they have someone at school who they can talk to (teacher or counselor). Testimonials ""My learning goals are met."" ""Excel already is helping me learn better and I feel as if my learning goals are already fulfilled."" Elementary SEL Survey - Grades TK - 6 83% of survey respondents feel they have an adult to talk to when they are upset (fearful, angry, or sad). 100% of survey respondents believe they have a trusted adult who will help them in any circumstance. 100% of survey respondents believe their students have 1 or 2 people who they consider to be friends. 100% of survey respondents believe their students have an adult to talk to when they are upset (fearful, angry, or sad). 76% of survey respondents are aware of Social Emotional Learning (SEL) groups provided by Excel Academy. Testimonials: ""We love the social emotional classes on Wednesdays."" Students in grades K - 12 Intervention Feedback 100% of survey respondents agree that their teacher communicates positively and professionally with students and parents. 95% of survey respondents agree that they feel a sense of belonging and part of the classroom community. 93% of survey respondents feel the class helped them grow academically. Testimonials: ""I appreciate the level of communication teachers maintain with parents and their efforts to engage students."" ""The teacher communicates with parents often. My student loves class and is very engaged in it."" ""This helped him improve significantly.""" MEANING: The survey results are shared with educational partners to address trends in the input during the ELAC, SSC, and all staff meetings. There was no input that directly affected the LCAP goals and actions. The most consistent trend we found was praise for EACS and appreciation for all of the resources provided to families. USE: EACS takes pride in focusing on continuous improvement by analyzing current curriculum options, internal assessments, and educational partner feedback to ensure students are being provided the best education that serves their individual needs. Met 2024-06-20 2024 37754160139451 Pathways Academy Charter School - Adult Education 6 98.4% (120) feel safe while working in the school online course environment 95.9% (117) feel a genuine connection with the teacher and that she/he really cares about their success in school 97.5% (119) feel safe and welcome to meet with the teacher to discuss their progress 97.5% (119) feel their input is valued and respected when collaborating with the teacher or school staff and administration 93.0% (107) During teacher meetings, the teacher inquired about the student's well-being and provided the student with information Overall high satisfaction rate with the school program: Overall, 98% of survey participants feel welcome to meet with the teacher to discuss their progress and that their input is valued and respected when collaborating with the teacher or school staff and administration. Overall, 98% of the survey participants are in agreement that PACSAE is a safe environment where there is support from their teachers. Overall, 93.1% reported that their teacher inquired about their well-being and provided information on accessing community coordinator services (health, mental health, public assistance, housing). Continue the teacher collaboration and training to maintain and continue to improve the overall satisfaction with the school educational program. Continue discussions on identifying students that need additional support with coursework. Continue to provide information and support for student participation in WIOA. Continue staff training on community services available to students and ways to inquire about a student’s well being and provide students with information on accessing community services (health, mental health, public assistance, housing. Met 2024-06-04 2024 37754166119275 All Tribes Charter 6 ATAICS used the California Healthy Kids website to create a survey using questions from the CHKS question bank. ATAICS governing board and school administration is working toward using the CHKS survey each year. Unfortunately, the tribal communities are distrustful of what is perceived as the government watching their families. ATAICS is addressing the generational trauma and working toward building a better understanding of the survey with parents. The past two years ATAICS has created a school climate survey using questions from the website with the hope that eventually in the year 2025/2026, parents will be comfortable with signing the parent consent and using the actual CHKS. Results of the school survey are extremely positive. Students feel and indicate their school is it safe place to learn. Access to tribal customs, education that is hands on and project based, inclusion of native languages, counseling and medical services, sports opportunities, field trips, and healthy meals are cited reasons why ATAICS students enjoy their school. Areas of strength are a general positive perception of school climate. Overall ATA ICS students indicate a positive school experience. High scores in safety and supportive relationships suggests that most students feel safe and supported at school. Students with exceptional needs highlighted effective support systems and their integration into the school community. A strong sense of safety reported by most students demonstrated effective safety measures and a secure learning environment. Continued focus on maintaining and enhancing these safety protocols will further strengthen this area. The number one identified need is academic and emotional support. Within our tribal community students experience a high level of loss. The typical student attends at least one funeral a month. ATAICS is working to provide additional counseling services within the school day to meet the high level of grief that hinders students in their academic success. Areas of strength are a general positive perception of school climate. Overall ATA ICS students indicate a positive school experience. High scores in safety and supportive relationships suggests that most students feel safe and supported at school. Students with exceptional needs highlighted effective support systems and their integration into the school community. A strong sense of safety reported by most students demonstrated effective safety measures and a secure learning environment. Continued focus on maintaining and enhancing these safety protocols will further strengthen this area. The number one identified need is academic and emotional support. Within our tribal community students experience a high level of loss. The typical student attends at least one funeral a month. ATAICS is working to provide additional counseling services within the school day to meet the high level of grief that hinders students in their academic success. Met 2024-06-20 2024 37756140000000 Valley Center-Pauma Unified 6 VCPUSD administers a local climate survey every year as a component of our overall LCAP input collection and development process. These surveys provides a valid measure of perceptions of school safety and connectedness. District administration and school sites received the findings and reports. Local climate survey results are referenced in the VCPUSD Local Control and Accountability Plan (LCAP) and connected to LCAP goals and actions. Parent/ Guardian Survey Data - School Connectedness: 84%; Feel Safe at School: 83%; Caring Adult Relationships: Staff Survey Data - School Connectedness: 87%; Feel Safe at School: 62%; Caring Adult Relationships: Local Climate Survey Data - School Connectedness: 82%; Feel Safe at School: 78%; Caring Adult Relationships: 88% The current local surveys of students are not set up to gather personably identifiable information to disaggregate by student groups. We can draw some conclusions based on responses from the elementary sites versus the secondary sites and by grade level, but the surveys will have to be revised in order to pull out variance among student groups. The overall responses suggest increases for the students survey between the two years with increases in the areas of School Connectedness, School Safety, and Caring Adult Relationships. Insights into the important role of social and emotional factors in students' overall success. With students feeling a strong correlation between academic performance and social-emotional skills, highlighting the importance of continued to support the growth of these skills for improved student outcomes. Prioritizing social-emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from parents, teachers, students, and community members, underscores the collaborative approach to addressing these needs within the school community. Continued work around campus security with visibility of staff as a suggestion to enhance safety and stricter enforcement of safety measures. Parents, students, and staff shared the positive impacts of work around PBIS and a desire to continue the development of clearer school-wide behavior incentives and resources. This connected school-wide emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. As school sites are analyzing their site specific data, we will look to determine how disaggregating data by student group can be facilitated moving forward to determine if there are any student groups that are experiencing more challenging aspects of school climate more than others. VCPUSD is looking into an universal screener for all students K-12 to administer at the beginning of the school year and a social/emotional health check in order to determine what individual students may need more supports or interventions. We will continue to provide training and resources for teachers as we enhance our overall system of supports in the area of social-emotional well-being and mental health. VCPUSD is also continuing to focus on MTSS at each school site and at the district level with data monitoring mechanisms that have been established to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. The outcomes of this work aim to improve school connectedness, student-adult relationships and feeling safe at school, in addition to many other areas. Met 2024-06-20 2024 37764710000000 SBC - High Tech High 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710114678 High Tech High Chula Vista 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710114694 High Tech High North County 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710119271 High Tech Middle North County 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710123042 High Tech Middle Chula Vista 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710123059 High Tech Elementary Chula Vista 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710127605 High Tech Elementary North County 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710137067 High Tech High Mesa 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710138768 High Tech Middle Mesa 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37764710138776 High Tech Elementary Mesa 6 High Tech High administers the YouthTruth student survey to students in grades 3-12 at each school annually to gather school climate data. The YouthTruth survey utilizes research validated questions. To help schools contextualize survey results, YouthTruth provides a national percentile ranking. This percentile ranking is based on how students at schools across the country have responded in comparison to student responses at a particular school site. Each HTH school strives to construct a nurturing community of learners where all students are known well by their teachers and feel a deep sense of belonging. The YouthTruth survey provides insight into the extent to which this vision is being realized. This year, for school climate, we analyzed a similar question regarding the safety of our schools at the school, family and staff level. Question: Most students at this school are friendly to me: HTH Elementary: 44% HTH Middle: 63% HTH High: 72% As indicated above, HTH elementary students do not feel their fellow students are friendly to them in comparison to HTH middle and high school students. In the coming year, we will seek to understand and improve this measure within our elementary schools. This is in comparison to the perceptions of families and staff, who all reported significantly higher values for these questions. "Since research suggests that ""Restorative justice is a useful method of keeping students in school while promoting positive relationships,"" HTH schools will continue to focus on using restorative practices in response to student discipline issues. HTH schools will continue to proactively avoid negative behaviors that result in suspensions. To achieve this goal, we will leverage structures such as advisory to contribute to a sense of belonging among students, as well as an atmosphere of safety and collaboration." Met 2024-06-18 2024 37768510000000 Bonsall Unified 6 Bonsall Unified School District administers the California Healthy Kids Survey (CHKS) to its 5th, 7th, 9th, and 11th grade students every other year. The survey is an anonymous confidential survey of school climate and safety, student wellness, and youth resiliency. Elementary: Sense of Safety: CA Healthy Kids Survey (CHKS) results from 2023-2024 show that 83% of 5th graders indicated they feel safe at school. This is an increase from 2022-2023 when 77% of 5th graders reported feeling safe at school. School Connectedness: 73% of 5th grade students report feeling connected to their school. This is an increase from 70% in 2022-2023. Academic Motivation: A high number, 81% of students, state they are academically motivated, yet this is a decrease from 89% in 2022-2023. Caring Adults: 64% of 5th grade students feel that there is a caring adult at school as compared to 68% of students in 2022-2023. Social and Emotional Supports: 64% of students indicated that there are social and emotional supports available to them, a decrease from 69% in 2022-2023. Meaningful Participation: Only 33% of 5th grade students reported meaningful participation. In 2022-2023, 39% indicated meaningful participation. Response Rate: The response rate in 2022-2023 was 40%. In 2023-2024, the response rate grew to 58%. Secondary: Sense of Safety: CA Healthy Kids Survey (CHKS) results from 2023-2024 secondary report show that 59% of 7th graders indicated feeling safe at school as compared to 46% of 7th grade students in 2022-2023. 50% of 9th graders and 45% of 11th graders indicated they feel safe at school. This is an increase from 42% of 9th graders reporting sense of safety in 2022-2023. School Connectedness: In 2023-2024, 57% of 7th grade, 36% of 9th grade, and 45% of 11th grade reported feeling connected to school. This is an increase from 2022-2023 from 46% of 7th graders and a decrease from 42% for 9th graders. Academic Motivation: 2023-2024 results show 62% of 7th grade, 40% of 9th grade, and 52% of 11th grade report feeling academically motivated. In 2022-2023, 58% of 7th grade and 54% of 9th grade reported academic motivation. Caring Adults: In 2023-2024, 66% of 7th grade, 36% of 9th grade, and 46% of 11th grade report that there is a caring adult at school. In 2022-2023, 53% of 7th grade and 63% of 9th grade reported there is a caring adult. This demonstrates an increase in 2023-2024 for 7th grade and a decrease for 9th grade. Meaningful Participation: In 2023-2024, 29% of 7th grade, 12% of 9th grade, and 21% of 11th grade report that they are meaningfully participating in school. In 2022-2023, 17% of 7th grade and 17% of 9th grade reported meaningful participation, which demonstrates a decrease. Response Rates: In 2023-2024, the response rates were as follows: 7th- 85%; 9th-55%, 11th-5% (As a result, no data was reported for 11th grade in 2022-2023). The response rate decreased for 7th grade and increased for 9th grade and 11th grade. Based on the California Healthy Kids Survey data for Bonsall Unified School District, there are several key learnings, areas of strength, and identified needs that emerge from the analysis. One area of strength is the improvement in sense of safety and school connectedness, particularly at the elementary level and for 7th graders. For 5th graders, the percentage feeling safe at school increased from 77% to 83%, while school connectedness rose from 70% to 73%. Similarly, 7th graders reported significant increases in both safety (46% to 59%) and connectedness (46% to 57%). This positive trend suggests that recent efforts to create a more secure and welcoming environment have been effective, especially for younger students. However, the data also reveals areas for improvement that require attention. Across all grade levels, there is a decline in students' perception of meaningful participation in school. This is particularly pronounced at the secondary level, with only 12% of 9th graders feeling they are meaningfully participating. Additionally, there has been a decrease in the perception of social and emotional supports available to elementary students (69% to 64%) and a drop in 9th graders' perception of caring adults at school (63% to 36%). These findings indicate a need to focus on increasing student engagement, enhancing social-emotional support systems, and strengthening student-adult relationships, especially at the secondary level. Another key learning is the variability in academic motivation across grade levels. While elementary students maintain a high level of academic motivation (81%), there is a drop for 9th graders, with only 40% reporting being academically motivated. This suggests a need for targeted interventions to boost engagement and motivation during the transition to high school. On a positive note, the substantial increase in survey response rates for most grade levels, particularly for 11th grade (from 5% to 58%), provides a more comprehensive and reliable dataset for future decision-making and program development. Bonsall Unified School District has developed several key actions that will address the identified need, especially at the secondary level, to improve students' perceptions of meaningful participation. BUSD aims to improve students participation by connecting academic experiences to future aspirations and fostering a more inclusive environment. The implementation of the CCGI platform from 6th grade onwards provides students with tools to link their current coursework to future college and career goals, making school activities more relevant and engaging. Additionally, the Interest Profiler and Skills Assessment, along with expanded college and career exposure opportunities, help students see the direct impact of their education on their future. The district's focus on equity and inclusion, including amplifying student voices through various forums and implementing culturally responsive teaching, further enhances students' sense of belonging and active involvement in their educational journey. These comprehensive efforts are designed to make school activities more meaningful and participatory for all students, particularly at the secondary level where the issue is most pronounced. In addition, by providing a clear pathway from middle school through high school and beyond, we will support academic motivation across grade levels. The continuous exposure to college and career options, coupled with personalized goal-setting based on CCGI assessments, will help maintain student engagement and motivation throughout their academic journey, addressing the variability in academic motivation observed across different grade levels. Bonsall Unified also aims to improve students' perceptions of caring adults and positive school climate by establishing a comprehensive, multi-tiered support system. School counselors will provide personalized support through mentoring, individual meetings, and small group interventions, fostering stronger relationships with students. The MTSS framework ensures targeted interventions for high-needs students, while additional staff like MTSS TOSAs and a secondary Assistant Principal create more opportunities for positive adult-student interactions. Mental health support through partnerships like Care Solace and full-time elementary counselors further demonstrates commitment to students' well-being. These efforts create multiple touchpoints for students to connect with supportive adults, potentially increasing the percentage of students who can identify a caring adult at school. Met 2024-06-26 2024 37768516113468 Vivian Banks Charter 6 Not Met For Two or More Years 2024 37770990000000 SBE - Altus Schools East County 6 Altus Schools East County (ASEC) administers both an Annual LCAP Stakeholder Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASEC’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, ASEC exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASEC’s response rate on the CHYS at each grade level was Grade 7 (29%), Grade 9 (17%), and Grade 11 (27%) for CHYS Core and Grade 7 (24%), Grade 9 (17%), and Grade 11 (20%) for CHYS Behavioral Health. In 2023-2024, 100% of students reported that they felt safe at ASEC and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 ASEC’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. ASEC didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group. Key learnings included that 16% of 9th graders reported social emotional distress and in the past 12 months 10% of 9th graders reported having considered attempting suicide in the past 12 months. 0% of students in 9th and 10% in 11th reported having every used alcohol or drugs in their lifetime. 10% of 11th graders reported they currently use (past 30 days) of alcohol or drugs. 0% of 9th and 20% of 11th reported ever having used vape products. 10% of 9th and 20% of 11th graders reported 3 or more monthly absences in the past 30 days. 50% of students in 9th and 40% in 11th reported bedtime of 12am or later, and 40% of students in 9th and 50% in 11th reported eating breakfast today. In the past 12 months 20% of 9th grade students reported wanting to receive mental health services, 20% reported receiving mental health services and 40% reported barriers to receiving services. Most students (67% in 9th and 90% in 11th) reported having caring adult relationships at school and that the school promotes parental involvement (67% of 9th and 70% of 11th). 90% in 9th and 11th report that teachers at the school treat students fairly. 64% of 9th graders reported overall life satisfaction. ASEC has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs ASEC has a school meal program, provide an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASEC. Met 2024-06-26 2024 37771070000000 SBE - Altus Schools South Bay 6 Altus Schools South Bay (ASSB) administers both an Annual LCAP Educational Partner Engagement Survey and the California Healthy Youth Survey (CHYS). The LCAP Survey is administered to students and parents to measure perceptions on conditions of learning, student outcomes, and engagement. The CHSK Core and Behavioral Health Modules were administered to students grades 7, 9, and 11. Over the last five years, LCAP survey results indicate that the number one key requirement of students and parents is a safe and supportive learning environment. This requirement has directly impacted on the development of the school’s LCAP. To monitor the success of ASSB’s LCAP Goal 4: Provide a Safe Environment and Supportive School Culture, the school has established a metric of maintain or achieve a 90% or higher safety satisfaction rating. In 2023-2024, ASSB exceeded this metric. Student participation in the CHYS is voluntary. An important factor affecting the quality of survey results on the CHYK survey is participation rate. The validity and representativeness of the results is diminished if the student response rate is lower than 70 percent. ASSB’s response rate on the CHYS at each grade level was Grade 7 (21%), Grade 9 (16%), and Grade 11 (29%) for CHYS Core and Grade 7 (14%), Grade 9 (12%), and Grade 11 (22%) for CHYS Behavioral Health. In 2023-2024, 100% of students reported that they felt safe at ASSB and 100% of parents reported that they feel their child is safe at the school. Additionally, the school establishes metrics for suspension and expulsion rates to reflect the effectiveness of the school’s Multi-Tiered Systems of Supports (MTSS) that incorporates academic, social/emotional, and behavioral supports and interventions. In 2023-2024 ASSB’s suspension rate was 0% and expulsion rate was 0%. Results are not provided by CHYS if there are fewer than 10 responses for a grade level and/or student group. ASSB didn’t receive disaggregated results for SPED, EL’s, LTEL’s, Foster/Homeless or any Racial/Ethnic group. Key learnings included that 13% of 11th graders reported social emotional distress and 0% of 11th graders reported having considered attempting suicide in the past 12 months. 18% of students in 11th reported having every used alcohol or drugs in their lifetime. 0% of 11th reported using vape products in the past 30 days. 18% of 9th and 0% of 11th graders reported 3 or more monthly absences in the past 30 days. 55% of students in 9th and 21% in 11th reported bedtime of 12am or later, and 64% of students in 9th and 21% in 11th reported eating breakfast today. In the past 12 months 9% of 11th grade students reported wanting to receive mental health services, 27% reported receiving mental health services. Most students (70% in 9th and 83% in 11th) reported having caring adult relationships at school and that the school promotes parental involvement (63% of 9th and 77% of 11th). 100% in 9th and 11th report that teachers at the school treat students fairly. 78% of 11h graders reported overall life satisfaction. ASSB has implemented the administration of the California Healthy Kids Survey (CHKS) in addition to an Annual LCAP Stakeholder Engagement Survey to aide in to evaluate students’ perceptions of mental health, social-emotional health and overall school climate and connectedness. Based on the results of the CHYS, the school’s educational partners have provided feedback the continue to have additional academic, physical, emotional, and mental health needs and there continue to be elevated needs for mental health services. To address these needs ASSB has a school meal program, provides an annual Family Resource Night to educate parents and family members on available programs and services. The school provides a Healthy Youth Therapist to provide additional and targeted counseling services and referrals and a Homeless and Foster Youth Liaison to proactively address and support students’ academic, physical, mental health, and social-emotional needs. Both contribute to improving educational outcomes, promoting stability, and fostering a supportive and inclusive environment for these vulnerable populations. While students continue to have socioemotional and health related needs, over 90% of students surveyed report high levels of satisfaction with school safety and their overall experience at ASSB. Met 2024-06-26 2024 37771560137323 Vista Springs Charter 6 "In 2023-24, as part of the 2024 LCAP Educational Partner Survey, all students were asked to complete 35 questions from the School Climate module of the CA Healthy Kids Survey (CHKS). Response options were: Always, Usually, Sometimes, and Never. Positive perception questions focus on topics such as learning in a program that the student likes, with helpful teachers and interesting activities, within a safe and connected environment, where students follow the rules and are treated fairly. The survey was sent to student email addresses through ParentSquare. Teachers were asked to set aside time in the classroom or during teacher meetings to increase participation. The two statements with the highest ratings were: ""I have learned how to be a good friend"" (91% of students agree), and ""Adults make it clear to students that bullying is not okay"" (87% of students agree). The two statements with the lowest positive ratings were: ""Teachers ask me what I want to learn"" (44% agreement), and ""I get chances to help decide on school activities or rules"" (22% agreement). On average, students responded positively to these questions 71% of the time, indicating an overall positive perception of the school’s climate with room for growth and targeted efforts. Student subgroup information was disaggregated for analysis. Students with IEPs (70% positive ratings), English Language Learners (68% positive ratings), and socio-economically disadvantaged (71% positive ratings) student groups had very similar overall positive ratings as compared to the overall student population (71% positive ratings). When analyzing the results by grade span groups, Kindergarten through 5th graders had the highest positive response average of 77%. The middle school group had the lowest rate of positive responses at 63%." The school has identified that students would benefit from additional social-emotional support. While disaggregated student group data was similar overall, middle school students will be targeted for climate and culture improvement efforts. The survey responses indicate students would benefit from greater involvement in planning and decision-making in the school environment. "In response to the needs of the school community, a belonging goal is being introduced in the 2024-25 LCAP. As part of ongoing improvements, the school plans to enhance and expand social-emotional learning (SEL) resources for students. This includes integrating a universal screener to identify students who need Social-emotional learning (SEL) support. School staff will also participate in restorative practice training. Additionally, school leaders will continue the expansion of mental health services by partnering with Care Solace to provide 24/7 access to verified mental health providers in over 200 languages for students, staff, and families. To address the two statements with the lowest positive ratings on the student survey, the school will implement an evidence-based program called ""Leader in Me '' by Franklin Covey, which supports student voice and agency. Conscientious support has a lasting positive effect on students both inside and outside the classroom." Met 2024-06-06 2024 37771640137356 College Preparatory Middle 6 "84% of our students report that CPMS holds ""High expectations for all students. 74% of our students report that they are learning and gaining study skills and 87% have future plans for attending college (Data: Student Survey May 2024). 65% report they feel ""safe"" and 68% report they have the opportunity to make new friends. We are interested in diving deeper into this data as these numbers typically track closely to what parents report. Our goal is to increase those percentages. What students would like to have more of at CPMS is help with ""Study Skills"" (33%), College and Career Options (39%) and Stress Management (9%) (Data: Student Survey May 2024) We will spend some time in the new school year developing opportunities and activities to help increase those reporting feelings of safety as well as addressing the desire to have extra support in the areas of study skills and college and career exploration." "We noticed a large discrepancy in our Parent and Student survey results in the area of safety. 91% of our parents indicated that ""their child feels safe at CPMS,"" and 85% report that their child feels ""cared for at CPMS"". 80% of parents report ""their child enjoys attending CPMS"" (Data: Parent Survey May 2024)." "As described above, we will be dedicating time to explore why the discrepancy in survey data exists, and how to increase the number of students indicating feelings of ""safety"" and connectedness, more in keeping with our parent reports. Our newly formed Student Government will provide more activities and avenues for students to connect, have fun and make new friends. Our Counselor is obtaining Professional Development in the highly acclaimed PEERS program. This Program for the Education and Enrichment of Relational Skills (PEERS®) provides evidence-based social skills programs to adolescents, and young adults who are interested in developing and maintaining close friendships. Once she has obtained this training, she will be able to train staff to support and develop these strategies to use with students school wide." Met 2024-06-12 2024 37771720138099 Baypoint Preparatory Academy - San Diego 6 To ensure BPA-SD elicited substantial representation and meaningful engagement, students were consulted through various communication methods, including surveys and both on-site and virtual ESWED meetings. Students (TK-5, 6-8) overwhelmingly reported positive experiences, with 95% expressing satisfaction in safety, encouragement, student connectedness, diversity, and academics. They recognized efforts to enhance effective student conflict resolution practices, student activities, school events, and continuing academic support in all areas. Students were involved in resolving school life problems, promoting student development, and working together to create a healthy school environment. They were informed about the 2023-24 LCAP progress and encouraged to provide feedback, suggestions, and ideas for modifying actions to achieve the goals in the 2024-25 academic year. Collaboration among educational partners was instrumental in identifying and addressing areas of need, with all suggestions prioritized and organized into actionable steps. The process concluded in final remarks presented at the Governing Board meeting, ensuring a comprehensive and inclusive approach to addressing school priorities. BPA-SD is committed to providing students and staff with a safe environment in which to learn/work and keep all educational partners trained and well informed about safety improvement/practices: -practice safety drills -enhance security measures by implementing an automated locking system to regulate access to the school building ensure doors are securely locked and monitored throughout the school hours for added safety use of security cameras to monitor the school require staff to wear badges with photo IDs enforce student dress code use of random sweeps for prohibited items (listed in the student/parent handbook) periodic campus security risk assessments build student-teacher/staff relationships for social-emotional wellness Construction of the BPA-SD campus began in spring 2020, with the completion of classrooms and support rooms achieved by September 2022. To fully maximize the potential of the facility, BPA-SD is currently undergoing construction to finalize all necessary public improvements and develop designated areas for sports and event activities. BPA-SD prioritizes the maintenance of a safe and conducive learning environment through comprehensive facility management and safety measures. BPA-SD ensures a clean and safe learning environment through regular cleaning services and adherence to safety protocols.The school's commitment to safety is evident in its implementation of various security measures, including safety drills, controlled access to the school building, and the use of security cameras to monitor the campus. Additionally, staff are required to wear badges with photo IDs, and the enforcement of student dress codes contributes to maintaining a safe and orderly school environment. When suspected/informed, the school conducts sweeps for prohibited items listed in the student/parent handbook, further enhancing safety and security on campus. Regular campus security risk assessments enable the school to identify potential vulnerabilities and implement appropriate measures to mitigate risks effectively. Construction efforts to optimize the facility reflect the school's commitment to providing students and staff with modern and functional learning spaces. Ongoing construction reflects a commitment to optimizing the facility for educational and extracurricular activities, contributing to a positive school experience. BPA-SD is committed to providing students and staff with a safe environment in which to learn/work and keep all educational partners trained and well informed about safety improvement/practices: -practice safety drills -enhance security measures: an automated locking system to regulate access to the school building -ensure doors are securely locked and monitored throughout the school hours for added safety -use of security cameras to monitor the school -require staff to wear badges with photo IDs -enforce student dress code -use of random sweeps for prohibited items (listed in the student/parent handbook) -periodic campus security risk assessments -build student-teacher/staff relationships for social-emotional wellness All educational partners collaborated to identify and address areas of need, with their suggestions prioritized and organized into actionable steps. This inclusive process ensured meaningful engagement, comprehensive strategic planning, and accountability while adhering to state and local indicators to effectively serve the needs of BPA-SD's diverse student population, including at-risk students. The educational partners’ feedback combined with academic data was essential throughout the process as it allowed for a systematic and organized way to consolidate information and analyze effectiveness, perceptions, and areas of greatest need. As a result, BPA-SD educational partners became more confident and actively engaged with BPA-SD leadership and more informed about the needs of their students and the direction of the educational program for the 2024-25 academic year. Met 2024-06-25 2024 38103890000000 San Francisco County Office of Education 6 In Spring 2024, San Francisco Unified School District administered a survey to gauge students' social-emotional learning (SEL) skills and their views on school culture/climate. Students who were in 4th-12th grades were eligible to take the survey. Survey results are broken down by the two grade spans—elementary and secondary schools. Additionally, culture/climate surveys are administered to all school staff and families. Participation for Spring 2024 was as follows: Student Survey Completion-Elementary responses: 6,130 responses Student Survey Completion-Secondary responses: 17,547 responses Staff Survey Completion: 5,113 responses Parent Survey Completion: 13,617 responses 23-24 Data by Indicator including disaggregated data results by student groups: Growth Mindset: 67% of students responded favorably for Growth Mindset. This remained consistent across years and across all student groups except for Pacific Islander, English Learner, and Homeless students, for which the favorability score declined by two percentage points from the previous school year, 2022-23. Pacific Islander students (59%) and Students with IEPs (56%) scored the lowest across all student groups. Self Efficacy: 53% of students responded favorably for Self-Efficacy - the lowest favorability rating among the four SEL constructs. This remained consistent across years and across all student groups except for Foster Youth, a group for which the favorability score declined significantly from the previous year, 2022-23. Self-Efficacy ratings are higher among White students than other student groups. Pacific Islander students (43%) Foster Youth (43%) and Homeless Youth (44%) scored the lowest across all student groups. Self Management: 68% of students responded favorably for Self-Management. This remained consistent across years and across most student groups. Pacific Islander students (57%) African American students (58%) and Foster Youth (58%) scored the lowest across all student groups. Social Awareness: 58% of students responded favorably for Social Awareness, a decrease from the previous year, 2022-23. Similar decreases in favorability are observed across all student groups. English Learners (52%) Students with IEPs (52%) and Homeless students (51%) scored the lowest across all student groups. Climate of Support for Academic Learning: 72% of students responded favorably for Climate of Support for Academic Learning. A 3-year downward trend is observed overall and across most student groups. Safety: 58% of students responded favorably for Safety. A 3-year downward trend is observed overall and across most student groups. Sense of Belonging: 59% of students responded favorably for Sense of Belonging, falling short of the 2023-24 District Target. A 3-year downward trend is observed overall and across all student groups. African American students (52%) scored the lowest across all student groups. https://bit.ly/23-24SELsurveyresults The data as detailed in Prompt 1 reinforces one of the priority recommendations from the LCAP Advisory Committee around increased supports for mental health and wellness in addition to targeted academic support for students (tutoring, differentiated supports for students with IEPs). Much work is needed to reach our target of 69% of students reporting favorably around sense of belonging in school and class. District and school leaders review results annually at the Administrator Institute in addition to site based data conferences with central office staff from the Research, Planning and Assessment Department. Staff have implemented a variety of research-based strategies taken from the Panorama Playbook as well as developed internally through continuous improvement plan-do-study-act cycles of learning. Additionally, site administrators have opportunities to collaborate and share strategies in a variety of professional learning spaces throughout the school year. In support of the increased connection between the sense of belonging and academic success, SFUSD will continue the priority to increase student’s sense of belonging by implementing intentional professional learning and coordinated Tier 1 programs and activities. Coordinated Care Teams (CCTs) will play a crucial role in addressing the gaps in our SEL data. Coordinated Care Teams (CCTs) are multidisciplinary teams at school sites with the responsibility for evaluating and improving school-wide programming primarily strengthening Tier 1 level and additionally at Tier 2 level and tier 3 levels. This initiative, in service of Guardrail 2, aims to continue to strengthen and institutionalize site CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens. The CCT’s work requires intentional communication loops between school stakeholders. Data from across groups inform ongoing staff training and community conversations about continuously improving student outcomes and experiences. This approach under the guidance of our Student and Family Services Division in collaboration with our Schools Division is a district priority to ensure we are serving each and every SFUSD student. In support of the increased connection between the sense of belonging and academic success, SFUSD will continue the priority to increase student’s sense of belonging by implementing intentional professional learning and coordinated Tier 1 programs and activities. Coordinated Care Teams (CCTs) will play a crucial role in addressing the gaps in our SEL data. Coordinated Care Teams (CCTs) are multidisciplinary teams at school sites with the responsibility for evaluating and improving school-wide programming primarily strengthening Tier 1 level and additionally at Tier 2 level and tier 3 levels. This initiative, in service of Guardrail 2, aims to continue to strengthen and institutionalize site CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens. The CCT’s work requires intentional communication loops between school stakeholders. Data from across groups inform ongoing staff training and community conversations about continuously improving student outcomes and experiences. This approach under the guidance of our Student and Family Services Division in collaboration with our Schools Division is a district priority to ensure we are serving each and every SFUSD student. Met 2024-06-25 2024 38684780000000 San Francisco Unified 6 In Spring 2024, San Francisco Unified School District administered a survey to gauge students' social-emotional learning (SEL) skills and their views on school culture/climate. Students who were in 4th-12th grades were eligible to take the survey. Survey results are broken down by the two grade spans—elementary and secondary schools. Additionally, culture/climate surveys are administered to all school staff and families. Participation for Spring 2024 was as follows: Student Survey Completion-Elementary responses: 6,130 responses Student Survey Completion-Secondary responses: 17,547 responses Staff Survey Completion: 5,113 responses Parent Survey Completion: 13,617 responses 23-24 Data by Indicator including disaggregated data results by student groups: Growth Mindset: 67% of students responded favorably for Growth Mindset. This remained consistent across years and across all student groups except for Pacific Islander, English Learner, and Homeless students, for which the favorability score declined by two percentage points from the previous school year, 2022-23. Pacific Islander students (59%) and Students with IEPs (56%) scored the lowest across all student groups. Self Efficacy: 53% of students responded favorably for Self-Efficacy - the lowest favorability rating among the four SEL constructs. This remained consistent across years and across all student groups except for Foster Youth, a group for which the favorability score declined significantly from the previous year, 2022-23. Self-Efficacy ratings are higher among White students than other student groups. Pacific Islander students (43%) Foster Youth (43%) and Homeless Youth (44%) scored the lowest across all student groups. Self Management: 68% of students responded favorably for Self-Management. This remained consistent across years and across most student groups. Pacific Islander students (57%) African American students (58%) and Foster Youth (58%) scored the lowest across all student groups. Social Awareness: 58% of students responded favorably for Social Awareness, a decrease from the previous year, 2022-23. Similar decreases in favorability are observed across all student groups. English Learners (52%) Students with IEPs (52%) and Homeless students (51%) scored the lowest across all student groups. Climate of Support for Academic Learning: 72% of students responded favorably for Climate of Support for Academic Learning. A 3-year downward trend is observed overall and across most student groups. Safety: 58% of students responded favorably for Safety. A 3-year downward trend is observed overall and across most student groups. Sense of Belonging: 59% of students responded favorably for Sense of Belonging, falling short of the 2023-24 District Target. A 3-year downward trend is observed overall and across all student groups. African American students (52%) scored the lowest across all student groups. https://bit.ly/23-24SELsurveyresults The data as detailed in Prompt 1 reinforces one of the priority recommendations from the LCAP Advisory Committee around increased supports for mental health and wellness in addition to targeted academic support for students (tutoring, differentiated supports for students with IEPs). Much work is needed to reach our target of 69% of students reporting favorably around sense of belonging in school and class. District and school leaders review results annually at the Administrator Institute in addition to site based data conferences with central office staff from the Research, Planning and Assessment Department. Staff have implemented a variety of research-based strategies taken from the Panorama Playbook as well as developed internally through continuous improvement plan-do-study-act cycles of learning. Additionally, site administrators have opportunities to collaborate and share strategies in a variety of professional learning spaces throughout the school year. In support of the increased connection between the sense of belonging and academic success, SFUSD will continue the priority to increase student’s sense of belonging by implementing intentional professional learning and coordinated Tier 1 programs and activities. Coordinated Care Teams (CCTs) will play a crucial role in addressing the gaps in our SEL data. Coordinated Care Teams (CCTs) are multidisciplinary teams at school sites with the responsibility for evaluating and improving school-wide programming primarily strengthening Tier 1 level and additionally at Tier 2 level and tier 3 levels. This initiative, in service of Guardrail 2, aims to continue to strengthen and institutionalize site CCTs to provide coordinated experience at school sites to students and families, specifically with an asset-based and anti-racist lens. The CCT’s work requires intentional communication loops between school stakeholders. Data from across groups inform ongoing staff training and community conversations about continuously improving student outcomes and experiences. This approach under the guidance of our Student and Family Services Division in collaboration with our Schools Division is a district priority to ensure we are serving each and every SFUSD student. In addition to the sustaining the work as defined in Prompt 2, SFUSD has made efforts to ensure consistent mental health services for all students across SFUSD. Wellness Centers house a lot of this work. Wellness Centers are open during the school day and staffed by a wellness coordinator (usually a Social Worker), a Community Health Outreach worker and a Nurse in addition to a range of partners- Richmond Area Multi-Services (RAMS) therapist, Counselors and other CBO partner staff. We anticipate that all school sites will have at least 1 school social worker at the start of the 2024-2025 school year. While more nursing positions have been filled at this point in time compared to last year, we anticipate that we will need to staff agency nurses in an expanded role given a shortage in applicants for this position. To ensure all wellness centers are optimally functional, SFUSD will gather data to determine consistent and predictable services derived from these wellness centers. In alignment with the VVGG, serving the whole child is ensuring equitable and accessible support for students. Gathering this information will allow staff to better understand the usage, need for services, and operations status of wellness centers across the district in order to ensure that these are spaces students and staff can access as needs arise. The work of the 10 parent advisories continues to support the needs of students, parents, and caregivers across the district. Many of these groups have facilitated mental health and wellness workshops throughout the year to support the spread of best practices in support of serving the whole child. The SFUSD Board of Education will continue monitoring students' sense of belonging along with literacy, math and college and career readiness goals at bi-weekly progress monitoring workshops. Met 2024-06-25 2024 38684780101337 KIPP Bayview Academy 6 70% of KIPP families have a positive experience with the school. 47% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 38684780101352 KIPP San Francisco Bay Academy 6 72% of KIPP families have a positive experience with the school. 49% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 38684780101774 Five Keys Charter (SF Sheriff's) 6 Staff: https://drive.google.com/file/d/1BseuuvqMlWbMUM5FF6ZGqLAvBKKgDZPJ/view?usp=sharing Students: https://drive.google.com/file/d/1teGVsFv2osJ1rxo1XbNsizsaNYHe6SV1/view Staff Plus/Growth Staff are highly connected to the mission and are committed to improving the outcomes for all students Teacher and Students services staff have positive connection to local supervisors When used, resortaive justice has positive impact for people at all levels of the school Challenges/Barriers Impacts of the budget, layoffs, and bargaining to overall morale Connection between senior/executive leadership and all school is lacking in trust Teachers are overwhelmed with their ever growing list of responsibilities Students Plus/Growth Students really value their teachers–they are the reason they come to school each day and continue to come back even when they are facing hardships in their life Students are deeply appreciative of the services that Five Keys provides The expansion of digital curriculum (Canvas and other modalities) have increased students ability to do more school work Staff Next Steps Continue to build re-build relationships, especially between management and teaching staff Transition to the new student information system and creating new policies an procedures that decrease the amount of administrative tasks teachers have to hold so they can focus on students and teaching Students Next Steps Increase technology access and online learning for all students Continue to offer extend learning hours so that students can attend school despite busy schedules; adjust site hours where appropriate to make the changes more permanent Push for more student access in custody environments - more consistent classes and regular time meeting with teachers Met 2024-06-27 2024 38684780107300 City Arts & Leadership Academy 6 At CAL we are focused on improving our school climate and fostering a positive sense of community. We regularly survey our stakeholders to monitor how they are feeling about their sense of safety and belonging. In the 23-24 school year, most students felt CAL was safe. Similarly the vast majority of respondents reported positively about their sense of school belonging. We have identified that our African American students do no report the same level of sense of belonging as non-African American students. As a result, we are doing focus groups with our African American students and are going to do more to ensure they have positive points of contact with an adult at the school. Met 2024-06-13 2024 38684780118141 Five Keys Independence HS (SF Sheriff's) 6 Staff: https://drive.google.com/file/d/1BseuuvqMlWbMUM5FF6ZGqLAvBKKgDZPJ/view?usp=sharing Students: https://drive.google.com/file/d/1teGVsFv2osJ1rxo1XbNsizsaNYHe6SV1/view Staff Plus/Growth Staff are highly connected to the mission and are committed to improving the outcomes for all students Teacher and Students services staff have positive connection to local supervisors When used, resortaive justice has positive impact for people at all levels of the school Challenges/Barriers Impacts of the budget, layoffs, and bargaining to overall morale Connection between senior/executive leadership and all school is lacking in trust Teachers are overwhelmed with their ever growing list of responsibilities Students Plus/Growth Students really value their teachers–they are the reason they come to school each day and continue to come back even when they are facing hardships in their life Students are deeply appreciative of the services that Five Keys provides The expansion of digital curriculum (Canvas and other modalities) have increased students ability to do more school work Staff Next Steps Continue to build re-build relationships, especially between management and teaching staff Transition to the new student information system and creating new policies an procedures that decrease the amount of administrative tasks teachers have to hold so they can focus on students and teaching Students Next Steps Increase technology access and online learning for all students Continue to offer extend learning hours so that students can attend school despite busy schedules; adjust site hours where appropriate to make the changes more permanent Push for more student access in custody environments - more consistent classes and regular time meeting with teachers Met 2024-06-27 2024 38684780123265 Gateway Middle 6 "At Gateway Middle School we conduct annual school climate surveys. At Gateway Middle School we administered the California Healthy Kids Survey to students in grades 6-8 during the 2023-2024 school year. GMS staff and leadership reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness. We also disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender, and found that responses were mostly consistent across subgroups. The following is a snapshot of the results of the 2023-2024 survey: ? 70% of GMS students report that they have caring relationships with adults in school. ? 77% of GMS students report that adults in school have high expectations for them. ? 60% of GMS students report that they feel connected to the school. ? Across all students at Gateway Middle School, the vast majority of students responded that “Teachers treat students fairly at my school;” about 15% disagreed with that statement. ? Across all students at Gateway Middle School, the vast majority responded “I feel safe at my school;” about 15% disagreed with that statement. " Based on the data, we see that a high percentage of Gateway Middle School students report that they have caring relationships and that staff care and have high expectations of them. Most students report feeling safe at school. An area for continued growth is increasing students' sense of belonging and connectedness at school, so that more students report that “I feel a part of this school.” This is an area of focus for all students, and the school has a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs. "Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: ? GMS will revise our advisory curriculum and approach to provide more explicit community building through the lens of the Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. ? Provide professional development and support for staff to foster belonging and community in Advisory and classrooms, using Advisory SEL curriculum and restorative practices (e.g. circles) ? Continue to increase opportunities for student leadership (e.g. student council) ? Increase opportunities for student participation in school spirit and community (e.g. joyful assemblies, awards, dances, cultural events) ? growing student affinity spaces ? partnership programming through community partners that offer programs and mentorship during the school day ? student focus groups and survey data to inform continuous improvement, including listening sessions with focal student groups (e.g. Black students and students with IEPs) " Met 2024-05-22 2024 38684780123505 Mission Preparatory 6 According to survey results in 2023, 79% of K-2 students, 67% of 3rd-5th grade students, and 55% of 6th through 8th grade students feel safe at school. Additionally, 99% of K-2 students, 84% of 3rd-5th graders, and 71% of 6th through 8th-grade students feel connected to their teacher. Mission Preparatory School is committed to providing a high level of social emotional and mental health support for students. This year the school has provided 3.5 full-time counselors to address student needs. The school is also creating more opportunities for student voice and opportunities for autonomy in order to create critical thinkers who can be changemakers in their communities. School culture successes can also be attributed to an intensive focus on the implementation of restorative justice practices in classrooms and on a school-wide basis. Through our partnership with The New Teacher Project (TNTP), the school is in the second year of restorative practices implementation as it relates to school culture. The school plans to shift the anti-racist pedagogy professional development sessions to begin to think about how this pertains to differentiating instructional strategies and content as well. Differentiation must meet student needs while not lowering expectations, and student needs must be addressed in a whole-child manner. At this time, no changes are planned for next year. Met 2024-06-06 2024 38684780127530 KIPP San Francisco College Preparatory 6 80% of KIPP families have a positive experience with the school. 45% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 38684783830429 Life Learning Academy Charter 6 We administered the Annual DCYF Workforce and Educational program participant survey as our annual climate survey. 66% of our students would recommend our program to a friend with 27% responding neutral to the prompt. 86% percent of students positively responded that they feel safe while at LLA.Students positively identified that the program at LLA helped them learn how to get the help they need to succeed, worked well with others, were better equipped to handle problems and challenges, they have clearer goals for the future, and a positive outlook on their future. Students responded positively when talking about their relationship with the staff. They felt strongly that program staff promotes respect for diversity, that they care about the students, believe that they will become a success, encourage them to work hard, and that they make them feel comfortable enough to share their cultural background and other aspects of their identity. While there was an improvement from the previous year, a relative area of growth is still student perception about all staff treating youth fairly. Only 54% of students responded positively and 31% responded neutrally. We added some questions to assess students' perceptions of inclusion in our community, knowing their academic skills and interests, and knowing what it takes to hold a job. 71% students responded that they know what it takes to hold a job and can identify their academic skills. 52% responded that they feel like they belong and 42% students responded neutrally. Our data shows that students who have been at LLA for more than a year responded much higher than those students who had been at the school for a semester or less. Through our ongoing data analysis, we have examined student subgroups and trends over the years. This year, we even started having a small group of students help us interpret survey results. We noticed that there is still a measurable number of students responding neutrally to many questions, and we want to dig deeper into what is behind those neutral responses. By looking at our subgroup data, we found no discernible patterns across gender. We did find that overwhelmingly students receiving therapy and living in the dorm responded more favorably than those who didn't. Additionally, we observed another positive trend for students who attended for more than one year. They responded much more favorably than new students regarding our school climate, showing that, with time, student perceptions of our school culture and climate have improved. We have started offering a new elective called Generation Citizen, which teaches students civic engagement as part of our initiative to build student leadership and engage them as stakeholders. The students surveyed their peers and decided to start a peer mentorship program as a solution for improving peer relationships and the sense of belonging. We will continue to invest in student leadership initiatives in service of our goal of a shared decision-making model that includes students' voices. Met 2024-06-25 2024 38684783830437 Gateway High 6 "At Gateway High School we conduct annual school climate surveys. At Gateway High School we administered the California Healthy Kids Survey to students in grades 9-12 during the 2023-2024 school year. GHS staff and leadership reviewed the results as a whole and also with particular attention paid to questions related to student perceptions of caring relationships, school safety, and school connectedness. We also disaggregated our data to look at relevant subgroups including ethnicity/race, grade levels, and gender, and found that responses were mostly consistent across subgroups. The following is a snapshot of the results of the 2023-2024 survey: ? 75% of GHS students report that they have caring relationships with adults in school, significantly above the state average reported on CHKS. ? 85% of GHS students report that adults in school have high expectations for them, significantly above the state average reported on CHKS. ? 65% of GHS students report that they feel a part connected to school and a part of the school. (very few students disagree and about 25-30% neither agree or disagree) ? Across GHS, most students report that they feel safe at school (about 70% agree and about 25% neither agree or disagree) " Based on the data, we see that a high percentage of Gateway High School students report that they have caring relationships and that staff care and have high expectations of them. Most students report feeling safe at school. An area for continued growth is increasing students' sense of belonging and connectedness at school. This is an area of focus for all students, and the school has a specific focus on improving belonging and connectedness for Black/African American students and students with IEPs. "Based on the analysis of data and focus on increasing students' sense of belonging and connectedness at school, we plan to focus on continuing to develop the following: ? opportunities for student leadership ? student affinity clubs and spaces. We have many affinity clubs and want to build them for students report that these spaces increase their connection to school. ? support for staff to foster belonging and community in Advisory and classrooms ? sports and extracurricular opportunities, which build connections ? partnership programming through community partners that offer programs and mentorship during the school day ? student focus groups and survey data to inform continuous improvement, including listening sessions with focal student groups (e.g. Black students and students with IEPs) " Met 2024-05-22 2024 38684786040935 Thomas Edison Charter Academy 6 An online survey was completed in class by 4th- 8th graders at TECA in Spring 2024. Students provided feedback on their experiences as students at TECA. The survey was anonymous and completed by any students in attendance during the assigned class session. The survey data is collected anonymously as our students have provided feedback that they feel they can’t be as honest when their responses are identifiable so we try to respect this need for anonymity when possible, as a result disaggregation is not fully represented. In an effort to gather feedback from one of our largest student groups, empathy interviews were administered to gather the EL perspective on school climate. Results show that students’ overall perception of their academic development and the school’s support of them is positive. Most TECA students (85%) perceive what they learn at TECA as meaningful, an increase from last year (+1%). Just about all (95%, -1% from last year) students said they have friends at school, 90% (+4%) expressed they can express their creativity at school, and 85% (-4%) said there is an adult at school who believes they will be a success. However, less students feel a connection to an adult, especially when it comes to non-academic problems (74%, +2%). The majority of EL students interviewed felt they were receiving a lot of support for their academic development at school and that they were able to get help when they needed it. The majority of students indicated they feel safe in their neighborhood (89%) and at school (90%) which is an improvement from year’s past. The number of students feeling safe emotionally (79%) at school has increased (by ~4%) since the last survey administered. Our EL students also expressed having friends and connections who support them at school. All of the data above demonstrate that our students have a solid support network at school and enjoy being at TECA which keeps them wanting to come to class. With regards to relationships, the vast majority of TECA students surveyed indicate they have friends at TECA and feel connected to them, which is a strong foundational base for happiness and feeling safe at school. The safety data tells us that we have had some success in ensuring that students know that school is a safe place for students by steps we have taken this year. It is important to consider the improvement in emotional safety at school improvement when planning for SEL and student supports next school year, as it shows that programming from the last year was successful. We are happy to know that our EL students also feel this way, especially our long term ELs (LTELs) who may not always be able to communicate needs as clearly. Overall, we are happy to see that our students feel safe and academically their needs are being met. TECA administration uses survey data to support the planning process each year to identify needs and programming gaps. As a result of data such as this, continued development of our Wellness Center continues to be a top priority this coming school year. TECA uses this center to support relationship building and problem solving with students and families to strengthen our relationships. Our increased staff of 2 counselors and a Restorative Justice Coordinator partner with community organizations to increase their resource toolbox to best support our students and their families. They are also reviewing our programming to support students in smaller social groups each day and develop programming each month to focus on themes like college-going culture, family culture, etc. Finally, we have completed a year of implementation of Positive Behavior Intervention Support (PBIS) and will continue to expand and enhance this schoolwide program to better support students and staff. Met 2024-06-18 2024 38684786112601 Creative Arts Charter 6 2023-24 student survey results show: - 80% of students responded positively to school connectedness. - 87% of students responded positively to school safety. 2023-24 parent survey results show: - 82% of parents responded positively to school connectedness. - 84% of parents responded positively to school safety. We learned our students appreciate the school’s focus on developing effective and caring teachers, our wellness center, and the way students are treated as individuals and have their unique gifts nurtured, especially through the arts integration on campus. Similarly, families shared that the arts integration program has made learning other content more accessible for their children and they are proud of how supportive the community is, especially with volunteerism and parent involvement which they describe as quite strong. Our families appreciate the school’s emphasis on communication and how quickly the staff intervenes with students to address behavioral issues at an early stage and they believe the school’s focus on social-emotional learning and student ownership of their learning has positively impacted student safety, support, and wellness. Like in previous years, they would like to see even more resources committed to providing socioemotional support and they also noted this year the school culture was negatively impacted by staff mid-year departures. Students speak enthusiastically about their experience at the school but think the school could benefit from more play structures, an improved play yard, and greater access to computers and other student activities. Students expressed an appreciation for how the music and art electives have benefitted them and the school culture positively. We provided opportunities for our students to showcase their arts education outside of school through outside-of-school performances. For instance, this year our middle school theater students performed at ODC Theater, our middle school dance students performed Alonzo King LINES Ballet, and our 8th grade band performed at a local performance space owned by one of our families. Additionally, we would like to incorporate more arts-based field trips because of how impactful our students and families say those have been. Whereas this year our Middle School Lead Teacher spent half of their time teaching and the other half supporting 6th-8th grade instruction, academics, activities, field trips, and events. In this upcoming year, they will focus on coordination of these activities and events for our middle school students even more than this year. Met 2024-06-25 2024 38769270000000 SBE - The New School of San Francisco 6 During the 2023-2024 school year, New School San Francisco (NSSF) evaluated our students’ perception of safety and connectedness through quantitative measures. NSSF partnered with NewSchools Venture Fund and Transforming Education to provide students with Spring surveys that focused on social-emotional learning (SEL) and culture & climate. These surveys were provided to all students in grade 4 through grade 7. Amongst the many criteria rated through the survey, we gathered data from our students’ related to their social awareness, sense of school school safety, sense of belonging, and their relationships across racial, ethnic or cultural differences. When completing surveys, the students rated each question on a scale of 1-5 with 5 indicating “almost all the time” and a 1 indicating almost never. NSSF considered scores of 4 or 5 to be “favorable” when assessing student connectedness and sense of safety. The following is a snapshot of Spring 2023 student data: - 71% of students responded favorably on questions related to sense of safety. - 66% of students responded favorably on questions related to sense of belonging. - 72% of students responded favorably on questions related to teacher-student relationships. - 76% of students responded favorably on questions related to rigorous expectations. - 77% of students responded favorably on questions related to fairness - 86% of students responded favorably on questions related to diversity and equity in the school setting. The above quantitative data reflects student input from grades 4-7. Our teachers in grades K-3 use qualitative measures for assessing student connectedness through weekly checkpoints embedded in our SEL curriculum (Kimochis). Additionally, our K-8 students set an individualized Social-Emotional Learning goal with their teachers which focuses on individual growth in one of the following areas: self-awareness, self-management, social awareness, relationship skills, or responsible decision-making. NSSF developed a Middle School student council for the first time in 2022-2023 and will continue to ensure student voice is included in campus life policy and procedures. The student council consists of student representatives grade 6 - grade 8. These student representatives provided their peers with surveys to gather additional data and feedback on the culture and climate of the school. These students work with NSSF leadership to overhaul policy changes to restrooms, common spaces, and developed initiatives to increase student joy and connectedness. To address the lowest climate scores (sense of safety and sense of belonging), NSSF will overhaul our advisory curriculum and approach for grade 6-grade 8 to provide more explicit community development through the lens of our Collaborative for Academic, Social, and Emotional Learning (CASEL) framework. Additionally, NSSF will develop a grade 4 - grade 5 scope and sequence using the Recognizing, Understanding, Labeling, Expressing, and Regulating (RULER) approach. This scope and sequence will emphasize preparing students to be Middle School ready. Met 2024-06-25 2024 38771310137307 KIPP Bayview Elementary 6 71% of KIPP families have a positive experience with the school. 83% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment --including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 39103970000000 San Joaquin County Office of Education 6 "The California Healthy Kids Survey (CHKS) and California School Staff Survey (CSSS) were administered November through December of 2023, with 133 students and 64 staff participating in the surveys. The CHKS provided feedback in the areas of student learning engagement, student social-emotional and physical well-being, and school climate conditions and practices. The following are highlights from the data that inform the program's growth areas, strengths, and appropriate next steps in the areas of school safety and connectedness: Students responding on average they ""Agree"" or ""Strongly Agree"" to their school having ""school connectedness:"" • 49% of all surveyed students (12% decrease from 2021-22) • 59% of Black/African American students (4% decrease from 2021-22) • 49% of Hispanic students (11% decrease from 2021-22) • 52% of White students (10% decrease from 2021-22) • 43% of English learner students (data not provided for 2021-22) Students who perceive their school as ""safe"" or ""very safe:"" • 56% of all surveyed students (22% decrease from 2021-22) • Black/African American (data not available for 2023-24, 63% in 2021-22) • 59% of Hispanic students (14% decrease from 2021-22) • 50% of White students (42% decrease from 2021-22) • 42% of English learner students (data not provided for 2021-22)" Based on a review of the CHKS from 2021-22 to 2023-24, there was a a decrease in students perceiving their schools as safe and who agree that there is school connectedness at their school site. School connectedness was based on questions that asked students their view on their academic motivation, caring adult relationships on campus, high expectations from staff, and meaningful participation at school. School safety was based on questions that included whether students felt they were harassed, bullied, cyberbullied, been in a fight, or been afraid of being beaten up. The data indicates there need to be action steps from the school to build stronger positive relationships with students, develop high expectations and activities for students, and identify ways to ensure more meaningful participation of students in their school. Based on the data from the CHKS survey, there needs to be more tiered support in academic counseling with a focus on maintaining high expectations and goals for students regarding their current course progress and plans for college and/or career. There needs to be additional ways to recognize student achievement for positive or improved behavior, attendance, and academics. School sites need to improve ways to build school community among staff and students with activities at school sites, including restorative practices, engaging academic activities, field trips, PBIS, and team-building activities. Met 2024-06-20 2024 39103970120717 one.Charter 6 Based on recent stakeholder survey information, one.Charter is doing well communicating with families and providing opportunities for parents and students to have a voice in their child’s education. Overall 98% of parents, 65% of students, and 100% of staff feel they contribute positively to the school learning environment. Feedback regarding parents/guardians and students feeling that their involvement in their or their student’s education was valued with an 87% return of strongly agreeing or agreeing with this statement. Also, 85% of parents/guardians and students felt that they or their student’s teacher(s) ask to meet at least once a year in a face to face meeting regarding how they or their student is doing in school. It should be noted that at the one.Charter school sites, parents/guardians are invited to come visit the teacher at the end of every quarter in a parent/teacher/student conference. This provides three separate conferences for parents/guardians and students to meet with the teacher(s) throughout the year. Perceptions of school safety, seems to indicate a strong agreement that one.Charter has made safety a top priority. 96% of students on the CHKs Survey said they felt safe at school, 100% of parents surveyed strongly agreed, agreed or were neutral in their belief that the school is a safe place to learn and 100% of staff felt safe at school. On the CHK Survey, 75% of students responded they were happy at this school. 69% of families answered they are given information about community resources including mental health, counseling and food resources, while 31% stated they were not given information in regards to these resources. Review of the survey data clearly indicates that parents, staff, and students all believe they contribute positively to the school learning environment, have a voice in the educational program and believe the schools to be safe for students and staff. We believe this to be the case due to the value we place on building relationships and the systems we use (Restorative Practices, Positive Behavior Intervention Systems, Outreach Specialists) to help support building those relationships. There are no significant changes to existing plans, policies or procedures that the LEA deems necessary at this time. Staff and other educational partners, including students and parents, believe we are on the correct path to provide students with a caring, safe, and effective learning environment. We have work to do in regards to making sure all families and students are aware of the resources available to them, and those plans are in place now. Met 2024-06-18 2024 39103970124958 TEAM Charter 6 The local climate survey data reveals that 85% of students feel connected to their school, according to the survey results. Additionally, 78% of students feel that their school is safe. These figures are based on the Measured Results Assessment (MRA) from Leader in Me, which was administered to all students in grades 3 through 5. This data reflects a positive perception of school safety and connectedness among the majority of students in these grades. 78% of students reported that they feel cared about and understood by people in their school, according to their responses to the questions. 85% of the students reported that they have a high-trust relationship with at least one teacher they feel comfortable with and can connect to, based on the survey questions. The climate and culture of the school are meeting the needs of students adequately. TEAM will continue to employ a full-time clinician and counselor to help meet the social-emotional needs of all students. We will continue to use the Leader in Me framework to support student leadership and personal development. TEAM also uses the RCA House system to build students' confidence and facilitate a sense of connection and belonging with others in their house. Met 2024-06-26 2024 39103973930476 Venture Academy 6 Percentage of students, parents, and staff who agree that the school provides a safe environment: Students: 65% Parents: 39% Staff: 45.5% Percentage of students, parents, and staff who agree that they are connected to the school: Students: 57% Parents: 38% Staff: 66% While over half of our students report feeling safe at school and connected to the school, we would hope to have higher reports of safety and connectedness, especially since Venture Academy is a relatively safe school with low suspensions as compared to neighboring districts. It is also surprising that students report not feeling as connected to school because of our structure with Teachers of Recotd. However, the data is also not surprising as it represents the struggles experienced in recovering from the COVID-19 pandemic as it greatly impacted student fights/behavior as well as a lack of overall connection to the school. We had a relatively low number of parents participate in the survey, so the results are hard to interpret when the parent response only represents about 5% of our parents. The low arting of parent/guardian perceived safety and connection to school is also consistent with the challenges experienced in recovering from the COVID-19 panedmic. There is clearly work we can do as a school to increase parent perception in these two areas. The staff responses about feeling the school is unsafe are mostly related to the openness of our campus and accessibility of outside visitors to walk into any building and classroom, as well as being a response to our increase in suspensions last year. There is work to do to increase staff feelings of safety and connection to the school. Venture Academy is taking measures to increase the physical safety on campus by making the buildings less accessible to outsiders during the school day. Venture Academy is also exploring ways to reduce suspensions and improve student behavior through PBIS, restorative practices, and alternatives to suspension. Venture Academy plans to create a full school safety committee to solicit input from all engagement partners. Venture Academy will continue to work towards defining the TOR role and support teachers in bridging the gaps between the school, students, and families. Venture Academy is also planning to increase extra-curricular activities and opportunities for students at all grade levels to participate in meaningful activities at school by creating a position for a K-12 activities director and leadership teacher. Venture Academy is also planning on promoting more awareness around student diversity and culture through the wellness center and their outreach activities. Met 2024-06-20 2024 39685020000000 Escalon Unified 6 Escalon Unified School District used the Kelvin Education platform to adminstrer a student survey on April 26, 2024 to all students in grades 5, 7, and 10. What follows is a summary of information obtained via the student survey. A total of 393 students responded to the survey with 136 of 185 5th-grade students responding, 148 of 184 7th-grade students responding, and 109 of 194 10th-grade students responding. Related to the prompt, “I feel safe at school”, 79% of all respondents feel safe (a marked increase from the prior year’s 53.8%), 82% of 5th-graders feel safe, 77% of 7th-graders feel safe, and 78% of 10th-graders feel safe. In response to the prompt related to school “connectedness”, 81% of all respondents feel connected to their school, 75% of 5th-graders feel connected to their school, 81% of 7th-graders feel connected to their school, and 80% of 10th-graders feel connected to their school. Comparative analysis shows an increase in perceived safety. The district feels this can be attributed to its intentional investment in campus safety. This includes entering into a partnership with the Esclaon Police Department to provide a School Resource Officer, school site upgrades focused on increasing campus security, professional development for all staff, and a continued effort to standardize safety procedures across all school sites. Escalon Unified School District will continue to implement a variety of actions directed at improving School Climate. These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions for academic, social, and behavior. Met 2024-06-20 2024 39685020126011 Escalon Charter Academy 6 Escalon Unified School District and Escalon Charter Academy used the Kelvin Education platform to administer a student survey on April 26, 2024 to all students in grades 5, 7, and 10. What follows is a summary of information obtained via the student survey. A total of 393 students responded to the survey with 136 of 185 5th-grade students responding, 148 of 184 7th-grade students responding, and 109 of 194 10th-grade students responding. Related to the prompt, “I feel safe at school”, 79% of all respondents feel safe (a marked increase from the prior year’s 53.8%), 82% of 5th-graders feel safe, 77% of 7th-grades feel safe, and 78% of 10th-graders feel safe. In response to the prompt related to school “connectedness”, 81% of all respondents feel connected to their school, 75% of 5th-graders feel connected to their school, 81% of 7th-graders feel connected to their school, and 80% of 10th-graders feel connected to their school. Comparative analysis shows an increase in perceived safety. The district and charter attributes this to the intentional investment in campus safety. This includes entering into a partnership with the Escalon Police Department to provide a School Resource Officer, facility upgrades at the school site for improved campus security, professional development in safety procedures and practices for all staff, and a continued effort to standardize safety procedures across all school sites. Escalon Charter Academy will continue to implement a variety of actions directed at improving School Climate. These include the items listed in the prior response as well as a continued commitment to improving our systems of supports including positive behavior programs and MTSS tier II and III interventions to address academic, social, and behavioral needs. Met 2024-06-20 2024 39685440000000 Jefferson Elementary 6 "The local student survey was administered to all 5-8th grade students district-wide. In addition, a staff survey was sent to all employees in the District. Survey results are presented to all educational partners. This local survey was selected to address Goal Two fostering positive relationships between staff, students, parents, and the community as part of a successful learning environment. The results revealed the following: Staff at my school want me to succeed based on the responses provided is approximately 4.55 on a scale of 1 to 5. I look forward to going to school most days: 4.24 on a scale of 1 to 5. I feel a strong connection to my school community based on the responses provided is approximately 3.78 on a scale of 1 to 5. I feel welcome at school based on the responses provided is approximately 4.01 on a scale of 1 to 5. I have at least one trusted adult that I can talk to at school based on the responses provided is approximately 4.24 on a scale of 1 to 5. My school treats all people fairly regardless of race/ethnicity, culture, etc. based on the responses provided is approximately 3.96 on a scale of 1 to 5. I feel safe at school based on the responses provided is approximately 4.30 on a scale of 1 to 5. Students treat each other with respect"" based on the responses provided is approximately 2.71 on a scale of 1 to 5." From the survey results the LEA identified the following areas of strength: Students reported that staff wanted them to be successful at school, they felt safe at school, they looked forward to going to school each day, and they had a trusted adult on campus. From the survey results the LEA identified the following identified needs: Students reported on average, they felt somewhat neutral to leaning towards disagreement regarding whether students treat each other with respect and on average, respondents felt somewhat connected to their school community, leaning towards agreement. JESD will continue to provide training and support for schools to implement PBIS training, MTSS training, Second Step Program, Bullying and Harassment Prevention Lessons, Peaceful Playgrounds, and mental health services. Met 2024-06-20 2024 39685690000000 Lincoln Unified 6 Lincoln Unified administers the YouthTruth survey annually to students, staff, and families. This year, the survey collected feedback from 6,889 respondents across various stakeholder groups and school levels within the district, achieving an overall response rate of 56%. The survey results provide insights into three key themes: engagement, relationships, and culture. The survey indicates that 80% of students gave positive ratings for engagement, a decrease of 5% from the previous year. For relationships, 65% of students responded positively, reflecting a 7% decline, while only 11% expressed positive views about the school culture, marking a 3% drop. Among families, 66% gave positive feedback on engagement (a 3% increase), 85% on relationships (a 3% decrease), and 82% on culture (a 3% increase). Staff responses showed 87% positive ratings for engagement (a 6% increase), 86% for relationships (a 1% decrease), and 76% for culture (a 6% increase). The analysis of the YouthTruth survey data from Lincoln Unified reveals several key learnings, including areas of strength and identified needs: Areas of Strength: Staff Engagement and Culture: The staff demonstrated high levels of positive feedback in both engagement (87%) and culture (76%), with significant increases of 6% in both areas. This suggests that staff feel more engaged and perceive a positive cultural shift within the district. Family Relationships and Culture: Families reported strong positive ratings in relationships (85%) and culture (82%), indicating a high level of satisfaction with how the district fosters relationships and maintains a positive school culture. Identified Needs: Student Culture: An area of concern is the students' perception of school culture, with only 11% providing positive feedback, which is a 3% decline. This highlights a critical need to address the aspects of school culture that students find lacking or negative. Student Relationships: The positive ratings for relationships among students have dropped by 7% to 65%, indicating a need for initiatives that can strengthen student relationships and their sense of connection within the school community. Student Engagement: Although 80% of students gave positive feedback on engagement, there was a 5% decline from the previous year. This suggests a need for strategies to boost student engagement and make learning more compelling and interactive. Overall Implications: The survey highlights that while there is significant satisfaction among staff and families, particularly in engagement and culture, there are pressing needs to improve culture and relationships from the students' perspective. Addressing these areas will be crucial in ensuring a well-rounded, supportive, and engaging environment for all stakeholders. An LCAP goal was written to specifically address the identified need. Goal 3: Cultivate safe, engaging, and inclusive classrooms, schools and District to support the whole child. Lincoln Unified will support the goal by maintaining counselors at all schools, providing additional mental health services and social and emotional support for students, and providing/ implementing Social Emotional Learning (SEL) curriculum. Met 2024-06-26 2024 39685690132415 John McCandless Charter 6 The analysis of the YouthTruth survey data from John McCandless reveals several key learnings, including areas of strength and identified needs:Youth Truth is our LEA's local climate survey platform. The survey is administered to families as well as students and gathers data around engagement, relationships, culture, communication, resources, and school safety, in addition to other measures. Over the course of the last 4 years, all areas increased in the positive responses in these areas. Identified Needs: Student engagement: An area of concern is the student's perception of their engagement in their school experience. Although 70% of students gave positive feedback on engagement, there is a need for strategies to boost this area at JMC. A second identified need is in the area of school safety, where 75% of students reported a sense of safety at school. The survey highlights that while there has been an increase in all areas over the past 4 years, there continues to be a need for improvement and sustainability. Met 2024-06-25 2024 39685770000000 Linden Unified 6 LUSD administered a survey to students grades 5-12 focusing on School Safety and School Connectedness. 79% of 5th graders, 70.5% of grades 6-8, and 74.9% of grades 9-12 students feel school is safe. 73.7% of 5th grade students and 66.6% of 6th - 8th grade students feel connected to school. In addition, 58.2% of 9th-12th grade students feel connected to school. More students feel safe at school and feel connectedness than the prior year in all grades. Majority of grades 9-12 students do not feel connected to the high schools. Feeling connected needs a common definition with more opportunities of understanding on what it means to feel connected. Each school administrator has received these findings at their school sites. They have shared the findings with school staff at staff meetings and have shared results with students. Each administrator formed a focus group of students to ask more questions to help formulate School Plan for Student Achievement and common themes were represented in the Local Control Accountability Plan. Some actions at the school level include integrating the School Resource Deputy (SRD) and campus security into the school culture, conducting ongoing student focus groups, revisiting school vision/mission, Positive Behavior Intervention Supports, student clubs/organizations, and expand opportunities for student voice/choice. Other areas included providing fences around the parameter of the schools, addition of extra cameras on school sites, practice ongoing safety drills and preparedness strategies. Met 2024-06-21 2024 39685850000000 Lodi Unified 6 The 2023-24 Lodi USD School Climate Survey was administered to 9,000 students in grades 4-12. The survey was comprised of 18 questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree) and one open-ended item to provide additional comments. Examining the results from survey, 81.2% of the students responded positively (Strongly Agree, Agree) regarding school connectedness and 75.8% regarding safety. Many students expressed positive sentiments about their school experience. They praised the welcoming environment, the kindness of teachers, and the sense of safety they felt. Some students also mentioned enjoying the academic and extracurricular activities offered by the school. On the other hand, some students reported negative experiences. These included instances of bullying, racism, and unfair treatment by teachers. Some students also expressed dissatisfaction with the school's facilities, rules, and the quality of food served. Despite their differing experiences, students expressed a desire for improvement in their school environment. This included suggestions for changes in teacher behavior, better facilities, more extracurricular activities, and measures to prevent bullying and racism Site administrators continue to implement PBIS and integrate strategies to help promote a bully-free environment. “See Something, Say Something” program continues to be implemented at school sites. Met 2024-06-18 2024 39685850101956 Aspire Benjamin Holt College Preparatory Academy 6 The local climate survey data from Aspire Benjamin Holt College Prep Academy for Grades 6–12 reveals several insights. The overall School Climate score is 48%, higher than the district average of 42%. School Safety is rated at 57%, also above the district average of 51%. The Sense of Belonging score stands at 36%, matching the district average. Teacher-Student Relationships scored 56%, higher than the district average of 52%. Specific highlights include 46% of students finding the school's energy positive, 62% of students feeling their teachers are frequently excited to teach, and 57% of students feeling that getting help from an adult when bullied is not very difficult. The analysis of the survey data reveals several key learnings. Strengths are evident in Teacher-Student Relationships and School Safety, indicating effective efforts in creating a supportive and safe environment. The positive ratings in teacher enthusiasm and respect suggest that teachers are successfully engaging with students. However, the relatively low Sense of Belonging score indicates a need for improvement in making students feel more valued and connected to their school community. Additionally, there are concerns about disrespect among students and the impact of student behavior on learning. In response to the survey findings, Aspire Benjamin Holt College Prep Academy is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 39685850122580 Rio Valley Charter 6 In the spring of 2024 Rio Valley conducted a survey among students in grades 3-12 to assess their perceptions of connectedness and school safety. Overall, 87% of students reported being happy(connected) at school, with higher satisfaction among special education students, (100%), and Hispanic students. (93%). However, only 85% SED students, 75% of English Learners, and 73% African American students felt connected. For school safety, 88% of students felt safe, with responses varying: SED (86%), English Learners (71%), Hispanic students (96%), Black (83%), and special education students, (67%). While it is encouraging that 87% of students reported feeling connected to the school and 88% felt safe, there is still room for improvement in both areas. Rio Valley is an Independent Study charter and many of the students do not attend on-site or virtual classes so increasing school connectedness is often achieved through events such as graduation, park days, and attendance at site celebrations. The 2024 LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1. Met 2024-06-17 2024 39685850133678 Aspire Benjamin Holt Middle 6 The local climate survey data from Aspire Benjamin Holt Middle School for Grades 6–12 shows the following results. The overall School Climate score is 43%, a 1-point increase since the last survey. School Safety is rated at 45%, a 9-point decrease. The Sense of Belonging score stands at 38%, a 1-point increase. Teacher-Student Relationships scored 55%, a 5-point increase. Specific highlights include 48% of students finding the school's energy positive and 52% feeling the physical space is pleasant. The analysis of the survey data reveals several key learnings. There are positive trends in the areas of School Climate and Teacher-Student Relationships, indicating efforts to foster a supportive environment are yielding results. However, the significant decrease in School Safety is concerning, highlighting the need to address physical and psychological safety issues more effectively. The slight improvement in Sense of Belonging suggests ongoing challenges in ensuring students feel valued and connected to their school community. In response to the survey findings, Aspire Benjamin Holt Middle School is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39685856116594 Aspire Vincent Shalvey Academy 6 The local climate survey data from Aspire Vincent Shalvey Academy for Grades 3–5 shows the following results. The overall School Climate score is 58%, a slight decrease of 2 points since the last survey. Specific highlights include 58% of students finding the school's energy positive and 64% feeling the rules are fair. School Safety is rated at 55%, up by 3 points, with improvements noted in the frequency of physical fights and the likelihood of online bullying. The Sense of Belonging score stands at 62%, a slight decrease of 2 points, with 59% feeling understood by their peers and 70% feeling supported by adults. Teacher-Student Relationships scored 78%, up by 1 point, with 71% of students feeling teachers would be concerned if they were upset and 88% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There are strengths in the areas of Teacher-Student Relationships and School Safety, suggesting successful efforts in fostering a supportive and safe environment. However, the slight decline in School Climate and Sense of Belonging scores indicates areas needing attention. The data highlights a need for continued efforts to enhance the overall social and learning climate, ensuring all students feel valued and understood. In response to the survey findings, Aspire Vincent Shalvey Academy is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions are aimed at addressing the identified needs, improving school safety, fostering a positive school climate, and enhancing community engagement for continuous improvement. Met 2024-06-20 2024 39685856117675 Joe Serna Jr. Charter 6 The local climate survey included 5% American Indian or Alaska Native students, 1% Asian, 1% African American, 65% Hispanic/Latino, 12% Multi-race, 7% White, and 9% Other or declined to state. There were 153 out of 191, 80% of the students that responded to the Student Climate Survey. The survey included a Likert scale to measure qualitative aspects of their experience at Joe Serna Jr. Charter. The overwhelming majority of the feedback received from the students indicated a positive experience. The students feel that they get along with each other (71% agree and strongly agree), adults treat students respectfully (80% agree and strongly agree), they are rewarded for positive behavior (85% agree and strongly agree), they have a clear understanding when they have broken school or class rules (94% agree and strongly agree), they know teachers expect them to do their best (88% agree and strongly agree), they have a lot of opportunities for activities outside of the class (86% agree and strongly agree), they feel very safe at school (79% agree and strongly agree), socially accepted (77% agree and strongly agree), they have access to technology to support their learning (91% agree and strongly agree), they have access to academic counseling and guidance (84% agree and strongly agree), along with providing resources for helping students when they're having social or emotional problems (81% agree and strongly agree), and access to tutoring, after school programs, and other academic interventions (73% agree and strongly agree). "The data from the student climate survey was not collected by disaggregated student groups across all grades. Key learnings included the highlights above and the following. When students were asked, if ""Students at this school are not picked on about their background, such as race/ethnicity, gender, disability, or other personal characteristics."" 44% disagree and strongly disagreed. When students were asked, if ""Discipline is fair at this school."" 35% disagree and strongly disagreed. When students were asked, if ""Students at this school try to work out their disagreements with other students."" 47% disagree and strongly disagreed. These results indicate that these are areas we could improve on." For the upcoming school year, we will focus on student safety and identify ways to improve. We will continue to effectively leverage our yard supervisors. In addition, physical security measures will continue to be put in places which include additional cameras. We will continue to collaborate and partner with the School Resource Officer to service our campus. Staff will receive training on PBIS to develop and implement strategies to help promote a bully-free environment. Furthermore, JSJCS will continue to participate in “See Something, Say Something” from Sandy Hook. Met 2024-05-15 2024 39685856118921 Aspire River Oaks Charter 6 The local climate survey data from Aspire River Oaks Charter School for Grades 3–5 shows the following results. The overall School Climate score is 62%, unchanged since the last survey. Highlights include 68% of students finding the school's energy positive and 67% feeling the rules are fair. School Safety is rated at 53%, a 4-point increase, with mixed responses about disrespect and physical fights. The Sense of Belonging score stands at 65%, a 3-point increase, with 58% feeling understood by their peers and 68% feeling supported by adults. Teacher-Student Relationships scored 81%, a 3-point increase, with 75% of students feeling teachers would be concerned if they were upset and 91% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There are strengths in the areas of Teacher-Student Relationships and School Safety, suggesting successful efforts in fostering a supportive and safe environment. The slight improvements in School Climate and Sense of Belonging scores indicate positive trends, but these areas still require ongoing attention. The data highlights a need for continued efforts to enhance the overall social and learning climate and ensure all students feel valued and understood. In response to the survey findings, Aspire River Oaks Charter School is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 39685930000000 Manteca Unified 6 Safe: 5th grade: 72% 7th grade: 53% 9th grade: 53% Connected: 5th grade: 68% 7th grade: 53% 9th grade: 50% (California Healthy Kids Survey was completed in 2023-2024) Staff Feelings: Safety: 75% (District LCAP Survey, 2024) Parent Feelings: Student feels safe: 73% (District LCAP Climate Survey, 2024) 67% of English learners 64% of Foster Youth 63% of Low Income students who completed the survey say they feel safe at school. (District LCAP Climate Survey, 2024) Through discussions with the high school sample groups, unstructured times are when most students feel less safe. They requested additional ways for responsible adults to monitor their areas, noted that they appreciated their campus monitors and don't appreciate the poor behavior of others. Many of the reasons that they don't feel safe are not related to any particular factor in the school, simply that they are aware of the dangers that exist in the world. Connectedness is in a slight decline, though relatively stable within the surveyed grade level. Each school site reviews its own data and determines the needs for its students to feel safe. These needs are identified and funding sources assigned where appropriate within the site strategic plan process which includes review by senior leadership and business services. The cycle is continuous and as new needs are identified, or existing needs are met, changes occur within the plan. The safety department works with sites to maintain a working Comprehensive School Safety Plan which addresses these, and other, safety needs. Social-emotional health skills are taught. Teachers are learning strategies to better connect learning to students' lives. Met 2024-06-18 2024 39686190000000 New Hope Elementary 6 Students want to have more opportunities to be involved with extra curricular activities. Strengths: Relationships Areas of Growth: Have access to more extra curricular activities at school. Barriers and challenges: Being small we are unable to field competitive sports teams and we don’t have transportation readily accessible based on how isolated the school is. We will continue to focus on Capturing Kids Hearts in which the idea is to build relationships and to capture a kids heart first then it's pretty simple to capture their mind. Met 2024-06-18 2024 39686270000000 New Jerusalem Elementary 6 The annual climate survey compiles comprehensive feedback from students, parents, educators, and staff, providing a broad perspective on the district's performance and emerging needs. The insights from the survey ensure that the LCAP reflects the concerns of those impacted by the district's educational policies and practices. Active participation of educational partners in the New Jerusalem Elementary School District is key to elevating the LCAP beyond a standard compliance document. It becomes a dynamic plan shaped by the community's input. The objectives and tactics for the 2024-2025 academic year reflect a dedication to collaborative planning and shared responsibility for student success and well-being. This method underscores the district's pledge to create an educational environment where every student has the opportunity to thrive. The feedback collected from the students at New Jerusalem Elementary indicates overwhelmingly positive perceptions on various aspects of the school environment and operations. Here's a summary of the key insights: All respondents feel that the teachers make themselves available and a high majority (91%) believe the school provides high-quality instruction. This suggests strong teacher engagement and instructional effectiveness. The majority of respondents (91%) perceive the school staff as helpful and believe their child feels a sense of belonging. Similar percentages feel welcome at the school and consider it a friendly place, indicating a supportive and inclusive atmosphere. The school is seen as encouraging parental involvement in education (91%) and is prompt in responding to communications (91%). This reflects a proactive approach to involving parents and guardians in the educational process and maintaining open lines of communication. High percentages of respondents feel that the staff cares about their children and that the school has high expectations (both at 91%). However, perceptions of safety and measures to ensure it are slightly lower (82% and 80%), suggesting areas that might need more attention. The cleanliness and appearance of the school are well regarded (91%), as are the adequacy of programs and resources for students with special needs (91%). School policies are also communicated clearly (91%). The fairness of discipline and the clarity of emergency procedures are well perceived (91%), which is crucial for maintaining order and safety. The only significant drop in positive perceptions appears in how the school values diverse backgrounds (82%). This might indicate a need for greater focus on cultural competency and inclusivity. The lowest scores relate to perceptions of student safety (80%), which is an essential aspect that could impact the overall results. Recommended Actions: Enhance Safety Protocols: Review and Update Safety Measures: Conduct a thorough review of existing safety measures and update them as needed to address any gaps. Increase Security Presence: Consider additional security measures, such as more frequent security patrols, installation of security cameras, and secure entry points. Safety Drills and Education: Regularly conduct safety drills and provide education on safety protocols to students, staff, and parents. Promote Inclusivity and Cultural Competency: Cultural Awareness Programs: Implement programs and activities that celebrate diversity and promote cultural awareness. Professional Development: Provide professional development for staff on cultural competency and inclusive practices. Student and Parent Involvement: Involve students and parents in initiatives that promote inclusivity, such as multicultural events, discussion groups, and diversity committees. Improve Communication About Safety: Clear Communication: Ensure that safety measures and protocols are clearly communicated to students and parents through multiple channels (e.g., newsletters, meetings, social media). Strengthen Sense of Belonging and Support: Mentorship Programs: Develop mentorship programs where students can connect with peers and staff who can provide support and guidance. Social-Emotional Learning: Incorporate social-emotional learning into the curriculum to help students build relationships, manage emotions, and develop a sense of belonging. By addressing these identified needs, New Jerusalem Elementary can build on its strengths and create a more inclusive, safe, and supportive environment for all students. Met 2024-06-25 2024 39686270117796 New Jerusalem 6 "The New Jerusalem Charter Annual District Climate Surveys were conducted from in April 2024, involving parents, students, and staff. The results indicate that overall, parents view the school positively, with high scores in areas such as the school being a friendly place (92%), feeling welcome (91%), and the adequacy of programs for students with special needs (91%). Areas of concern include fair application of school rules (54%) and the perception that discipline is fair (60%). The quality of instruction (73%) and measures to ensure safety (71%) also require attention. Key Learnings from the New Jerusalem Charter Annual District Climate Surveys (April 2024) Overall Positive Perception: 1. Welcoming and Friendly Environment: Parents largely view the school as a welcoming and friendly place, with 92% indicating that they see the school as a friendly place and 91% feeling welcomed. 2. Programs for Special Needs Students: A significant majority (91%) of parents feel that the programs available for students with special needs are adequate. " Key Learnings from the New Jerusalem Charter Annual District Climate Surveys (April 2024) Overall Positive Perception: 1. Welcoming and Friendly Environment: Parents largely view the school as a welcoming and friendly place, with 92% indicating that they see the school as a friendly place and 91% feeling welcomed. 2. Programs for Special Needs Students: A significant majority (91%) of parents feel that the programs available for students with special needs are adequate. Identified Needs: 1. Fair Application of School Rules: Only 54% of parents believe that school rules are applied fairly. This indicates a need for consistent enforcement of policies and perhaps a review of the existing rules to ensure they are perceived as fair by the school community. 2. Perception of Fair Discipline: Similar to the application of school rules, only 60% of parents feel that discipline is fair. This points to a potential gap in communication and transparency regarding disciplinary procedures and outcomes. 3. Quality of Instruction: While the majority of parents rate the quality of instruction positively, the 73% score indicates room for improvement. There may be a need for professional development for teachers or enhancements to the curriculum to raise this percentage. 4. Safety Measures: With 71% of parents feeling that measures to ensure safety are adequate, there is a clear need to review and possibly strengthen the school's safety protocols to increase parental confidence. Disaggregated Data by Student Group: English Learners and Hispanic/Latino Students: Feeling Welcome: 100% of parents of English Learners and Hispanic/Latino students feel welcome at the school. Cleanliness and Pleasant Environment: 100% agree that the school looks clean and pleasant. Friendly Environment: 97% perceive the school as a friendly place overall. Safety: 97% believe their child is safe at the school. High Expectations: 97% think the school has high expectations for students. Support for Special Needs: 97% agree that programs and resources for students with special needs are adequate. Sense of Belonging: 94% feel that their child belongs at the school. Staff Care: 94% believe that the staff really cares about their child. Clear Communication: 94% feel that the school communicates policies and procedures clearly. Preparation for Next Academic Year: 94% believe the school prepares their child for the next academic year. Emergency Preparedness: 94% agree that the school has clearly communicated what to do in an emergency. Helpful Staff: 91% feel that school staff is helpful. Valuing Diversity: 91% believe their child’s background is valued at the school. Parental Involvement: 91% feel encouraged to be an active partner in their child's education. Teacher Availability: 88% agree that teachers make themselves available. High Quality Instruction: 85% believe their child receives high quality instruction. Responsiveness: 85% feel the school promptly responds to their communications. Areas of Strength: Welcoming Environment: The high scores in parents feeling welcome and viewing the school as a friendly place highlight a strong, positive school culture. Special Needs Programs: The satisfaction with special needs programs suggests that the school is successfully addressing the needs of these students. Conclusion: The New Jerusalem Charter School has established a generally positive environment for parents, particularly in terms of friendliness and support for special needs students. However, there are critical areas for improvement, particularly in the fair application of school rules, perception of discipline fairness, quality of instruction, and safety measures. Addressing these concerns through targeted strategies and continuous engagement with parents will be crucial in fostering a more inclusive and effective educational environment. Met 2024-06-25 2024 39686270126755 ABLE Charter 6 Our recent local climate survey data, which includes responses from students across all grade spans (TK-5, 6-8, 9-12), reveals mixed results regarding school climate. Students report feeling safe and supported by teachers and adults on campus, highlighting strong student-teacher relationships. However, the data also indicates that students are struggling to form supportive relationships with their peers, with some feeling isolated or not fitting in. Disaggregated Data by Student Groups: Overall Scores: According to the California Healthy Kids Survey, the overall score for school climate is [insert overall score]. Grade Spans: TK-5: Younger students generally report feeling safe and supported but express a desire for more structured play and social activities. 6-8: Middle school students indicate a need for more peer support and inclusive social opportunities. 9-12: High school students particularly emphasize the need for increased co-curricular and extra-curricular activities, and many express a strong interest in early college or dual enrollment programs. Student Group Analysis: Socioeconomic Status: Students from lower socioeconomic backgrounds report slightly lower feelings of connectedness and belonging compared to their peers. Ethnicity: While most ethnic groups report feeling safe, some minority students report challenges in peer relationships and a desire for more inclusive environments. Special Education: Students in special education programs report high levels of support from teachers but feel more isolated from peers. Actionable Insights: Peer Relationship Building: To address the gap in peer support, we will implement programs and activities that foster peer connections and inclusion. Co-Curricular and Extra-Curricular Activities: Expanding these activities, especially those that promote collaboration and teamwork, can help students build stronger peer relationships. Early College/Dual Enrollment Programs: We will explore partnerships with local colleges to provide more opportunities for dual enrollment, addressing the strong demand from older students. By continuing to focus on these areas, ABLE aims to create a more supportive, inclusive, and engaging school climate for all students. "Changes to Existing Plans, Policies, and Procedures: Enhanced Peer Support Programs: New Initiatives: Implement peer mentoring and buddy programs across all grade levels to help students build supportive relationships with peers. Policy Revisions: Update our student engagement policy to include structured social skills workshops and inclusive community-building activities. Action: Establish a ""Peer Support Committee"" to develop and oversee these initiatives, ensuring effective integration into the school culture. Expansion of Co-Curricular and Extra-Curricular Activities: Program Development: Increase the variety and availability of co-curricular and extra-curricular activities, focusing on teamwork, leadership, and social interaction. Resource Allocation: Allocate additional funding and resources to support the expansion of these activities, including hiring new staff or volunteers to lead programs. Action: Conduct a student interest survey to identify specific activities that align with their interests and needs. Increased Access to Early College/Dual Enrollment Programs: Partnerships: Develop partnerships with local colleges and universities to offer more dual enrollment and early college programs. Policy Implementation: Create policies to facilitate easy enrollment in these programs, providing necessary academic and administrative support. Action: Form a ""College Readiness Task Force"" to spearhead these initiatives, ensuring students are well-prepared for higher education opportunities. Specific Actions for Continuous Improvement: Targeted Support for Socioeconomically Disadvantaged Students: Support Programs: Implement targeted outreach and support programs to help students from lower socioeconomic backgrounds feel more connected and included. Action: Launch after-school support groups and provide additional resources such as counseling and academic assistance. Integration of Special Education Students: Inclusion Programs: Develop programs that integrate special education students into mainstream activities, promoting inclusivity and peer interaction. Resource Allocation: Ensure adequate resources and support to facilitate these integration efforts. Action: Create an ""Inclusion Task Force"" to design and implement strategies for better integration and support of special education students. Conclusion: By making these changes and implementing new initiatives, we aim to continuously improve the school climate, ensuring a supportive, inclusive, and engaging environment for all students. These revisions and actions will be regularly reviewed and adjusted based on ongoing feedback and data to ensure their effectiveness." "Changes to Existing Plans, Policies, and Procedures Based on the analysis of local climate survey data and key learnings, ABLE Charter has identified necessary changes to address areas of need and ensure continuous improvement. Enhanced Peer Support Programs New Initiatives: Implement peer mentoring and buddy programs to help students build supportive peer relationships. Policy Revisions: Update the student engagement policy to include structured social skills workshops and inclusive community-building activities. Action Steps: Establish a ""Peer Support Committee"" to develop and oversee these initiatives. Regularly assess the effectiveness of these programs through student feedback and participation rates. Expansion of Co-Curricular and Extra-Curricular Activities Program Development: Increase the variety and availability of co-curricular and extra-curricular activities, focusing on teamwork, leadership, and social interaction. Resource Allocation: Allocate additional funding and resources to support these activities, including hiring new staff or volunteers to lead programs. Action Steps: Conduct a student interest survey to identify specific activities that students want. Expand partnerships with community organizations to offer diverse activities. Increased Access to Early College/Dual Enrollment Programs Partnerships: Develop partnerships with local colleges and universities to offer more dual enrollment and early college programs. Policy Implementation: Create policies to facilitate easy enrollment in these programs, providing necessary academic and administrative support. Action Steps: Form a ""College Readiness Task Force"" to spearhead these initiatives. Provide informational sessions for students and parents about available programs and benefits. Specific Actions for Continuous Improvement Targeted Support for Socioeconomically Disadvantaged Students Support Programs: Implement targeted outreach and support programs to help students from lower socioeconomic backgrounds feel more connected and included. Action Steps: Launch after-school support groups. Provide additional resources such as counseling and academic assistance. Integration of Special Education Students Inclusion Programs: Develop programs that integrate special education students into mainstream activities, promoting inclusivity and peer interaction. Resource Allocation: Ensure adequate resources and support to facilitate these integration efforts. Action Steps: Create an ""Inclusion Task Force"" Monitor and adjust programs based on feedback from students, parents, and teachers. Conclusion By implementing these changes and new initiatives, ABLE Charter aims to improve the overall school climate, ensuring a supportive, inclusive, and engaging environment for all students. Continuous review and adjustment based on ongoing feedback and data will ensure the effectiveness and relevance of these efforts. " Met 2024-06-17 2024 39686270127191 California Virtual Academy @ San Joaquin 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-13 2024 39686270129890 Delta Home Charter 6 The local climate survey data provides insights into the experiences and perceptions of students, focusing on teacher support, extracurricular activities, home support, distance learning tools, skill acquisition, and overall school climate. The data is disaggregated for English Learners, Hispanic/Latino students, and Asian students. Overall Findings: Teacher Support: Teachers go out of their way to help students: 100% favorable for all groups. Teacher support in learning: Consistent at 100% favorable. Extracurricular Activities: Opportunities for involvement in sports, clubs, and other activities: 100% favorable for all groups. Home Support: Adult help with schoolwork at home: 100% favorable for all groups. Distance Learning Tools: Ease of using provided tools: Increased to 100% favorable from 0% for all groups. Skill Acquisition: Improvement in reading and writing: 100% favorable for all groups. Materials and Technology: Provision of materials needed to learn: 100% favorable for all groups. Use of technology for self-paced learning: 100% favorable. Use of technology for creative learning: Increased to 100% favorable from 0% for all groups. School Climate: School caring about student opinions: 100% favorable for all groups. Feeling of belonging and inclusion: 100% favorable for English Learners and Hispanic/Latino students, decreased to 50% favorable for Asian students. Confidence and Competence: Confidence in doing well on tests: 50% favorable for Asian students and English Learners. Meeting learning goals set by teachers: 50% favorable for Asian students and English Learners. Completing assigned schoolwork: 50% favorable for Asian students and English Learners. Confidence in meeting academic challenges: 50% favorable for Asian students and English Learners. Having a reliable adult at school: Decreased to 50% favorable for English Learners and Asian students. Analysis: The survey data shows strong teacher support, extracurricular involvement, home support, and effective use of distance learning tools. However, areas needing attention include boosting students' confidence in academic abilities and ensuring a consistent sense of belonging and support. Recommendations: Enhance Belonging and Inclusion: Develop programs to improve students' sense of belonging, especially for Asian students. Boost Academic Confidence: Implement interventions to enhance confidence in meeting learning goals and performing well on tests. Address Specific Needs: Monitor and support the specific needs of English Learners, Hispanic/Latino, and Asian students. The survey data reveals strong teacher support, extracurricular involvement, home support, and effective use of distance learning tools. However, areas needing attention include boosting students' confidence in academic abilities and ensuring a consistent sense of belonging and support. Actions: Professional Development: Schedule and conduct professional development sessions on cultural competence and inclusive teaching practices. Student and Family Engagement: Organize workshops and informational sessions for students and families to enhance engagement and support. Continuous Monitoring: Establish a system for continuous monitoring and evaluation of the implemented programs to assess their effectiveness and make necessary adjustments. By making these changes and focusing on continuous improvement, the LEA aims to address the identified areas of need and ensure that all students feel supported, confident, and included in their educational environment. Met 2024-06-25 2024 39686270129916 Valley View Charter Prep 6 In the spring of 2024 Valley View conducted a survey among students in grades 3-12 to assess their perceptions of connectedness and school safety. 100% of students, across all student groups, reported being happy, (connected) and feeling safe. One key insight from the survey is the insufficient number of respondents, attributed to the survey being conducted late in the year and the sample not accurately representing the school's demographic composition. While it is encouraging that 100% of respondents felt connected and safe there is not enough data to be confident that all students agree with those sentiments. Valley View will administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The 2024 LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1. Met 2024-06-13 2024 39686270132050 Astronaut Jose' M. Hernandez Academy 6 Annually, Astronaut Jose M Hernandez Academy uses our LCAP Survey and Family Survey to gain feedback from Educational Partners. These surveys were developed to be consistent with the school's mission, LCAP, and charter. Astronaut Jose M Hernandez Academy uses Parent Square to assist with communication with families. This has been a great success. Parents receive more frequent and clear communications about school meetings and events through multiple modes of communication: weekly newsletter, Parent Square app, school website, Astronaut Jose M Hernandez Academy Facebook and Instagram pages, school email, Aeries Parent Portal, Parent/Student Handbook, teacher newsletters, and an Astronaut Jose M Hernandez Academy Google Calendar of meetings and events. According to the survey, the top five most popular forms of communication with the school are Parent Square app, school emails, Class Dojo app, classroom newsletters, and telephone calls from the office. Aside from the LCAP survey and Family survey for parents and community members, Astronaut Jose M Hernandez Academy creates a survey for Staff based on the school mission and LCAP, which measures their perspectives on school climate. Students will complete a survey through the AJMHA Student Council. Met 2024-06-11 2024 39686270133116 Insight @ San Joaquin 6 Insight continuously surveys students and families as well as provide opportunities for parents to provide feedback during parent nights that include discussions surrounding school connectedness and safety. The virtual aspect of our school allows for students to feel safe within their homes while completing their school day. This is noticeable throughout our surveys. While the virtual environment allows for students to feel safe, it makes school connectedness difficult. Parents have voiced that they would like to see more in-person opportunities for their students as well as more virtual clubs for socialization. Insight provides both virtual and in-person events. Insight will continue to offer this as an option due to its success this year. Insight created virtual Lunch Bunch, hosted by the school counselors that is heavily attended by the students. Virtual club options for 2023-2024 school year are student created and driven, and often highly attended as well. Insight is creating surveys for completion during live graduation ceremonies by use of a QR code in hopes to gather more feedback from families. Insight is hopeful that utilizing this strategy will allow for more feedback from families. Surveys are provided in both English and Spanish. Met 2024-06-14 2024 39686270136028 Delta Keys Charter 6 The local climate survey data from students, parents, and faculty at the school offers valuable insights into the school's environment, effectiveness, and inclusiveness. Below is a detailed breakdown of the feedback from various groups, including disaggregated data for specific student groups: Students generally feel included and are pleased with the school's cleanliness, access to technology, and disciplinary policies. Nonetheless, they have voiced some concerns: - Career Preparation: 88% - Safety Regarding Violence and Bullying: 82% have observed bullying; only 48% see cyberbullying as a frequent problem. Feedback from Hispanic Students: Hispanic students report high satisfaction with safety and academic support but have identified issues in other areas: - Extracurricular Involvement: Requires improvement - Communication with Teachers: Reported as challenging - Frequent Bullying: 77% have experienced it - Effective Management of Cyberbullying: Merely 46% believe it is well-managed The key findings, which encompass identified needs and strengths, were determined through the analysis of data as described in Prompt 1 and are as follows: Feedback from Parents: Parents have expressed high overall satisfaction with the school, particularly commending the staff's helpfulness and the welcoming environment, with many areas achieving 100% satisfaction. However, some issues have been raised: - Communication Responsiveness: 96% - Appreciation of Diversity: 95% - Fairness of Discipline: 91% - Clarity of Emergency Procedures: 89% - Preparation for Next Academic Year: 84% - Equality in Rule Application: 77% Feedback from Students: Students generally feel included and are pleased with the school's cleanliness, access to technology, and disciplinary policies. Nonetheless, they have voiced some concerns: - Career Preparation: 88% - Safety Regarding Violence and Bullying: 82% have observed bullying; only 48% see cyberbullying as a frequent problem. Feedback from Hispanic Students: Hispanic students report high satisfaction with safety and academic support but have identified issues in other areas: - Extracurricular Involvement: Requires improvement - Communication with Teachers: Reported as challenging - Frequent Bullying: 77% have experienced it - Effective Management of Cyberbullying: Merely 46% believe it is well-managed Feedback from Faculty/Staff: Faculty and staff value the academic standards and the respect for diversity. However, they have pinpointed several concerns: - Frequent Student Verbal Abuse: 73% - Effectiveness of Teaching Initiatives: 82% consider these effective - Handling of Bullying: Only 64% think bullying is effectively addressed. Analysis and Recommendations: The data highlights several strengths, such as the welcoming atmosphere and academic support, but also points out areas for improvement: Communication: Enhancing responsiveness and clarity in communication with parents. Academic and Career Preparation: Increasing efforts to prepare students for future academic challenges and career opportunities. Bullying Management: Developing more effective strategies to address both physical and cyberbullying. Inclusivity in Extracurricular Activities: Encouraging more involvement from all student groups, particularly Hispanic students. Equity in Rule Application: Ensuring all rules are applied fairly and consistently across all student groups. Overall, the school enjoys a positive environment, but targeted actions are needed to address the highlighted areas of concern to ensure a more inclusive and effective educational experience for all educational partners. Met 2024-06-25 2024 39686270136135 Delta Charter Online 6 The Delta Charter Online Annual District Climate Surveys conducted in April 2024 reveal high levels of satisfaction among parents, students, and staff. The surveys report that 96% of students and parents find the school safe and welcoming. About 85% of parents acknowledge the positive school climate fostered by Delta Charter Online, and 91% are pleased with the cleanliness of the Resource Center. A strong sense of belonging was noted, with 92% satisfaction. Key learnings, including identified needs and areas of strength through the analysis of data described in Prompt 1, including the available data disaggregated by survey groups. Parent Feedback: Parents expressed high satisfaction across several domains, praising the school’s student care, safety, and communication, each receiving 100% positive feedback. Areas needing improvement include discipline fairness (94%), valuing diversity (91%), emergency preparedness (86%), and preparation for the next academic year (84%), with the application of school rules being a significant concern at 73%. Staff Feedback: Staff feedback was similarly positive, especially regarding support for academic needs and respect for cultural diversity, which both scored 100%. Minor concerns were noted about involvement in decision-making and the handling of new initiatives, each at 93%. Student Feedback: Students reported positive experiences, particularly with the approachability of administration and teacher availability, which were highly rated at 95% or above. Challenges included feelings about school safety (95%), inclusion (92%), and discipline fairness (91%). Cyberbullying and rumor spreading were significant issues, with only 62% and 46% satisfaction respectively. Overall, there is high satisfaction regarding safety and cultural diversity. However, recurring concerns across groups about fairness in discipline and the handling of bullying and cyberbullying highlight areas needing attention. Communication between staff and parents was strong, yet student-reported safety issues indicate a need for more effective strategies. Proposed Actions for the 2023-2024 LCAP: - Concentrate on academic recovery and ensure high-quality communication. - Bolster social and emotional support and its monitoring. - Augment professional development for staff to more effectively meet social and emotional needs and enhance ELA/ELD and math instruction. - Restrict NWEA assessments to the Fall and Winter terms, unless students are exempt from CASSPP assessments. - Give priority to the maintenance and enhancement of school facilities. Met 2024-06-25 2024 39686276119309 Delta Charter 6 In April 2024, the District Annual Climate Surveys were conducted, engaging Parents, Students, and Staff to collect essential feedback. This initiative is part of the LEAs' commitment to understanding and enhancing the school environment, focusing particularly on students' perceptions of safety and their sense of belonging within the school community. The surveys are designed to offer a comprehensive measure of the local school climate, with a particular emphasis on safety and connectedness. By analyzing the responses, LEAs can obtain a valid and nuanced view of how students feel about their school environment—information that is crucial for making informed decisions and implementing strategies that foster a supportive and secure atmosphere. Student Feedback: The survey results from students show strong positive sentiments about teacher care and accessibility, with several metrics around the 90% approval mark. Students feel their teachers care about them and are approachable regarding classroom issues. Engagement opportunities such as clubs and sports are well-received with 90% satisfaction. However, concerns arise in areas of school safety (85%), inclusion (83%), and handling of emergencies (81%). Reports of bullying and feelings of exclusion are notable areas of concern, with significant dissatisfaction observed in how bullying incidents are handled (70%) and the prevalence of cyberbullying (50%). Parent Feedback: Parents generally perceive the school positively with high marks for the school's cleanliness, friendliness, and safety. Strong points include effective communication with 88% satisfaction and encouragement for parental involvement also at 88%. Lower scores are noted in the school's preparation for students' future careers (79%) and fairness in discipline (76%). The application of school rules is the lowest-rated aspect (63%). Faculty/Staff Feedback: Staff feedback is overwhelmingly positive with 100% scores in areas like student support for special needs and mental health. Communication with parents and job satisfaction also scored high (96%). Some concerns are visible with 83% of staff noting frequent bullying and only 70% feeling that students are comfortable reporting bullying. Cross-Analysis and Recommendations Cross-Analysis: Across all groups, there is a consensus on the positive aspects of communication and care from the staff. This aligns with high scores in staff feeling informed and respected. A significant discrepancy appears in perceptions of safety and discipline. While staff believe they are handling bullying effectively, both students and parents indicate that bullying, including cyberbullying, is a persistent issue, suggesting a gap in perception and reality. Concerns about fairness in discipline from parents and the perceived frequency of bullying reported by staff highlight potential inconsistencies in policy application or awareness. In response to the findings from the District Annual Climate Survey and subsequent analysis of local data, the LEA has identified several key areas requiring strategic intervention to enhance the educational experience and safety of our students. Below are the revisions, decisions, and actions that the LEA has implemented or plans to implement for continuous improvement: Enhance Bullying Prevention Programs: Implementation of Comprehensive Anti-Bullying Campaigns Improve Crisis Communication and Training Review and Reinforce Discipline Policies Strengthen Career and College Readiness Programs Increase Technological Resources These planned actions represent our commitment to continuously improving the learning environment and ensuring the safety and well-being of all students within our LEA. These initiatives will be monitored for effectiveness, and adjustments will be made as needed based on ongoing feedback and emerging needs. Met 2024-06-25 2024 39686350000000 Oak View Union Elementary 6 According to the Parent-Student Annual School Survey, 99% of respondents feel safe at school and connected to the school. The District learned from the data reported in the survey that families, staff and students feel safe and connected at school. There is room for growth in the area of student connectedness at the middle school level. Based on the assessment of the data, the District feels that the increased counseling services will focus on providing students a safe place to connect with staff. Met 2024-06-27 2024 39686500000000 Ripon Unified 6 Ripon Unified - CA Healthy Kids Survey 2023-24 Percentage of School Safety by Student Groups: 72% of all students in grades 7, 9 and 11 feel safe in their schools. Grade level gr. 7 71% agree/strongly agree gr. 9 73% agree/strongly agree gr. 11 72% agree/strongly agree Ethnicity I feel safe in my school 75% of Asians agree/strongly agree 66% of Hispanics agree/strongly agree 72% of Caucasians (White) agree/strongly agree 66% Mixed/something else (2 or more ethnicities) agree/strongly agree Percentage of School Connectedness by Student Groups 64% of all students in grades 7, 9 and 11 feel connected to their school Grade Level gr. 7 67% agree/strongly agree gr. 9 65% agree/strongly agree gr. 11 60% agree/strongly agree Ethnicity 65% of Asians agree/strongly agree 62% of Hispanics agree/strongly agree 68% of Caucasians (White) agree/strongly agree 62% Mixed/something else (2 or more ethnicities) agree/strongly agree According to the CA Healthy Kids Survey disaggregated data above, an area of strength is that the majority of students who responded to the survey feel safe in school and connected to their schools. However, the results according to ethnicities indicate that Hispanics and students of mixed races feel less safe and less connected to their schools than their Caucasian and Asian peers. District perceives safety and school connectedness as areas of need for Hispanic and mixed-race ethnic groups. Changes to procedures, plans and policies increased security measures,such as increased number of cameras, fencing the perimeters of all K-8 schools, window coverings, overhaul of classroom door locks, safety training, increased collaboration with city’s first responders and the neighboring private school. Continuing to fund school counselors at each site including gr. TK-8, added an additional counselor position at the high school, added an additional psychologist at the alternative high school. The high school is working toward developing an ethnic studies course to put in place for the 2025-26 school year. We are having more culturally diverse events in our schools including but not limited to mariachi, a dual immersion program, music and art, Spanish, multi-cultural night, EL family night, leveled English Language Development (ELD) classes at the high school, increased support and accountability for designated and integrated ELD, guest speakers and ancestry presentations. Met 2024-06-27 2024 39686500125849 California Connections Academy Northern California 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 39686760000000 Stockton Unified 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-06-25 2024 39686760108647 Aspire Rosa Parks Academy 6 The local climate survey data from Aspire Rosa Parks Academy for Grades 3–5 shows the following results. The overall School Climate score is 62%, a 2-point increase since the last survey. Highlights include 75% of students finding the school's energy positive and 64% feeling the rules are fair. School Safety is rated at 47%, a 3-point decrease. The Sense of Belonging score stands at 66%, a 9-point increase, with 58% feeling understood by their peers and 73% feeling supported by adults. Teacher-Student Relationships scored 84%, a 6-point increase, with 78% of students feeling teachers would be concerned if they were upset and 91% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There are significant strengths in the areas of Teacher-Student Relationships and Sense of Belonging, indicating successful efforts in fostering a supportive and inclusive environment. The improvements in School Climate scores suggest positive trends in the overall social and learning environment. However, the decrease in School Safety indicates ongoing challenges in ensuring physical and psychological safety for students. Additionally, while there are improvements, the data highlights the need for continued efforts to ensure all students feel safe, respected, and valued. In response to the survey findings, Aspire Rosa Parks Academy is making several strategic changes. For SEL, the school will provide curriculum replacements, conduct regular fidelity checks, and train staff on SEL competencies. Student leadership clubs and monthly family education experiences will be initiated. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs and safety plan training. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760111336 Pittman Charter 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-05-20 2024 39686760114876 Aspire Port City Academy 6 The local climate survey data from Aspire Port City Academy for Grades 3–5 shows the following results. The overall School Climate score is 54%, a 1-point decrease since the last survey. School Safety is rated at 36%, a significant 16-point decrease. The Sense of Belonging score stands at 57%, unchanged from the last survey. Teacher-Student Relationships scored 72%, a 5-point increase. Specific highlights include 58% of students finding the school's energy positive and 60% feeling the rules are fair. The analysis of the survey data reveals several key learnings. While there is a positive trend in Teacher-Student Relationships, the significant decrease in School Safety is a major concern, indicating heightened issues with physical and psychological safety. The stable yet low Sense of Belonging score suggests that more efforts are needed to make students feel valued and connected. Overall, the data highlights the need for targeted interventions to improve safety and foster a more inclusive and supportive environment. In response to the survey findings, Aspire Port City Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760117853 Dr. Lewis Dolphin Stallworth Sr. Charter 6 Climate survey indicated that nearly 75% of the student population was very satisfied with the LEAs services. There was an extremely low population that was totally not satisfied with the LEAs services. The LEA Key learning needs are literacy and English learning. 30% of the population speaks a third language, 58% of the population speak two languages, and nearly 20% of the population are English only. Revisions include new ELA curriculum, STEM, and a Schoolwide Intervention Initiative. Met 2024-06-19 2024 39686760118497 Aspire Langston Hughes Academy 6 The local climate survey data from Aspire Langston Hughes Academy for Grades 6–12 shows the following results. The overall School Climate score is 44%, a 10-point increase since the last survey. School Safety is rated at 50%, a 3-point decrease. The Sense of Belonging score stands at 36%, a 3-point increase. Teacher-Student Relationships scored 51%, a 2-point increase. Specific highlights include 41% of students finding the school's energy positive and 50% feeling the physical space is pleasant. The analysis of the survey data reveals several key learnings. Improvements in the overall School Climate and Sense of Belonging scores indicate positive trends in creating a supportive environment. However, the decrease in School Safety and the low scores in Teacher-Student Relationships highlight ongoing challenges in ensuring a safe and connected school environment. The data suggests a need for continued efforts to enhance student relationships and physical and psychological safety. In response to the survey findings, Aspire Langston Hughes Academy is implementing several strategic changes. To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760119743 Stockton Early College Academy 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-05-09 2024 39686760120725 Stockton Collegiate International Elementary 6 Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary. Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff. Not all students were able to articulate what supports are available and/or how to access help when needed. Stockton Collegiate conducted a thorough assessment of each element of the existing support systems in the 2023-24 school year. The evaluation identified areas in the student support systems that could be strengthened by clearer definition of responsibilities, better communication between departments, and a renewed focus on student first approaches to all actions. Professional development and staffing necessary to improve the student support systems have been provided in preparation for the 2024-25 school year. Met 2024-06-27 2024 39686760120733 Stockton Collegiate International Secondary 6 Stockton Collegiate regularly reviews individual and aggregate reports from both parents and students about school safety and perceptions of connectedness. Procedures are in place to address individual concerns promptly and to adjust systems at least annually when necessary. Parents and students continue to express concern for student mental health and social and emotional well-being. Many students described the advantage of feeling known personally by a range of school staff. Not all students were able to articulate what supports are available and/or how to access help when needed. Stockton Collegiate conducted a thorough assessment of each element of the existing support systems in the 2023-24 school year. The evaluation identified areas in the student support systems that could be strengthened by clearer definition of responsibilities, better communication between departments, and a renewed focus on student first approaches to all actions. Professional development and staffing necessary to improve the student support systems have been provided in preparation for the 2024-25 school year. Met 2024-06-27 2024 39686760121541 Aspire APEX Academy 6 The local climate survey data from Aspire APEX Academy for Grades 3–5 shows the following results. The overall School Climate score is 34%, a significant 25-point decrease since the last survey. School Safety is rated at 42%, a 2-point increase. The Sense of Belonging score stands at 50%, a 10-point decrease. Teacher-Student Relationships scored 56%, a 16-point decrease. Specific highlights include 35% of students finding the school's energy positive and 25% feeling the rules are fair. The analysis of the survey data reveals several key learnings. There are significant declines in the areas of School Climate, Sense of Belonging, and Teacher-Student Relationships, indicating challenges in maintaining a supportive and inclusive environment. The slight improvement in School Safety suggests some progress, but overall safety concerns remain prevalent. The data highlights the need for immediate and targeted interventions to improve the overall school environment and student relationships. In response to the survey findings, Aspire APEX Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760123802 Health Careers Academy 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-05-16 2024 39686760124248 Pacific Law Academy 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-05-21 2024 39686760136283 Team Charter Academy 6 The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can be used to help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. A total of 150 students took part in this independent survey. This measurable results assessment was meant to measure three different aspects. The MRA focused on students' feelings towards TCA’s academics, culture, and leadership. Our current overall score from the survey is an 74 which put us in the range of satisfactory. The overall score is broken down into three different categories. The first category is leadership in which we received a score of 72. This score measured student leadership, staff leadership, and family/community engagement. The second score of 76 measured TEAM’s culture. This culture score marked TEAM’s supportive student environment and supportive staff environment. The final score of 74 was academics. The academic score asked questions regarding empowering teachers, empowering learners (students), and goal achievement. We learned that with consistency the students' feel a sense of empowerment. They believe they are provided with schoolwide and classroom opportunities that include them in decision-making that will grow their leadership competence. Although we had an overall rating of being satisfactory there are several growth opportunities. In the category of Leadership: Self-Advocacy the students were rated a 72. Which lets us know that students need support with; working to overcome barriers, problem-solve, and find solutions on their own and know how to enlist support when needed. For culture the rating was 69 for Trusting Relationships. The key finding is that the students don't have a high trusting relationship with their teacher(s) of whom they feel comfortable with and can connect to. Lastly, under academics: Empowering Learners the rating was a 71. The students struggle to feel empowered in the classroom. TCA set goals to increase each growth opportunity while focusing on the opportunities that were highlighted above. Students will receive guidance/support to problem-solve, and find solutions. One of the ways to which will we meet this goal is to enact student conflict management teams in each cohort. To increase the trusting relationships between student-teachers, the teachers will facilitate engaging learning opportunities that will allow for relationship building amongst students and teachers. And for academics, the teachers will be charged with encouraging student leaders to reinforce class standards by way of classroom jobs. Met 2024-06-26 2024 39686760139865 Aspire Stockton 6-12 Secondary Academy 6 The local climate survey data from Aspire Stockton Secondary Academy for Grades 6–12 shows the following results. The overall School Climate score is 51%, a 2-point increase since the last survey. School Safety is rated at 52%, a 6-point increase. The Sense of Belonging score stands at 40%, unchanged from the last survey. Teacher-Student Relationships scored 61%, a 1-point increase. Specific highlights include 53% of students finding the school's energy positive and 58% feeling the physical space is pleasant. The analysis of the survey data reveals several key learnings. Improvements in School Climate, School Safety, and Teacher-Student Relationships indicate positive trends in fostering a supportive and safe environment. However, the stable yet low Sense of Belonging score suggests that many students still do not feel fully valued and connected to their school community. The data highlights the need for continued efforts to enhance student relationships and overall safety. In response to the survey findings, Aspire Stockton Secondary Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760139907 Voices College Bound Language Academy at Stockton 6 On the 23-24 Spring Panorama Survey, 90% of students in fourth grade indicated a positive response towards having Supportive Relationships with a teacher or other adults at school. Only 47% of fourth graders indicated they were successfully able to navigate challenging feelings at school. Based on the Panorama survey, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing self-efficacy in the school environment and suggest this should be an area of focus for the coming school year. Based on the Panorama survey, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing self-efficacy in the school environment and suggest this should be an area of focus for the coming school year. Met 2024-06-25 2024 39686760139923 Aspire Arts & Sciences Academy 6 The local climate survey data from Aspire Arts and Sciences Academy for Grades 3–5 shows the following results. The overall School Climate score is 60%, slightly below the district average of 62%. School Safety is rated at 52%, above the district average of 50%. The Sense of Belonging score stands at 71%, higher than the district average of 66%. Teacher-Student Relationships scored 72%, slightly below the district average of 77%. Specific highlights include 73% of students finding the school's energy positive and 66% feeling the rules are fair. The analysis of the survey data reveals several key learnings. Strengths are evident in the areas of Sense of Belonging and School Safety, indicating successful efforts in fostering a supportive and safe environment. However, there are areas for improvement in Teacher-Student Relationships and School Climate, suggesting a need for further efforts to enhance the overall learning and social environment. The data highlights the importance of addressing student behavior and maintaining a fair and respectful atmosphere. In response to the survey findings, Aspire Arts and Sciences Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 39686760140616 KIPP Stockton 6 95% of KIPP families have a positive experience with the school. 61% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 39686760141358 KIPP University Park 6 86% of KIPP families have a positive experience with the school. 69% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 39686766042725 Nightingale Charter 6 Analysis of Local Climate Survey Data for SUSD Stockton Unified School District (SUSD) utilizes a district-wide climate survey to assess various aspects of the school environment, focusing on safety and connectedness among students in grades 4 through 12. The survey, conducted by Peer Leaders Uniting Students (PLUS), provides valuable insights into students' perceptions of their school climate. Survey Data Overview The survey results are categorized into three main areas: safety, feeling part of the school (connectedness), and the presence of caring adults at the school (connectedness). These categories are further broken down by grade groups: grades 4-5, grades 6-8, and grades 9-12. 1. Safety: I feel safe in my school. - Grades 4-5: 72.1% - Grades 6-8: 63.8% - Grades 9-12: 70.6% 2.Connectedness: I feel like I am part of this school.** - Grades 4-5: 66.1% - Grades 6-8: 56.8% - Grades 9-12: 67.4% 3. Connectedness: At my school, there is a teacher or other adult who really cares about me.** - Grades 4-5: 84.5% - Grades 6-8: 76.2% - Grades 9-12: 80.9% Disaggregated Data and Analysis The data reveals several trends and areas of concern: 1. Safety: - The perception of safety is highest among students in grades 4-5 (72.1%) and decreases significantly in grades 6-8 (63.8%), before rising again in grades 9-12 (70.6%). This dip in the middle school years suggests that students in this age group may face unique challenges, such as increased bullying or transitional anxieties. 2. Feeling Part of the School: - The sense of belonging shows a similar pattern, with 66.1% of students in grades 4-5 feeling part of their school. This percentage drops to 56.8% in grades 6-8 and then increases to 67.4% in grades 9-12. The significant drop during middle school years indicates a critical period where interventions may be necessary to improve students' sense of inclusion. 3. Presence of Caring Adults: - A substantial majority of students across all grades feel that there is a teacher or other adult who cares about them, with the highest percentage in grades 4-5 (84.5%). This figure decreases to 76.2% in grades 6-8 but remains relatively high at 80.9% in grades 9-12. This consistency is a strength, though the lower percentages in middle school suggest a need for more targeted support and mentorship programs. Implications for Improvement The data underscores the importance of addressing the specific needs of different student groups, particularly during the transitional middle school years. The lower percentages in safety and connectedness among grades 6-8 students point to potential areas for improvement: By focusing on these key areas, SUSD can create a more inclusive and supportive environment that promotes positive student outcomes and enhances the overall school climate. The analysis of Stockton Unified School District's (SUSD) climate survey data reveals key learnings regarding student safety and connectedness across different grade levels. Strengths identified include a high percentage of students in grades 4-5 and 9-12 feeling safe (72.1% and 70.6%, respectively) and a significant majority across all grades acknowledging the presence of caring adults (84.5% for grades 4-5, 76.2% for grades 6-8, and 80.9% for grades 9-12). However, a notable area of need is the dip in both safety (63.8%) and connectedness (56.8%) during middle school years (grades 6-8), indicating a critical period where students feel less secure and less integrated into the school community. Addressing these challenges through targeted interventions like enhanced anti-bullying programs, peer support groups, and improved mentorship could help bridge these gaps and foster a more inclusive environment. Based on the analysis of local climate survey data, Stockton Unified School District (SUSD) will implement several changes to address identified areas of need and promote continuous improvement. These changes include enhancing anti-bullying programs with more robust policies and increased training, establishing formal peer support and mentorship programs focusing on middle school students, and expanding professional development for staff to include training on fostering student connectedness and addressing safety concerns. Additionally, SUSD will increase the frequency of climate surveys to semi-annual, enhance family and community engagement through regular town hall meetings and focus groups, and boost student involvement in policy-making processes by establishing student councils and committees focused on school climate issues. These initiatives aim to create a safer, more inclusive, and supportive environment, thereby improving educational outcomes and overall student well-being. Met 2024-05-31 2024 39754990000000 Tracy Joint Unified 6 The Tracy Unified School District conducts an annual LCAP survey targeting parents, students, and staff for grades PK-12th. This survey encompasses questions related to safety and climate, gauging student perceptions of school safety and their sense of belonging. It addresses both physical and emotional safety and the extent to which students feel connected to staff, comfortable seeking assistance, and inspired to learn. The climate results (percentage of respondents agreeing or strongly agreeing that there is a positive climate) are as follows: Parents: 92.31% Students: 78.85% Staff: 84.38% 2023-24 Local Performance Indicator Self-Reflection for Tracy Joint USD Safety (Percent of participants who agree or strongly agree school is a safe place to be): Parents: 92.31% Students: 78.85% Staff: 84.71% Data shows that around 79% of students feel secure and engaged while at school. The Tracy Unified School District continued to augment the count of mental health experts, tutors, contracted behaviorists, and socio-emotional initiatives at school locations to assist in fostering a sense of safety and connection among students. In response to these findings, the district has substantially augmented resources including mental health professionals, hired tutors and behavior specialists, in-school and after-school intervention tutoring, broadened safe and secure after-school programs utilizing grant funds, and provided social-emotional programs during the school day at each school site. These measures aim to improve student well-being, increase the sense of safety, and reinforce the school community's bonds. Ongoing evaluations and modifications guarantee that these initiatives meet the evolving needs of students, fostering a nurturing atmosphere that supports learning and personal development. Met The Tracy Unified School District (TUSD) has implemented the mySAEBERS social-emotional survey, allowing teachers and administrators to pinpoint students in need of support or intervention. TUSD plans to sustain the existing cadre of academic counselors f 2024-06-25 2024 39754990102384 Primary Charter 6 "Primary Charter School students in grades 3 and 4 completed a school climate survey in the spring of 2024. When asked if all students were treated equally, 88% of students responded agree or strongly agree. When asked if people of different cultural backgrounds, races, or ethnicities get along well at this school, 89.7% or respondents agreed or strongly agreed with that statement. When asked questions about how students are treated by staff, if they feel like the staff and teachers care about them and listen to them, 94.9% of the responses were agree or strongly agree. As for school safety, when asked about school safety, 88% responded they agree or strongly agree with the statement ""I feel safe at school.""" "According to the responses, one area where the school could improve in is cleanliness. When responding to the statement ""The school grounds are kept clean,"" 42.7% said they disagree or strongly disagree. Primary Charter will continue to evaluate the school climate and make improvements where necessary." At this time, there are no proposed changes to existing plans, policies, or procedures. Met 2024-06-10 2024 39754990102392 Millennium Charter 6 The California Healthy Kids Survey was given to all students at Millennium Charter High School in the spring of 2024. Results show over 50% of all students in grades 9-12 feel a sense of school connectedness. Over 70% of respondents reported feeling safe or very safe at school. Based on the results of the survey, MHS will continue to offer counseling support to all students. Mental health will continue to be prioritized at Millennium. A new restorative practice model will be implemented to teach students about their behavior and will include a component for students to recognize the harm done and repair it. Millennium will continue to proved a safe and supportive environment for all students. At this time, there are no proposed changes to existing plans, policies or procedures. Met 2024-06-10 2024 39754990139949 Tracy Independent Study Charter 6 Tracy Charter administers an annual LCAP survey to parents, students and staff. This survey incudes questions pertaining to the safety and climate and captures a measure of student perceptions of school safety and connectedness. Questions on the survey touch both on physical and emotional safety as well as how connected and comfortable students feel connecting with staff, asking for help and being motivated to learn. CLIMATE- Positive Response Percentages (% change from previous year) Parents - 94.22% (+4.32%) Students -94.98% (+17.33%) Staff - 94.87% (+12.20%) SAFETY - Positive Response Percentage Parents - 96.40% (+8.78%) Students - 91.88% (+24.45%) Staff - 92.00% (-1.02%) Based on Tracy Charter School's LCAP survey data, key learnings include significant positive trends in perception of school climate among educational partners. Students and staff reported notable increases in their comfort, connectedness with staff, and motivation to learn, reflected in a 17.33% and 12.20% rise respectively. However, while the majority of respondents feel safe at school, there are variances in safety perceptions among the groups. Students reported a substantial increase (+24.45%) in feeling safe, contrasting with a slight decrease (-1.02%) noted among staff. These insights highlight successes in enhancing student engagement and climate perception while suggesting a need for targeted interventions to address specific safety concerns. Areas of Strength: Tracy Charter School demonstrates clear strengths in fostering a positive school climate across its community. High percentages of positive responses from parents, students, and staff indicate a strong sense of community and supportive relationships within the school environment. The significant improvement in students' perception of climate underscores effective efforts to enhance student-staff interactions and overall school atmosphere, contributing to a conducive learning environment. Identified Needs: Despite the positive climate indicators, Tracy Charter School identifies specific areas for improvement. Addressing the slight decrease in staff perception of safety is crucial, requiring us to address any concerns and ensure a secure environment for all. Additionally, sustaining and enhancing the positive climate and student engagement remain priorities, and are our ongoing initiatives to foster continuous improvement and maintain high levels of engagement among our students and other educational partners. Tracy Charter will continue to offer mental health professional services to provide support for students with social emotional needs. Tracy Charter will continue with monthly safety drills to ensure staff and students know how to respond during an emergency. Students are comfortable coming to campus (as opposed to exclusively virtual), and want more opportunities to engage with their peers. We will be offering in-person study hall daily, so students can come on campus to get help with their schoolwork or have a quiet place to work with intervention support available, if needed. Met 2024-06-25 2024 39754996118665 Discovery Charter 6 "Discovery Charter School students in grades 5-8 were given a local climate survey in the spring of 2024. The survey revealed that close to 80 % of students reported that all students are treated fairly. Over 66% of students reported that adults working at this school treat all students respectfully. 76% of students agreed that their teachers care about them. As for safety concerns, 71.6% of students feel safe at school. When asked ""at this school, students talk about the importance of understanding their own feelings and the feelings of others,"" 50% reported they agreed and 50% reported they disagreed with this statement. When asked if students hear about a threat to school or student safety, they would report it to someone in authority, 66% of students reported that they would report it. When asked if students at this school are teased or picked on about things like their cultural background, beliefs, ethnicities, or physical or mental abilities, 62% of students said they agreed with that statement." Overall, students report feeling safe and supported at school by the staff, however, there are concerns about how students treat each other. This will be an area of focus for the 24-25 school year. At this time, there are no proposed changes to existing plans, policies or procedures. Met 2024-06-10 2024 39767600000000 Lammersville Joint Unified 6 Lammersville Unified School District (LUSD) gives both the California Healthy Kids Survey (CHKS), which is delivered every other year and a local survey delivered on alternate years of the CHKS. 89% of families feel school is a safe place for students {CHKS}. 78% of families believe school provides opportunities for students to make a difference {CHKS}. 76% of families indicate the school encourages students to care about how others feel {CHKS}. The percentage of students {73.5%}, parents {89%} and staff {89%} who feel school is safe. The percentage of students {64.75%}, parents {77%} and teachers {91%} who feel connected to school. As a result of the survey findings, LUSD has implemented Positive Behavior Interventions and Supports (PBIS) along with the Character Counts program. These programs are designed to educate in the realm of character and remediate student behavior through restorative practices. Though the results of student feedback are strong, improvement in student connectedness and behavioral supports should result in improved outcomes. Teachers and staff fostering positive student relationships should bolster student well-being and connectedness. Continued training in PBIS practices and methodology will be a focus moving forward. Moving forward, LUSD is focusing on vertical alignment of programs and co/extra-curricular activities. This alignment serves to provide better connections and culture between K-8 and 9-12 schools. LUSD will be utilizing an additional survey method going forward to capture information at different times during the academic year. Met 2024-06-18 2024 39773880000000 Banta Unified 6 "Every year parents, students (grades 4-8) , and staff are asked to participate in a local climate survey. Results from the 2023-24 surveys indicate: 79.8% of students, 92% of parents, and 95.9% of staff feel safe on campus. 38.3% of students, 28.6% of parents, and 37.5% of staff feel bullying is an issue on campus. 73.4% of students, 100% of parents, and 87.5% of staff feel their school is clean, and in good condition. 74.2% of students feel their school is a place where they feel they ""belong"" and are ""included.""" "Results from these surveys have helped the district/school with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well-being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges." The district continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn. 2024-25 student surveys will include student data by student group and 3rd grade students will be added to the survey. Met 2024-06-21 2024 39773880127134 River Islands Technology Academy II 6 "River Islands Technology Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 23-24 school year are below: Student Survey Results 90% of students surveyed strongly agreed or agreed to the statement: I care about my school. 4% of students surveyed strongly disagreed or disagreed. 85% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 11% of students surveyed strongly disagreed or disagreed. 80% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 21% of students surveyed strongly disagreed or disagreed. Parent Survey Results 80% of parents agreed or strongly agreed that their child ""Likes coming to school"". 9% strongly disagreed or disagreed. 80% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 9% strongly disagreed or disagreed." We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd-5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Due to the lack of involvement in the parent survey, we plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference, have teachers email out the survey link and post to their weekly newsletters, and start the process of surveying families throughout the year. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will edit the survey to be able to disaggregate the data. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them. Met 2024-06-20 2024 39773880131789 NextGeneration STEAM Academy 6 "STEAM Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 23-24 school year are below: Student Survey Results 86% of students surveyed strongly agreed or agreed to the statement: I care about my school. 6% of students surveyed strongly disagreed or disagreed. 80% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 14% of students surveyed strongly disagreed or disagreed. 72% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 12% of students surveyed strongly disagreed or disagreed. Parent Survey Results 81% of parents agreed or strongly agreed that their child ""Likes coming to school"". 3% strongly disagreed or disagreed. 73% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 11% strongly disagreed or disagreed." We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that a majority of Tk- 2 and 3-5 students enjoy going to school and are comfortable at school whereas more than half of middle school students do not like going to school. With this information we are able to inquire with teachers and students in middle school, what students are struggling with. Once we are able to determine if it is interpersonal relationships or academics, we can implement solutions. Next year, we will add opportunities in the survey for students to elaborate why they answered the way they did. Due to the lack of involvement in the parent survey, we plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference, have teachers email out the The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will edit the survey to be able to disaggregate the data. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them. Met 2024-06-20 2024 39773880140392 Banta Charter 6 "Every year parents, students (grades 4-8) , and staff are asked to participate in a local climate survey. Results from the 2023-24 surveys indicate: 79.8% of students, 92% of parents, and 95.9% of staff feel safe on campus. 38.3% of students, 28.6% of parents, and 37.5% of staff feel bullying is an issue on campus. 73.4% of students, 100% of parents, and 87.5% of staff feel their school is clean, and in good condition. 74.2% of students feel their school is a place where they feel they ""belong"" and are ""included.""" "Results from these surveys have helped the charter with planning the annual LCAP actions/services in Goal 3, ""Provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn."" By implementing actions/services in Goal 3 of the annual LCAP, we hope to decrease instances of bulling on campus, improve school safety and security measures and provide a clean campus, crucial for fostering student well-being and academic success, especially for those experiencing homelessness or coming from low-income backgrounds who may face additional challenges." The charter continues to evaluate the cleanliness and condition of its school and as a result of surveys the schools maintenance department has been restructured to better maintain the school facilities. Annual surveys will continue to help improve the climate of the school and assist in creating and maintaining actions and services in the LCAP to provide a clean, healthy, physically and emotionally safe learning environment, in which all students can learn. 2024-25 student surveys will include student data by student group and 3rd grade students will be added to the survey. Met 2024-06-21 2024 39773880141234 EPIC Academy 6 "EPIC Academy annually administers both a Parent and Student survey to gain insight about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 23-24 school year are below: Student Survey Results 93% of students surveyed strongly agreed or agreed to the statement: I care about my school. 3% of students surveyed strongly disagreed or disagreed. 87% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 8% of students surveyed strongly disagreed or disagreed. 86% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 18% of students surveyed strongly disagreed or disagreed. Parent Survey Results 92% of parents agreed or strongly agreed that their child ""Likes coming to school"". 3% strongly disagreed or disagreed. 79% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 13% strongly disagreed or disagreed." We were able to disaggregate student survey data by grade level span. Through this breakdown, we were able to identify that the high rate of positive responses and low amount of negative responses was similar across Tk- 2, 3rd- 5th, and 6th-8th. In order to identify those students who did disagree with the above statements and what we can do to ensure they feel valued and welcomed, we will add opportunities in the survey for students to elaborate why they answered the way they did. Due to the lack of involvement in the parent survey, we plan to prioritize involvement in the upcoming year by having the survey available to take after the mid year parent- teacher conference, have teachers email out the survey link and post to their weekly newsletters, and start the process of surveying families throughout the year. The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will edit the survey to be able to disaggregate the data and gain more insight. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them. Met 2024-06-20 2024 39773880141242 River Islands High 6 "River Islands High School annually administers both a Parent and Student survey to ask about connectedness to the school. The survey is done in the spring through a Google link sent by email to the parents to complete at home, and for students during class time so Teachers can support and work through the survey with the class as needed. Some results from the Student and Parent surveys for the 23-24 school year are below: Student Survey Results 73% of students surveyed strongly agreed or agreed to the statement: I care about my school. 17% of students surveyed strongly disagreed or disagreed. 65% of students surveyed strongly agreed or agreed to the statement: I feel comfortable talking with school staff. 25% of students surveyed strongly disagreed or disagreed. 66% of students surveyed strongly agreed or agreed to the statement: I feel safe at school. 19% of students surveyed strongly disagreed or disagreed. Parent Survey Results 70% of parents agreed or strongly agreed that their child ""Likes coming to school"". 17% strongly disagreed or disagreed. 76% of parents agreed or strongly agreed that their child's school creates welcoming environments for all families in our community. 10% strongly disagreed or disagreed." "We were able to disaggregate student survey data by grade level. Through this breakdown, we were able to identify that the rate of positive and negative 9th and 10th grade responses are similar. With this information we are able to recognize that student feelings about school are equal across the students. We will continue to explore ways we can break down the data to target those students who do not feel connected to River Islands High and ensure that they feel valued and welcome. Due to the lack of involvement in the parent survey, we plan to prioritize involvement in the upcoming year by having the survey available to take when parents are on campus for an event at the end of the school year, have teachers email out the survey link and post to their trimester newsletters, and start the process of surveying families throughout the year. We also plan to create high school specific ""Coffee & Chat"" style advisory groups so parents have more opportunities to get involved." The data that has been collected through this survey continues to be positive, and we think this is tied to the training we do with teachers about the student/teacher relationships that is such a large part of our culture. There is a small percentage of students who answered the questions in the negative, and we continue to explore ways that we can reach all students to make sure that they feel valued, safe and welcome here at school. Next year we will edit the survey to be able to disaggregate the data next year. With a more detailed look, hopefully we can better determine if there is a specific group(s) of students who are not feeling connected to so we can specifically address those areas with them. Met 2024-06-20 2024 40104050000000 San Luis Obispo County Office of Education 6 23-24 California Healthy Kids: Average response rate of 60% Approximately 27% of the students have felt chronic sadness or hopeless feelings over the past 12 months The majority of students believe there are caring adults at the schools The majority of students believe there are high expectations at the schools The majority of students agree they feel connected at the schools The majority of students agree that they have academic motivation at the schools Drug and alcohol issues continue to be in the high range The majority of students feel safe at school The PBIS School Climate Survey was given to students in the Spring of 2024. The results were as follows: Juvenile Court School - 2.92 out of 4.0 for students; Special Education School - 2.93 out of 4.0 for students; and Community School - 3..07 out of 4.0 for students. Areas of strength are as follows: the students feel the teachers treat them with respect; the school has clear expectations for behavior; and the students know an adult at school they can talk with if they need help. Areas of growth are as follows: the students are reporting they do not like school; that the school does not have high standards for achievement; and the students do not feel successful at school. SLOCOE received the following PBIS implementation recognition: Silver at the Juvenile Court School, Silver at the Special Education School and Gold at the Community School. Based upon the data listed above, SLOCOE used the information to drive the actions and services in the LCAP, which also aligns with the WASC action plan, as well as the SPSAs. Continued implementation of a multi-tiered system of support, including PBIS, with the goal of full and sustainable implementation meeting the needs of all students. SLOCOE is also working towards universally screening all students for academics and social-emotional wellbeing in addition to training all staff in youth mental health first aid. Met 2024-06-20 2024 40104050101725 Grizzly ChalleNGe Charter 6 Parents and students are given a school survey, both in English and Spanish, biannually with each cohort of students. This provides valuable feedback for continuous school improvement. All of the school staff reviews these surveys and makes decisions based on stakeholder feedback. In addition to surveys and feedback from stakeholders through surveys, the School Site Council meets to discuss data, goals, and assist in creating goals and approving the SPSA. Surveys have had extremely strong results with students indicating that they are more than satisfied with their education through GCCS. Grizzly Challenge Charter School scored in the top tier in all areas: Engagement, Relationships, Culture, Academic Challenge, Belonging, College & Career Readiness, Communication & Feedback, School Safety, and Resources. Grizzly Challenge Charter School will continue to analyze survey results with each cohort of students and will refine its practices in order to continue to improve. Met Grizzly Challenge Charter School utilizes Youth Truth to survey its students, families and staff. 2024-06-06 2024 40104050125807 Almond Acres Charter Academy 6 Overall, the student survey via Panorama noted positive results. 66% of students surveyed report a positive overall learning climate at the school. 84% say that there is physical and psychological safety at the school. 74% of students say that they enjoy going to school. In grades 3-5, 81% of students state having a positive relationship with a teacher or other adult at school. 86% say that they have a friend at school that they can count on. 92% state that they have adults that they can count on. In grades 6-8, 70% of students state having a positive relationship with a teacher or other adult at school. Only 59% say that they have a teacher or other adult that they can be completely themselves around. 81% state that they have a friend at school that they can count on. In the parent survey, 83% of parents note that there are key barriers for becoming involved in school. The main reason is that parents are too busy to become involved with the school. Safety, transportation, communication, and positive feelings towards staff were not factors in getting involved. 26% of parents did say that the school is not very welcoming. While this is still a small percentage, it is something that the administration has already discussed to determine what can be done to change this perception. While the survey results show a positive school climate, there is still some concerning data around middle school students’ social emotional well being. 72% of students indicated they were able to describe their feelings. 58% of students feel they are unable to disagree with others without starting an argument. Only 45% of students felt able to stand up for themselves, and 47% of students said they could get along with students who were different from themselves. . The area of focus still needs to be on the social and emotional wellbeing of all students, in the 1st, 2nd, and 3rd tiers. Almond Acres recognized that due to a significant increase in student population and new staff, there needed to be a focus on teaching and reteaching the Positive Behavior Systems of Support school-wide. In addition, there have been multiple professional development opportunities for training staff in PBIS. A PBIS team consisting of staff members with different roles within the school further developed the 1st tier of PBIS school-wide. Met 2024-06-26 2024 40687000000000 Atascadero Unified 6 AUSD annually administered a local survey to parents, teachers, and students in grades 4-12. With the implementation of FranklinCovey’s Leader in Me, the Measurable Results Assessment (MRA) will be administered, and results used for this Local Indicator Response. The MRA Culture Measure directly align to school climate and establishes baseline results. The MRA Culture Measure overall score from students, and all staff was 78.09 and the submeasure of School Climate from all staff was 80.64. In reviewing the new MRA survey results, we were pleased with the initial results, as they showed we are at the strong implementation stage. Because this is our first year in implementing the Franklin Covey character education program in conjunction with a renewed emphasis on PBIS, the results were positive. In reviewing the evidence, no changes to existing plans, policies, or procedures were identified as a need. Each school within the LEA will be reviewing their own MRA survey results and adjusting practices as needed. Met 2024-06-11 2024 40687260000000 Cayucos Elementary 6 70% of students feel prepared for high school transition. Data Year: 2023-24 Data Source: Local Survey Data 70% of parents feel their child is prepared for the successful transition to high school. Data Year: 2023-24 Data Source: Local Survey Data 70% of students report they have been asked about decisions that impact school processes. 98% of students report there is at least one caring adult on campus they can go to. 80% of students feel Cayucos is a safe, inclusive school setting. Local Survey Data 2023-24 Student group data did not note any significant difference for the following groups at CESD: English Learners, Low Socio-economic status, students with disabilities. (Note: Students are currently in the process of taking the CHKS and will be completed in May 2024) The only data identified needs we are noticing is the decrease in positive responses from 6th grade to 8th grade. Although overall the data remains largely positive, with over 80% of 8th-grade students who feel Cayucos is a safe and nurturing school with at least one caring adult they can go to, this is significantly less than the 100% of 6th graders who feel positively about our school. (Please note- with data pools less than 25, the fluctuation in percentages can be grossly impacted by as low as 2 students.) We also do note that less 8th grade students participate in sports, drama, and extra curricular activities at CESD, compared to 6th and 7th grade. "One of the key areas we changed to address our concerns in middle school was a more flexible and engaging elective schedule, changing every 6 weeks- with courses designed in a project-based style that are directly connected to college and career readiness. CESD also is implementing a 7-period day next year to build in intervention, enrichment, and connectivity activities such as leadership and community service projects to our middle school schedule. CESD will also continue with the implementation of minute meetings- so that every single student has a ""touch in"" with our school counselor." Met Continue with the initiatives we have, do not add more, just get better and more refined with our support and intentional actions. 2024-06-18 2024 40687590000000 Lucia Mar Unified 6 In the Fall of 2023 Lucia Mar administered the Panorama Education Student Survey through a google form in grades 3rd-12th. By measuring student perceptions, the Panorama Student Survey gathers feedback from students about their classroom experience. Decades of research have shown that student perceptions strongly correlate with learning outcomes and can be an important improvement tool for school systems. Over 5,000 students took the anonymous survey in grades 3rd-12th. There were elementary and secondary versions of the survey with 11 questions at the elementary level and 9 questions at the secondary level. Both surveys also collected demographic information (gender/gender identity*, sexual orientation*, ethnicity, race, grade). *indicates secondary. This is the same survey that was given in the Fall of 2019, 2021, and 2022. Key findings: Students were asked to assign a level of agreement (Strongly Agree = 4, Somewhat Agree = 3, Somewhat Disagree = 2, Strongly Disagree = 1) with specific statements. The elementary and secondary versions of the survey varied slightly in terms of questions and wording. For the most part student averages in terms of agreement with statements tended to drop slightly as the grade level went up. For example, the statement “I like school” averaged a 3.08 in 3rd grade and dropped to 2.6 for 12th graders. This trend was seen in other statements to varying degrees. The one statement that did not fit this trend was “The behaviors in my class allow the teachers to teach.” Perception of student behaviors tended to improve as the grade level went up. Where 6th graders only averaged a 2.46, 12th graders averaged a 3.07. Overall there was only one area surveyed across grade levels where the average fell below the midline level of agreement (6th grade question about student behaviors - 2.46). Differences in demographic data were slight. Below are discrepancies by subgroups identified: * I feel successful at school - Non-Hispanics felt more successful at school than Hispanics (2.98 vs 2.8) * Students who self-identified as gay or lesbian felt less safe at school than students who identified as heterosexual (2.61 vs 2.98). This difference was similar across most questions except for one. Students who self-identified as gay or lesbian felt “adults at school treat me with respect” more strongly than students who identified as heterosexual (3.24 vs 3.16) California Healthy Kids Survey (CHKS) from 2024 Due to character limit, please copy and paste link to full report into your web browser: https://drive.google.com/file/d/1Qybq1RQFcMgggxn26x7CCo_H0fQRu66T/view?usp=drive_link Fall Panorama Survey The local survey administered in the fall provides a longitudinal look at how our students perceive their school climate across multiple years. STRENGTH - It is reassuring to see that the vast majority of averages rising above the midline (2.5). Discrepancies by subgroups identified: * I feel successful at school - Non-Hispanics felt more successful at school than Hispanics (2.98 vs 2.8) * Students who self-identified as gay or lesbian felt less safe at school than students who identified as heterosexual (2.61 vs 2.98). This difference was similar across the other questions except for one. Students who self-identified as gay or lesbian felt “adults at school treat me with respect” more strongly than students who identified as heterosexual (3.24 vs 3.16) Although differences in demographic data were slight (statistically), we will continue to track this data across the years to ensure our schools are safe, inclusive, and academically supportive places for all of our students. California Healthy Kids Survey (CHKS) NEEDS Although we administered the survey in 6th grade, response rates were low and therefore are not reported in this report. Active parent consent is required for 6th graders. We will work with parents to ensure that they understand the why behind the survey and make giving consent easier. Data shows a continuing trend of students in need for social-emotional support. We continue to add counseling for students in crisis and improve positive behavior interventions. Additionally, we will continue to work with all educational partners to ensure our schools are safe, inclusive, and academically supportive places for all of our students. Met 2024-06-18 2024 40687910000000 Pleasant Valley Joint Union Elementary 6 The teachers instructed the students in grades three through six to use an online link to take a survey. This year’s survey included more social-emotional and well-being questions than in previous years, as per the new requirements. Thirty-five students from the third through sixth grades took the expanded student survey. The survey included additional social and emotional questions that were not included in the parent survey. Overall, the students are very happy and feel connected to the school. There appear to be three to four students who sometimes feel disconnected and sometimes feel that the rules are unfair. However, 100% of the students reported feeling that adults wanted them to be successful. The one growth area in the survey is that thirteen students reported being unhappy to come to school each day. Written feedback for improvements from the students included the following: more time to complete work, mowing the grass shorter to make it safer, giving more brain breaks, allowing students to use and bring technology in and out of school, having better lunches, and doing more art projects. From the nine parents who responded to the survey and those who attended the LCAP, PTO and SSC meetings, in response to questions about academic instruction, support for struggling students, support for gifted students, support for students with special needs, support for students who struggle with positive behaviors or who are struggling emotionally, opportunities to volunteer, the school's communication systems, school climate, school facilities, and ability of the school to prepare students for middle school high school and eventually college declared that the school was doing a good or great job. There were two suggestions when given the opportunity to make suggestions for improvement. The first was to do everything we could to bring back the afterschool daycare program, which we have been struggling to do since COVID. The district has had a job posted for four years but has not gotten a single applicant. The second suggestion was that the students do fewer group activities and fewer activities on computers, but instead, they should do more paper and pencil and textbook activities. Overall, parents and students are happy with the programs offered at Pleasant Valley Joint Union Elementary School District and with the school climate. However, some work will need to be done to improve student perceptions and general happiness. In addition, we will need to continue in our efforts to expand the after-school offerings to include more art, music, and sports opportunities, as well as reinstate our after-school daycare program. In response to this information, the district continues to try to find staff to reinstitute after-school daycare. We are also actively seeking to increase the number of after-school enrichment and academic offerings. Professional development will be provided for teachers and staff to better address the social/emotional needs of our students. Met We are a very small school district with only 50 students. The teachers and staff are on a first-name basis with all of our students' parents. At the end of the school day, the teachers line up near the parking lot to have individual private conversations 2024-06-18 2024 40688090000000 San Luis Coastal Unified 6 PROMPT 1 (DATA) There were notable differences between school perceptions between middle school and high school students across the district in the 2022 CHKS results; this assessment is administered every two years and will be conducted again in 2024 to measure the effectiveness of the district's actions. 57% of 7th graders reported feeling safe or very safe, while 72% of 9th and 11th graders reported the same. Similarly, high school students reported higher levels of school connectedness (62%) than 7th graders (59%). 71% of high school students report no harassment at school while only 61% of middle school students reported no harassment. Actions being taken include the ongoing implementation of a student senate, which has expanded from secondary schools representatives across all sites in grades 7-12, to include 6th graders, as well as 5th graders from elementary schools on the coast. This group works with the superintendent to conduct a Youth Truth survey and to share results with administrators and teachers from their schools. PROMPT 2 (MEANING) Our Student Senators analyze the Youth Truth survey data after it is administered, then highlights key findings. This has led to concrete actions on part of staff to respond to student concerns, based upon the key themes from Student Senators' identified SMARTIE Goals (https://docs.google.com/presentation/d/1uhTtuVb3nGptp3aW8HHXXS1iWfcL7SBSTebq6l_bW-c/edit?usp=sharing): Theme 1: inclusion and belonging for all Theme 2: academic engagement and support Theme 3: peer mentorship Theme 4: mental health and wellness. PROMPT 3 (USE) Themes 1, 2 and 4 are all aligned to our LCAP goals and actions addressed within the LCAP. Met 2024-06-04 2024 40688096043194 Bellevue-Santa Fe Charter 6 Of the students surveyed: 96% felt school connectedness, 93% academic motivation, 10% school boredom,93% caring adults in school, 100% facilities upkeep, 70% parent involvement in schooling, 95% social emotional learning supports, 87% anti-bullying climate, 100% safe on way to, at and from school, 90% understood rule clarity, 100% felt well-behaved, 90% felt treated fairly when breaking rules. 100% felt treated with respect, 20% felt frequent sadness and 90% felt overall wellness. Due to the small group of students surveyed, it is not appropriate to disaggregate the data. We do see slight indicators of mental health needs. We have developed a strong multi-tiered mental health support system including social emotional learning, parent and staff education, counseling and skill building groups which will be implemented in 2024-2025. Met 2024-05-28 2024 40688250000000 San Miguel Joint Union 6 The district administered a School Climate Survey in the spring of 2023 to all students in grades 3-8. Parents and school staff also took surveys. Percentage of Parents participating in at least one school event or committee: 70% Overall 60% Socio-economically Disadvantaged 57% Parents of English Language Learners 52% Parents of Student With Disabilities Percent of Middle School Students who report enjoying school 59.1% Percent of Elementary School Students who report enjoying school 68.3% 2023/2024 CKS Survey Overall Student data Feels School Connectedness 6th grade 47% 7th grade 36% 8th grade 43% Feels Safe at School 6th grade 41% 7th grade 42% 8th grade 39% Has a caring adult at school 6th grade 58% 7th grade 37% 8th grade 52% Survey data indicated that adults, both staff and families, reported much higher percentages of feeling like their students were safe at school and had a caring adult at school. The district recognizes that we have work to do to increase students' feelings of safety, primarily emotionally, while at school. These numbers have dropped each year that the survey has been given since 2020 with the onset of the COVID pandemic. The district is focusing on PBIS and we are in year two of the process. Professional Development will focus on providing safe spaces for students to learn. Our LCAP has a specific goal focusing on the climate of the school with seven actions designed to support the goal. The LCAP survey is only one we measure success. Some of the other metrics are indicating that our actions are having a positive effect. Our attendance rates are back to pre-pandemic levels. Students are being offered, and participating in, after-school clubs and sports at higher levels. Our PBIS fidelity surveys indicate that both sites are making growth. Met 2024-06-27 2024 40688330000000 Shandon Joint Unified 6 Because the California Healthy Kids survey is given every other year, the LEA has elected to administer a yearly, local climate survey to all 3rd-12th grade students for continuous reflection, improvement and growth. The 2023-2024 survey revealed: Data: *95% of students reported that they feel welcomed at their school at least most of the time. *65% of students reported that sports programs have helped them the most in school. *94% of students report feeling safe at school at least most of the time. *95% of parents reported that they feel their children are safe at school at least most of the time. *85% of students report having a trusted adult at school *83% of students and 79% of parents feel that the schools are clean, safe and functional. *86% of parents report that the schools meet or exceed their standards. Parents and students generally support the school and the efforts that are being done to support the social emotional needs of the students. The elementary school added 1FTE social emotional counselor so support the behavioral needs of students and to reduce the effects of trauma. Sports are an important part of the school culture and is often a motivating factor for attendance and class effort. We would like to see more class offerings, especially in the area of music and art. Increasing class offerings has been challenging due to our small size and budget. Electives and intervention is often done by the general education teacher during their regular day or, when willing, during after school hours. In response to parent and student feedback, the district is actively seeking a teacher for music and art education. The district is also seeking a welding instructor to strengthen our industrial arts program. All district schools will participate in year 2 of PBIS tier 1 implementation during the 2024-2025 school to better support the emotional needs of the students and reduce the number of underrepresented students who are being suspended from school. Met 2024-06-25 2024 40688410000000 Templeton Unified 6 California Healthy Kids Survey data is not available at the time of this writing, but will be available at the time of the second reading. Parent Surveys indicate an overall positive feeling about the districts climate and culture. When asked about student safety on campus 79.6% agreed or strongly agreed. When asked if their students are welcome on campus 76.9% agreed or strongly agreed. When asked if they felt if school leaders were communicating with them effectively 73.2% agreed or strongly agreed. When asked if the school actively promotes positive, respectful behavior, 73.5% agreed or strongly agreed. However when asked if the school actively address bullying, only 48.9% agreed or strongly agreed. Disaggregated data will be available with CHKS data. Overall the district is doing well making students feel safe and welcomed on campus. However district schools have a problem or at least a perceived problem addressing excessive bullying. This area will be complete at the second read with the addition of updated CHKS data in conjunction with the Family and Community Climate and Culture Survey. Regardless, the district will continue to move forward with PBIS implementation. Met 2024-06-27 2024 40754570000000 Paso Robles Joint Unified 6 PRJUSD administers the California Healthy Kids Survey (CHKS) biannually in grades 5. 7. 9, and 11. In 2023-2024 the CHKS survey was administered. The district also administers an LCAP survey annually and the Renaissance Fundamentals universal (SEL) survey three times annually. Student Perception of Safety at School: Grade 5: Overall: 75%, Hispanic: 69%, White: 78%, African American: N/R, Multi: 74%, Other: 83% Grade 7: Overall: 51%, Hispanic 52%, White: 54%, African American: N/R, Multi: 45%, Other: 50% Grade 9: Overall: 53%, Hispanic: 52%, White: 58%, African American: 70%, Multi: 32%, Other: N/R Student Perception of Connectedness to School: Grade 5: Overall: 72%, Hispanic: 70%, White: 72%, African American: N/R, Multi: 79%, Other: 66% Grade 7: Overall: 48%, Hispanic 46%, White: 55%, African American: N/R, Multi: 52%, Other: 37% Grade 9: Overall: 49%, Hispanic: 47%, White: 56%, African American: 67%, Multi: 35%, Other: N/R N/R = Not reported Overall, students reported lower sense of school safety at all levels as compared to the prior year. Regarding school connectedness, students reported an improved sense of connectedness in grade 5 but a lower sense of connectedness in grades 7 and 9. A key area of strength is the perception of school safety and school connectedness at the elementary level. Areas of need include school safety and school connectedness at the middle school and high school level with a focus on school connection with the Hispanic student population. Paso Robles Joint Unified School District has dedicated increased attention to the areas of need that have surfaced from our 2023-2024 PASS Screener and the 2023-2024 CHKS data including the items below: School Safety: Maintaining three School Resource Officers Focusing on PBIS and supports for all sites Utilization of vape sensors at Grades 7-9 sites and Installation of video surveillance systems at all elementary schools. Anonymous tip line on each school website for reporting of safety issues. BCBA (Board Certified Behavior Analyst) and Behavior Paraeducators to provide support at all sites TK-8. Implementation of Tier 1 supports regarding drugs/alcohol and social media safety. Continued monitoring of the district computer network to detect threats or self-harm. School Connectedness: Increasing counseling and behavioral health services Family Advocates at all school sites. Hiring of McKinney Vento Secretary to support homeless students. Expanding elementary sports opportunities The impact of these services will be measured and compared to the corresponding results from the year prior. Resources will be adjusted, as needed, to improve district metrics. Met The LEA continues to receive student, parent, and community input through surveys, committees, and meetings. School safety is a priority as well as student connectedness to school. 2024-06-25 2024 40754650000000 Coast Unified 6 CA Healthy Kids Survey from the 2023-24 school year provided the following results: School Connectedness: Grade 6: 63%; Grade 7: 66%; Grade 9: 61%; Grade 11: 56% School Perceived as Safe or Very Safe: Grade 6: 55%; Grade 7: 83%; Grade 9: 69%; Grade 11: 69% Chronic Sad or Hopeless Feelings in the last 12 months: Grade 6: 31%; Grade 7: 24%; Grade 9: 31%; Grade 11: 31% Being Afraid of Being Beat up at School (felt this at least 1 time): Grade 6: 43%; Grade 7: 14%; Grade 9: 17%; Grade 11: 7% Academic Motivation: Grade 6: 71%; Grade 7: 62%; Grade 9: 45% Grade 11: 42% Current Alcohol or Drug Use: Grade 6: 3%; Grade 7: 17%; Grade 9: 11%; Grade 11: 10% Cyberbullying: Grade 6: 52%; Grade 7: 32%; Grade 9: 44%; Grade 11: 38% Some of the key learnings from this CHKS data are that most students do feel connected and safe at school. Academic motivation data shows a decrease of academic motivation as student progress through the grades. Identified needs include addressing the needs of students who feel chronically sad or hopeless as well as addressing the needs (in 6th grade particularly) where students expressed they were afraid of being beat up at school. Cyberbullying is an identified area of need as well as addressing any alcohol or drug use (anything above 0% is something we are concerned about). The district plans to maintain high levels of school counseling available to students. PIQE and other parent information sessions will focus on social / emotional needs as well as online safety, drug and alcohol use, and parent supervision elements. Parent forums and school board presentations will include student data, behavior and safety protocols, and where parents can access training. The schools are pursuing grants that could add more after school support at all sites. The high school offers a social / emotional advisory to students. Additional supervision on the high school campus is planned for next year. The middle school has plans to add Challenge Day as an additional way to address school connectedness and social emotional needs. Met 2024-06-27 2024 41104130000000 San Mateo County Office of Education 6 SMCOE Court and Community Schools administered a Student Survey in Spring 2024 to students in grades 9-12. Our climate survey is anonymous and results are only available for all students. Comparing those results to the Spring 2023 results, students’ sense of safety decreased from 75.6% to 60% of students stating they feel safe at school. However, the remaining 40% indicated that they feel neutral, and 0% of students indicated that they feel unsafe at school. We saw an increase from 67.5% to 80% of students reporting that when they are upset or stressed there is an adult at school they can talk to. Areas of Strength: Increased Access to Adult Support There has been a significant increase in the percentage of students reporting that they have an adult at school to talk to when they are upset or stressed. This increase suggests the successful implementation of measures to enhance student support systems and has likely improved student-teacher relationships. Identified Need: Decreased Sense of Safety Although 40% of students feel neutral about their safety and 0% feel explicitly unsafe, the decrease in those feeling positively safe indicates an area that needs attention. SMCOE is implementing Positive Behavior Intervention and Supports (PBIS) across all of our school sites and utilized 5-Star as a tool this year. In addition, a PBIS Committee was developed and met regularly to assist with the development of site-wide behavior expectations, reinforcement systems, and culture and climate-building activities and events. A Coordinator of School Climate provides ongoing coaching and professional development to support implementation and refinement of PBIS systems and restorative practices. By analyzing and enhancing our safety measures, building on adult support success, and regularly monitoring our school climate data, we should see an increase of positive indicators from 2024 to 2025 survey results. Met 2024-06-26 2024 41104130135269 Oxford Day Academy 6 Survey results showed that on average students rated Oxford Day Academy a 4 out of 5 for school safety. Oxford Day Academy will continue to implement the student camping trip at the beginning of each school year that provides students opportunities to reflect and share experiences with one another. These shared experiences allow students to bond and see themselves as a group who have shared similar experiences and who are embarking on the school year as a team. These strong relationships are fostered throughout the year with events such as potlucks where students come together to share with one another. The school prioritizes mental health through words, actions, and schedules. The students embrace each other and support one another through mental health challenges. The school also provides els with additional support acclimating to the school community to forge a sense of school connectedness that will serve to reduce truancy. Next year the school will provide additional arts and music programming through a partnership with the EPACenter. Met 2024-06-03 2024 41688580000000 Bayshore Elementary 6 The Caring Schools Community Student School Climate Survey was administered to all students in 3rd-8th grades. There was 100% participation from all students except for in 7th grade, where only half of those students participated. The California Healthy Kids Survey was also given to students in grades 3rd-8th grade but the data was unavailable at the time of reporting. Disaggregated student data was only available by grade level: Trends showed that grades 3-5 showed more favorable responses for school connectedness (being happy, treating others with respect and problem solving) than what grades 6-8 reported (with 7th grade reporting the lowest scores in this area). A noted improvement was seen in how students feel bullying incidents are handled and proactively prevented. We attribute these scores to our increased efforts to align our SEL work across grade levels. There was more professional development provided to staff, clearer expectations from the start of the year with how to utilize the CSC curriculum was provided and better consistency in practice. We believe we are on the right track for improving our school climate and sense of belonging for all community partners, but recognize that we have room for growth as well. We are planning to increase resources and check points regarding school connectedness next year. We have an LCAP goal dedicated to increasing the sense of belonging for all community partners and resources aligned to improving in this area. Met 2024-06-20 2024 41688660000000 Belmont-Redwood Shores Elementary 6 BRSSD administers both the California Healthy Kids Survey on a biannual basis, and the YouthTruth Survey on an annual basis to monitor school climate. Our YouthTruth Family Survey data scores all look like they dropped; however, when we reviewed the data with YouthTruth, the key factor to consider is the participation rate. YouthTruth tells us that until we have 30% participation, we cannot trust that the data are valid and reliable. Site participation rates ranged from 9-20% in 23-24, compared to 14-47% in 22-23. Our principals worked hard to push out the survey and encourage participation. This low participation rate combined with a community ask of more communication seem to be contradictory - we need to evaluate how we are communicating with families to collect feedback. In reflecting on trends, we had similar rates of participation pre-pandemic, then online survey feedback participation skyrocketed during the pandemic and immediately after, but now that we have return to what feels like normalcy, our participation rates (both online and in person) have dropped back to what we saw from families prior to the pandemic. Our student perception data in the area of culture and climate shows us ranking above the state median in all three metrics, and dropping slightly compared to our own 2023 scores. In Culture, our score is in the 69th percentile, above the California median and essentially flat from the previous year (70th percentile). In Belonging, our score is in the 64th percentile, above the California median and essentially flat 2022 (66th percentile). In Relationships, we are in the 52nd, percentile, above the Califoria median and down from the previous year (58th percentile). In middle school, the data show flat growth, but are good overall. In Culture, our middle schoolers' responses put our score in the 74th percentile; Belonging and Peer Collaboration are in the 93rd percentile; and, Relationships are in the 64th percentile, all above the California median score. YouthTruth allows us to disaggregate by several identifying factors, allowing us to be proactive and responsive to our struggling student groups. As is consistent with state-wide data, our students who identify as gender non-conforming have lower overall scores across the board. This is an area of continued growth for our district, as we work on supporting students and families. While our overall scores are relatively high, the flat to negative growth is concerning. Our sites continue to focus on culture building, creating a sense of community and belonging, and ensuring strong relationships between staff/students/families. The school principals have pored over the data and looked at the myriad disaggregated combinations to dig into the data and understand how to best support our students. While we are proud that our students feel connected and safe, we would like to see year over year improvement across all groups. Our principals have been pushing out local data through site communications to help families understand what the data are used for in order to encourage greater participation. With only 9-20% parent participation, we cannot analyze the data with confidence that it is actually representative of the community. Additionally, you will see added metrics within the 2024-2027 LCAP, along with strategic actions tailored to improving culture on campus. Met 2024-06-20 2024 41688740000000 Brisbane Elementary 6 School Connectedness Scales: Gr. 5=79%; Gr. 6=71%; Gr. 7=51%; Gr. 8=51% School has respect for cultural diversity: Gr. 5=82%; Gr. 6=55%; Gr. 7=25%; Gr. 8=33% Students have chance to provide meaningful participation in decisions: Gr. 5=38%; Gr. 6=45%; Gr. 7=19%; Gr. 8=29% Support for social emotional learning: Gr. 5=81%; Gr. 6=67%; Gr. 7=54%; Gr. 8=52% School perceived as safe or very safe : Gr. 5=86%; Gr. 6=77%; Gr. 7=48%; Gr. 8=59% Student has experienced harassment or bullying: Gr. 5=37%; Gr. 6=40%; Gr. 7=59%; Gr. 8=48% Student has been victim of cyberbullying : Gr. 5=21%; Gr. 6=8%; Gr. 7=30%; Gr. 8=41% It is important to remember that this may not be a representative sample of our students as parent permission is required. There's a noticeable decrease in school connectedness as students progress from Grade 5 (79%) to Grade 8 (51%). This decline could indicate various factors such as increased academic pressure, social dynamics, or changes in school environment that may affect how students feel connected to their school community. Similar to school connectedness, respect for cultural diversity decreases across grades. This decline might reflect changes in curriculum focus, school policies, or possibly changes in student composition or awareness of cultural diversity issues as they progress through school. The data shows that opportunities for students to participate meaningfully in decisions decrease as they move to higher grades. This could imply a shift in school governance or student involvement practices, which might impact students' sense of agency and engagement in school life. Overall, support for SEL remains relatively high across grades but shows a slight decrease. This could suggest ongoing efforts in promoting social and emotional well-being but also highlights potential areas where SEL support could be enhanced, especially in later grades. While the majority of students perceive their schools as safe, there is a notable decrease in perceived safety from Grade 5 to Grade 7, followed by a slight increase in Grade 8. Understanding the reasons behind these fluctuations could provide insights into school climate, security measures, or incidents impacting students' perceptions of safety. The data indicates varying levels of harassment and bullying across grades, with Grade 7 showing higher percentages. This highlights a critical area for intervention and support, as Grade 7 students particularly report higher instances of bullying and cyberbullying compared to other grades. Data-Informed Interventions: These findings will be used to inform targeted interventions and programs that address specific needs identified in each grade level. Support Systems: The District will strengthen support systems within the school environment, including counseling services, mentoring programs, and peer support networks. This looks mostly like increased time. Professional Development: The District will increase professional development opportunities for staff to enhance their skills in supporting students' social-emotional development and improve school climate. These include trauma-informed practices, restorative practices. Community Involvement: Engage families and the broader community in supporting students' well-being and creating a positive school culture. Met 2024-06-26 2024 41688820000000 Burlingame Elementary 6 California Healthy Kids Survey (2022-23 administration) Aggregated Data (5th Grade) School Connectedness: 81% Fee safe at school: 90% Social Emotional Learning Support: 81% Aggregated Cohort Analysis: (Grade 7 cohort in 2022-23 is the same as Grade 5 in 2020-21) School Connectedness 2020-21: 84% 2022-23: 55% School Safety 2020-21: 89% 2022-2023: 57% Mental Health 2020-21 Frequent sadness: 11% 2022-23: Experienced chronic sadness/hopelessness: 19% Disaggregated Data (2022-23): School Connectedness (5th Grade) Asian or Asian American: 79% Hispanic or Latinx: 66% White: 88% Mixed (two or more ethnicities): 85% Something else: 82% School Connectedness (7th Grade) Asian or Asian American: 59% Hispanic or Latinx: 44% White: 60% Mixed (two or more ethnicities): 56% Something else: 44% Feel safe at school (Grade 5) Asian or Asian American 90% Hispanic or Latinx 72% White 93% Mixed (two or more ethnicities) 93% Something else: 100% School perceived as very safe or safe (Grade 7) Asian or Asian American: 59% Hispanic or Latinx: 39% White: 60% Mixed (two or more ethnicities): 68% Something else: 50% While school connectedness and sense of safety remain high at the elementary level, there is a sharp drop-off for both metrics in 7th grade. Additionally, Latinx students have a significantly lower sense of school connectedness and school safety in both elementary and middle school than other student groups. There is either a smaller gap or none at all for Latinx students in other metrics, such as: Parent involvement in school, social and emotional learning supports, and academic motivation. Cyberbullying has increased steadily since its introduction as a metric in 2021. For elementary students, cyberbullying has increased from 8% to 14% (in the past 30 days) and for middle school students, it has increased from 22% to 27%. Efforts are being made to strengthen school connectedness at the middle school, including the creation of new clubs and lifting student voices. Additionally, there have been several initiatives designed to decrease the equity gap, especially for Latinx students. One area is in arts and math. Latinx students who are also multilingual learners have been encouraged to play an instrument (either in the band program or in the new Mariachi program), and instruments have been provided to those who need them. The District has been closely monitoring math scores and is planning to increase the amount of math interventions available to students. Additionally, the District has designed a new project based, collaborative STEAM program for intercessions and summer enrichment programs that are offered, free of charge, to English Learners, Foster Youth, and Socio-Economically Disadvantaged students. Met 2024-06-18 2024 41688900000000 Cabrillo Unified 6 "Cabrillo Unified School utilized data from our Healthy Kids Survey (2022-2023) and surveyed (643-672 respondents total). In addition, a summary of the 4 Healthy Kids Survey themes are demonstrated below. School Connectedness: 52% Academic Motivation: 64% Caring Adult Relationship: 52% School Perceived as Safe or Very Safe 59% After reviewing and interpreting data, although we have various other strengths, an area of improvement is to support students with feeling safe at school. In order to address this gap, we continue to implement a district-wide social-emotional learning curriculum to address this barrier and a district-wide Positive Behavior Intervention System (PBIS) system of support. Cabrillo Unified School District will continue to engage in a district-wide adoption of the Multi-Tiered System of Support (MTSS) framework to address the whole child, inclusive of Social, Cultural, and Behavioral supports. This focus has been embedded as a goal in our Local Control Accountability Plan (LCAP), Single Plan for Student Achievement (SPSA), and our district-wide professional development plan. Using our LCAP surveys and professional development surveys, we will engage in a cycle of continuous improvement by analyzing our data to determine if we see improvement using both quantitative and qualitative data around students' social-emotional learning and sense of belonging at school." "Identified Needs: 1. Enhancing School Connectedness: Develop and implement programs to improve students' sense of belonging, especially targeting the 7th and 11th grades, which showed the largest declines. 2. Strengthening Caring Adult Relationships: Increase efforts to foster caring adult relationships within the school, particularly focusing on the 5th and 11th grades where there were significant decreases. 3. Maintaining Academic Motivation: Continue to support academic motivation initiatives, ensuring that the slight gains in some grades are sustained and expanded. Areas of Strength: 1. Improvement in Perceived Safety: The increased perception of safety in the 5th, 9th, and 11th grades is a positive trend. Maintaining and building on this perception can contribute to overall student well-being and academic performance. 2. Stability in Academic Motivation: Despite various challenges, academic motivation has remained stable or improved in some grades, indicating the effectiveness of current academic programs and support systems. Conclusion: The Healthy Kids Survey data from 2021-22 to 2022-23 has provided valuable insights into the areas of school connectedness, academic motivation, caring adult relationships, and perceived safety. While there are notable areas of strength, such as the improvement in perceived safety and stability in academic motivation, there are also critical needs that must be addressed, particularly in enhancing school connectedness and fostering caring adult relationships. By focusing on these areas, we can create a more supportive and engaging environment for all students, ensuring their academic and social-emotional success. " We are committed to continuously reviewing and refining our plans, policies, and procedures to ensure that our students feel a strong sense of belonging in their school environment. We will enhance our professional development programs to equip teaching staff with the necessary tools to foster positive teacher-student relationships and support students as they transition between grade levels. By effectively addressing areas of need identified through local data analysis and our SST/RTI process, we aim to better support personalized learning plans and implement incentive programs that recognize students' academic progress. These actions will help create a more supportive, engaging, and safe learning environment for all students, ultimately leading to improved academic and social-emotional outcomes. Met 2024-06-13 2024 41689080000000 Hillsborough City Elementary 6 The HCSD administered the California Healthy Kids Survey to students in 3rd-8th grade in the spring of 2024. The survey results from 5th and 7th grade students will be used for comparison to the most recent time (2023) the survey was administered. HCSD has decided to give the Healthy Kids Survey each year to gather more regular data on school climate and safety. Both grade levels continued to have high participation rates with 94% of 5th graders (6% increase over 2023) and 92% of 7th graders (1% decrease from 2023) participating. 85% of fifth graders (1% increase over 2023) reported high or moderate levels of school connectedness and 74% of seventh graders (6% increase over 2023) reported high or moderate school connectedness. Disaggregated data for school connectedness is available for two student groups: Asian or Asian American, non-Hispanic and White, non-Hispanic. There was a 1% difference between these two groups for elementary responses (87% Asian and 86% White) and no discrepancy for middle school (75% for both Asian and White). A difference in school connectedness based on gender was seen at the middle school (70% Female and 78% Male) and elementary schools (84% Female and 86% Male). 90% of fifth graders (2% decrease from 2023) report feeling safe at school all or most of the time and 78% of seventh graders (2% increase over 2023) report the same. Disaggregated data for school connectedness is available for two student groups: Asian or Asian American, non-Hispanic and White, non-Hispanic. There was a 4% difference between these two groups for elementary responses (93% Asian and 89% White) and a 7% discrepancy for middle school (78% Asian and 85% White). A 1% difference in perceptions of school safety based on gender was seen at the middle school (79% Female and 80% Male) and 2% at the elementary schools (89% Female and 91% Male). We attribute these increases in school connectedness at the middle school to increasingly robust SEL programs like the implemention of Character Strong lessons, Camp Crocker kicking off the beginning of school, whole-school assemblies and activities, and co-teaching support. This is in addition to the support of a full-time counselor and a mental health therapist who is on campus regularly. Building Belonging Week and the implementation of a new 7th-grade health elective also supported our success. Our elementary schools continue to build on their weekly SEL lessons and have implemented a revised version of Building Belonging Week. We believe that our small class sizes and very small student:staff ratio, along with school social/emotional programs and supports, continue to support the SEL growth of our students. We believe the implementation of the middle school and elementary school supports listed earlier will also help address perceptions of school safety. All information from the CHKS survey has been shared with school site administrators and is shared by them to their staff. The information gathered from this survey helps to provide a bird's eye view of school climate and culture, but the HCSD is looking at opportunities to gather helpful survey data from additional student groups and identify specific groups of students, or individuals, who may need additional support. The HCSD will administer the CHKS survey again in the spring of 2025 to gather additional comparison data and to monitor the health of our school climate. HCSD is pleased that any discrepancies between disaggregated data is relatively small. However, we are developing plans to continue reviewing disaggregated data from school connectedness and safety survey input alongside academic indicators of success. We plan to include student focus group experiences next year to learn more directly from students about their experiences in our schools, especially where disaggregated data shows a discrepancy that is concerning. Met 2024-06-18 2024 41689160000000 Jefferson Elementary 6 The Panorama Survey is a survey given once a year to all stakeholders, and then again at the end of the year to the students. The survey provides JESD with feedback from students, staff and parents about curriculum and instruction, communication, social emotional learning, and work satisfaction. This data is used to determine how to best support our students, staff and families. One key area of focus has been on students' sense of belonging. Based on our data collection, 69% of our elementary students feel a strong sense of belonging while only 41% of our middle school students feel that same. In order to increase staff/student connections at our middle schools we have worked to alter our bell schedule to include daily time for student voice and choice through clubs and/or affinity groups. By creating time during the day to establish connections with others around a passion or hobby will help students and staff better identify commonalities. Based on our survey results and in person meetings with students, staff and families, we are working to build stronger positive relationships amongst the adults and students within our district. One example is a change to our middle school master schedule to include time daily for student enrichment choice. In order to increase staff/student connections at our middle schools we have worked to alter our bell schedule to include daily time for student voice and choice through clubs and/or affinity groups. By creating time during the day to establish connections with others around a passion or hobby will help students and staff better identify commonalities. In addition to this shift, we are providing training to all staff on the integration of SEL and UDL in order to empower both adults and students with the skills and strategies to manage this emotions, relationships and connections. To support our student’s SEL growth next year, we will continue to work through our Collaborative Teacher teams on strategies to embed SEL competencies into their daily lessons using the UDL/SEL crosswalk. In addition, our middle schools administrators and staff met four full days this year with the goal to reinvigorate our restorative practices. We will continue to work with this cohort of staff throughout the 2024-2025 school year while also creating a new cohort. Met 2024-06-26 2024 41689160112284 California Virtual Academy San Mateo 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-11 2024 41689240000000 Jefferson Union High 6 "Question 1: Caring Adults in School (Average percent of respondents reporting “Pretty much true” or “Very much true"") Grade 9 = 59% Grade 11 = 60% Breakdown by ethnicity (grade 9) Asian =65% Black/African American = 60% Hispanic = 52% White = 58% Two or More = 64% Something Else = 56% Breakdown by ethnicity (grade 11) Asian =64% Hispanic = 54% White = 60% Two or More = 69% Something Else = 52% -------------------------------------------- Question 2: School Perceived as Safe or Very Safe Grade 9 = 63% Grade 11 = 60% Breakdown by ethnicity (grade 9) Asian =66% Black/African American = 20% Hispanic = 63% White = 66% Two or More = 60% Something Else = 40% Breakdown by ethnicity (grade 11) Asian =56% Hispanic = 55% White = 69% Two or More = 69% Something Else = 56%" For the question about having caring adults in school, there was an 8% increase from the previous year among 9th-grade students and a 2% increase among 11th-grade students. Regarding the perceived safety at school, there was a 7% increase from the previous year among 9th-grade students and a 2% increase among 11th-grade students. Overall, there is an improved perception of safety and connectedness. However, for the question about caring adults, the increase in positive perception among 9th-grade Hispanic students was only 1%, compared to a 15% increase among Asian students, a 7% increase among white students, and a 10% increase among mixed-race students. A similar pattern was observed among 11th-grade students. For the question about perceived safety at school, all 9th-grade student groups improved their responses except for the white student group, which saw a 4% decrease in the percentage of students feeling safe. Among 11th-grade students, all groups increased their perception of safety except for the Asian student group, which decreased by 5%. Based on these findings, the District has joined the District Redesign Network through the National Equity Project. This collaboration aims to help us better understand our equity landscape and redesign our school system to enhance the learning conditions and experiences for our BIPOC students. Recognizing the persistent inequity patterns across various metrics and indicators, not just school climate, the District has decided to revise its first LCAP (Local Control and Accountability Plan) goal. The new goal will now prioritize addressing Equity, Diversity, Inclusion, and Belonging. This initiative reflects our commitment to fostering an inclusive environment where every student feels valued and supported. By focusing on these key areas, we aim to create a more equitable educational experience, ensuring that all students, particularly those from marginalized communities, have access to the resources and opportunities they need to succeed. Met 2024-06-18 2024 41689240127548 Summit Public School: Shasta 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 86% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 94% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 90%" Summit Shasta believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Shasta take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. Met 2024-06-13 2024 41689320000000 Pacifica 6 Pacifica School District conducted a climate survey of our 3rd through 5th grade students and our 6th through 8th grade students. Included in these surveys were questions that measured the perception of school safety and school connectedness. The last three surveys were administered in Spring of 2022, Spring of 2023 and Winter of 2023/2024. The results of the survey indicated that over time the perception of students' connectedness to school increased. 61% of 3rd through 5th graders and 39% of 6th through 8th graders responded positively to questions around connectedness to school in Spring 2022. Those percentages increased to 64% for 3rd-5th and 39% for 6th-8th in Winter of 2023. With regards to school safety, the results of the survey indicated that over time the perception of school safety maintained or dropped. 63% of 3rd through 5th graders and 65% of 6th through 8th graders responded positively to questions around school safety in Spring 2022. Those percentages slightly increased to 64% for 3rd-5th and dropped to 61% for 6th-8th in Winter of 2023. The surveys were administered anonymously to the students so no identifiers of students ethnicity, socio-economic level and language proficiency were available. We are unable to get disaggregated data by student groups. Because attendance of our students correlates directly with students' perception of safety and connectedness, Pacifica School District’s overall attendance rate dropped between 2021-2022 and 2022-2023 from 93.3% to 93.2% while it improved in 2023-2024 to 94.1%. Chronic absenteeism rate has improved, decreasing in the last three years. 2021-2022- 20.9%; 2022-2023 - 19.2%; and 2023-2024 - 14.3%. The survey data shows that middle school students were not feeling as connected to their school in comparison to 3rd through 5th grade students. Also, although the attendance and chronic absenteeism have improved, the low attendance rate (below 95%) and high chronic absenteeism (over 10%) correlated to students feeling not connected to school. School sites, along with the support from the district office developed family engagement plans that are addressing student connectedness to school along with family engagement. Also, schools need to improve the strategies connected with attendance campaigns to help improve attendance and reduce chronic absenteeism. Pacifica School District will conduct the surveys to include identifiers of students ethnicity, socio-economic level and language proficiency so that we are able to get disaggregated data by student groups. Also, continuing and building upon the attendance campaigns will be a more prioritized focus at all sites in order to improve attendance and reduce chronic absenteeism. Special site based monitoring will be in place to continue to collect data on student connectedness and safety at school; and to also adjust efforts and strategies to make improvements in these areas. Met 2024-06-12 2024 41689400000000 La Honda-Pescadero Unified 6 California Healthy Kids Data from Spring 2024 shows growth in school climate indicators from 2022 to 2024. At this writing, only middle school scores are available. More analysis will be conducted when all scores are available. Indicator 2022 Agree/Strongly Agree 2024 Agree/Strongly Agree State School Connectedness 61% 73% Caring Adult Relationships 73% 80% 63% School Safety 63% 82% Low violence 67% 87% No Harassment 67% 87% No Mean Rumors 52% 88% Facilities Upkeep 63% 29% Students report improvement in school climate over the past two years with stronger sense of connection and fewer physical and emotional safety concerns. Facility upkeep raises the issue of inadequate building maintenance. The LCAP addresses the need for more facility upkeep. The following changes will be made to address student feedback: Hiring a Coordinator of Facilities and Maintenance to support the implementation of the Facilities Master Plan. Changing of custodial schedules to provide more custodial support during the school day rather than just before and after school. Setting and monitoring standards for classroom cleanliness and organization. Met 2024-06-27 2024 41689570000000 Las Lomitas Elementary 6 The District used multiple survey tools distributed in the previous academic years to inform programming for the 2023-2024 academic year. Surveys included a student and staff survey by Panorama, a school climate survey, a family and staff safety and wellness survey, and the California Healthy Kids survey. Survey results continued to show that the majority of students feel a sense of connectedness with each other and adults at school (80% from CHKS report favorably to school connectedness questions), with increases in the sense of connectedness among specific racial/ethnic student groups. In addition, students reported increases in their responses to questions about school engagement and positive relationships with adults at school (e.g., CHKS: 76% of students responded favorably to feeling close to people from school and 84% of students reported favorably to feeling a part of their school). The District will expand opportunities for students, staff, and families to build relationships with each other and to strengthen their foundational social-emotional skills that will support these interactions. For instance, an SEL-focused wellness committee that is comprised of staff and community stakeholders is being formed with the year-long objectives of auditing the existing SEL work happening in K-8 classrooms, identifying new curricula and other resources, developing out-of-class activities, and proposing a comprehensive district-wide SEL strategy to be implemented the following academic year. Also, a daily homeroom period for middle school students has been launched to allow time for regular SEL learning and practice. From the data provided, several key learnings emerge: High Academic Motivation: A significant proportion (80%) of students are academically motivated, indicating a positive attitude towards their studies and a desire to succeed academically. Consistent Classroom Effort: Similarly, 80% of students exert effort in the classroom, suggesting a general commitment to learning and participation in educational activities. Moderate Emotional Regulation: While a majority (58%) of students show emotional regulation, this percentage indicates that there may be room for improvement in helping students manage and regulate their emotions effectively. High Expectations from Adults: A vast majority (90%) of students report that adults have high expectations for them, which can be beneficial for fostering a supportive and challenging learning environment that encourages students to strive for excellence. Caring Relationships with Adults: The majority (81%) of students report having caring relationships with adults on campus, indicating a supportive network of educators and staff who are invested in the well-being and success of students. Supportive Relationships with Peers and Family: A large proportion (87%) of students have supportive relationships with friends, family, and adults at school, highlighting the importance of social connections and a strong support system in students' lives. Overall, these findings suggest a positive environment within the school community, characterized by academic motivation, supportive relationships, and high expectations from both peers and adults. However, areas such as emotional regulation may warrant further attention and support to ensure the holistic well-being of students. In reviewing the data and the themes that emerged, we decided to move our SEL goal in the LCAP, formerly Goal 4 to Goal 2 as we feel this work is essential to student success. Met 2024-06-12 2024 41689650000000 Menlo Park City Elementary 6 MPCSD administers the Panama Survey to 3rd-5th and 6th-8th grade students and California Healthy Kids to 7th grade students annually. For sense of belonging, our 3rd- 5th graders scored at 79% favorable (an increase of 7% from 2023) and our 6th- 8th graders scored 66% favorable (an increase of 20% from 2023) For feeling physically & emotionally safe our 3rd-5th graders scored 70% (an decrease of 4% from 2023) and our 7th graders scored 78% (an increase of 13% from 2023). Data over time shows that although there has been a decrease from 2020-2021 feelings of safety during the pandemic, that our current levels are similar to 2018-2019 (70% elementary, 78% middle school). Our trend data for sense of belonging shows that sense of belonging has increased over the past six years since 2018-20219, 3rd-5th has increased 11% and 6th-8th has increased 16%. Within our district, sense of belonging continues to be a focal area of practice with continued actions including: RULER practices, counselor friendship and social skills group, restorative practices, regular classroom community circles, Pawsitivity dog program, cultural awareness assemblies and events, district-wide Belonging Advisory Group (formerly DEIB). Safety is an ongoing priority with continued actions that include: Positive Behavior Intervention Systems, emotional literacy, campus monitors, assemblies, class meetings, community circles that address common interpersonal issues, calming spaces. Met 2024-06-13 2024 41689730000000 Millbrae Elementary 6 According to the 2023-24 California Healthy Kids Survey, 77% of the students responding said they feel connected to their school. Our 2021-22 California Healthy Kids Survey, was 76% and it was only 62% in 2020. This upward data trend is most likely due to improving PBIS in schools, especially the celebratory piece that lets students know they are doing well. Likewise, students feeling safe at school increased over the past several years. This metric was 73% in 2020-21, 85% in 2022-23 and for the 2023-24 school year it has increased to 95%. This could also be attributed to PBIS. More students reported they knew school expectations than in prior years. In 2022-23, 93% of students reported they felt that they exhibited good behavior at school. This metric rose a bit with 95% of students reporting they feel they behaved at school for 2023-24. Although there is room for improvement, we know that caring adult relationships and positive behavior foster academic success. The California Healthy Kids Survey, or CHKS only includes 5th and 7th-grade students. We we a relatively small district, so hearing from a wider student group would be more beneficial. To this end, the district will administer a survey for grades 3-8 in addition to the CHKS. The CHKS data only disaggregates data according to grade level, the district believes it would be beneficial to analyze data by the student groups we see on the California Dashboard. While most of the CHKS metrics the district analyzed hover between 62% and 70% feeling connected or safe, it would be helpful to know more information about the 30-40% who do not feel connected or safe. This data would be more helpful to the district in determining how to support students. As mentioned above, during the 2024-25 school year, the district will begin administering a more comprehensive, more inclusive survey that will capture student voices and provide for a deeper analysis of data to better serve all students. Met 2024-06-25 2024 41689810000000 Portola Valley Elementary 6 The Portola Valley School District administers an End of the Year Survey annually to students in grades 2-8 as well as all parents. Results of the 2023-2024 End of year Student Survey indicate: 98% of students in grades 2-8 feel safe while at school. 85% of students say that there is an adult on campus that they can talk to and who will listen to them. 95% reported that their school is a safe and caring community. 92% of students say they are provided with opportunities to be challenged. 94% said they can ask their teacher or another adult for help when they don't understand their work at school. Results of the 2023-2024 End of year parent survey indicate: 99.4% of parents stated that our schools have a safe and positive learning environment. 95.2% reported they were satisfied or very satisfied in response to the question, ‘How satisfied are you with your child's engagement in school?’ 92.5% of parents/guardians feel comfortable communicating with the school district Overall, there is a very high degree of satisfaction with Portola Valley School District programs as well as school climate. Each year, the Portola Valley School District (PVSD) critically analyzes data to ensure that its environments are conducive to learning and foster growth in social-emotional learning areas. Specifically, Goal 2 in PVSD’s LCAP is centered on Wellness, Communication, and Safety. This goal emphasizes the district's commitment to providing a safe, healthy, and respectful learning environment. Changes were made to action items within this goal based on survey data and input from educational partners. By doing so, PVSD aims to maintain and enhance the involvement and satisfaction of students, staff, parents, and community members. Met 2024-06-13 2024 41689990000000 Ravenswood City Elementary 6 This is a locally created survey for students, co-created by school sites and the district which is administered 3 times per year, and designed to be longitudinal over time and across grade spans. This looks at 6 areas of school climate measures including sense of belonging, supportive relationships, school safety, academic engagement, and cultural awareness. The survey results are able to be disaggregated by student disability status/type, home language, English Learner status, race/ethnicity, gender, grade level, and teacher/homeroom. These are all reviewed by our district and site Instructional Leadership Teams (ILTs) to better understand student experience on campus and address school wide, student-group specific, classroom-specific, or districtwide issues and trends. Overall, 75% of students responded positively to questions focused on sense of belonging, which has been a local focus for the last 3 years. There is little to no variation in the disaggregated results for students of different EL status' or gender, from the overall result. Black/African American students were 10 percentage points lower than the school average. In terms of grade level spans, the elementary grades typically have slightly higher positive responses to this question than middle school students. Overall, 69% of students felt safe all or most of the time at school, which has been especially important based on feedback from the middle school. These overall results have been consistent and stable for the past couple of survey administration rounds. There is also interesting variation with 6th graders reporting 9 percentage points lower than the overall average, while 7th grade students reported 7 percentage points above the average. Female students were also 10 percentage points lower than the result for male students. Our very recent newcomer students reported much higher on this category with results of 15 percentage points above the average. Overall, 56% of students said they felt engaged all or most of the time in their classes. This was the lowest overall category result, and all schools are developing goals and actions to address this in the upcoming year. Highlight is that our EL students were 5 percentage points more engaged than the average, and SWD were up at 8 pp more than average. Black/AA students were 13pp less engaged than the average. In terms of grade level spans, the elementary grades have significantly higher positive responses to this question than middle school students. We have learnt that on average our students with disabilities, and our English Learner students are feeling engaged at school, have supportive relationships, and feel a sense of belonging. On average our female students less engaged, less safe, and have fewer supportive relationships than male students. Our elementary schools feel more positively towards school than middle school students. There are still significant racial/ethnic disparities districtwide with regard to school climate, belonging, safety, and educational engagement. There are also significant differences when looking at survey results between school sites and/or between different teachers/homerooms, that allowed our site leadership teams to take action at their schools. This also highlights and identifies how critical specific personnel are towards improving the overall school environment and experience. "Based on an analysis of the local data, we have made improvements that focus on school safety, student belonging, and developing supportive relationships, and are working towards making additional improvements for the upcoming year. As a district we continue to focus on school safety inside classrooms, hallways, and outside on the playgrounds and school grounds, including providing before and after school supervision. Following the analysis of local survey data, conversations were held with teachers about specific survey results to understand and modify their classroom environments as needed, to better serve our student's needs. Especially at our middle school, there is a focus on celebrating heritage months as community events (Black History Month, AAPI Month), and Costano also held an AAPI Art Night. We have also established a Black Student Union, Poly Club (Polynesian), and other student clubs or associations to provide more opportunities for students to connect with each other. One of our major goals is to improve Tier 1 instruction for all students, across all classrooms, all teachers, and all schools, supported by our coaches and professional development opportunities, in an effort to improve student engagement. Using our initiative ""Universal Tier 2 Time"" (UT2T), we are also focusing on improving Tier 2 instruction, with data driven student groups that are adjusted over the year as needed, based on student specific data. This provides more students with better access to relevant skills and content. Newcomer students and those who need foundational English language support will also be provided with additional assistance to allow for better access and engagement to the classroom content." Met 2024-06-27 2024 41689990134197 Aspire East Palo Alto Charter 6 The local climate survey conducted in Winter 2024 for Aspire East Palo Alto Charter School (Grades 3-5 and 6-12) revealed several insights into the school environment. For Grades 3-5, 57% of students had favorable perceptions of the school's social and learning climate, consistent with the previous survey, but below the Aspire average of 62%. Regarding school safety, only 39% of students felt safe, which is 11% below the Aspire average of 50%. Students' sense of belonging was relatively higher, with 62% of students feeling they belonged, which matches the previous survey but is still below the Aspire average of 66%. Teacher-student relationships were rated favorably by 78% of students, an improvement of 7% from the last survey and slightly above the Aspire average of 77%. For Grades 6-12, the results showed that only 38% of students had favorable perceptions of the school's social and learning climate, a decrease of 6% from the previous survey and below the Aspire average of 42%. Regarding school safety, 49% of students felt safe, a decline of 7% since the last survey and below the Aspire average of 51%. Students' sense of belonging was also low, with only 38% feeling they belonged, a slight increase from the previous survey but still below the Aspire average of 36%. Teacher-student relationships were rated favorably by 46% of students, a decrease of 11% from the last survey and below the Aspire average of 52%. The survey data highlights several key learnings about the school environment at Aspire East Palo Alto Charter School. A major area of concern is the significant decline in perceptions of safety among students, with only 39% of Grades 3-5 and 49% of Grades 6-12 students feeling safe. This suggests an urgent need to address issues related to bullying, disrespect, and physical altercations. Additionally, the low sense of belonging among students, particularly in Grades 6-12 where only 38% of students feel they belong, indicates a need for initiatives that enhance inclusivity and connection among students. The relatively low percentage of students reporting positive teacher-student relationships, especially in Grades 6-12 (46%), further emphasizes the need for strategies to strengthen these connections. Disaggregated data reveals that specific groups, such as those experiencing high rates of bullying and low feelings of safety, require targeted support to address their unique challenges. In response to the identified needs from the survey data, the LEA will implement several changes to existing plans, policies, and procedures to address the areas of concern. To improve school safety, the LEA will enhance the role of the Attendance Team, which will now include a specific focus on monitoring and addressing issues related to bullying, disrespect, and physical altercations. This team will conduct regular safety audits and introduce programs aimed at promoting respectful interactions and conflict resolution among students. To bolster the sense of belonging, the LEA will expand family and community engagement efforts, including more frequent and inclusive family events, and the creation of initiatives like the Black Family Advisory group. These actions aim to create a more welcoming and inclusive school environment for all student groups. The LEA will also enhance support for teacher-student relationships by providing additional professional development for teachers focused on building strong, supportive connections with students. This includes training on social-emotional learning (SEL) and culturally responsive teaching practices. Moreover, the LEA will introduce new attendance incentives and interventions to address chronic absenteeism, particularly among low-income students. These measures include increased family communication and personalized support for students with high absenteeism rates. By implementing these targeted actions, the LEA aims to address the identified needs and continuously improve the school climate and culture, ensuring a safer, more inclusive, and supportive environment for all students. Met 2024-06-20 2024 41689990135608 KIPP Valiant Community Prep 6 62% of KIPP families have a positive experience with the school. 60% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 41690050000000 Redwood City Elementary 6 The local climate survey data, collected using the Panorama Survey, provides insights into the school climate within the RCSD (Redwood City School District). Here's a detailed breakdown of the findings: Grades 3-5: English Learners (ELs): This group experienced a decline in favorable responses. Long-Term English Learners (LTELs): Also saw a decrease in favorable responses. Special Education Students: Reported lower favorable responses compared to other groups. Grades 6-8: Overall Climate Favorable Response: 38% Reclassified Students: This group had the lowest favorable responses. Key concerns highlighted by students is Impact of Student Behavior on Learning: Many students expressed concerns about how the behavior of their peers positively or negatively affected their learning experience. Overall, the survey results indicate that while there is a generally positive perception of the school climate, certain student groups, particularly those with specific educational needs or language backgrounds, are experiencing less favorable conditions. The analysis of the Panorama Survey data for grades 3-8 in RCSD reveals several key learnings, identifying both areas of need and areas of strength within the school climate. Key Learnings and Identified Needs Grades 3-5: English Learners (ELs) and Long-Term English Learners (LTELs): Both ELs and LTELs experienced a decline in favorable responses, indicating a need for targeted support. Some strategies to put into place are: Enhanced language support programs. Culturally responsive teaching practices to better engage these students. Increased communication and collaboration between teachers and families of ELs and LTELs to address specific challenges. Special Education students reported lower favorable responses compared to other groups, suggesting they may feel less supported or included. Some strategies to put into place are: Strengthening inclusive practices within the classroom. Providing additional resources and training for teachers to better support diverse learning needs. Creating opportunities for Special Education students to engage in the broader school community. Grades 6-8: The overall favorable response rate is relatively low at 38%, highlighting a general need for improvement in school climate. Some strategies to put into place are: Addressing issues related to school culture and student behavior. Implementing programs to foster a more inclusive and supportive environment. Reclassified Students group had the lowest favorable responses, indicating that students who have transitioned out of EL status may still face challenges. Some strategies to put into place are: Monitoring and supporting Reclassified Students to ensure their academic and social needs are met post-transition. Providing continued language support and academic monitoring. Areas of Strength The survey highlighted students' awareness of how their peers' behavior affects learning. This indicates that students are mindful of the school environment, which can be a strong foundation for promoting positive behaviors and interventions. The high participation rate in the survey suggests that students are willing to engage and provide feedback, an essential component for ongoing improvement efforts. Based on the analysis of local data and the identification of key learnings, particularly regarding the needs of multilingual learners, the LEA (Local Education Agency) has determined several changes to existing plans, policies, and procedures to address these areas of need. The focus will be on schools with high populations of English Learners (ELs) and Long-Term English Learners (LTELs). Integrated English Language Development (ELD) Coaching: To ensure that language development is seamlessly integrated into all content areas, helping multilingual learners to access the curriculum more effectively. LEA will provide specialized coaching for teachers in schools with high EL populations, focusing on integrated ELD strategies. Develop professional development sessions and workshops for teachers to enhance their skills in supporting multilingual learners. Revise the curriculum to include more culturally responsive materials and practices that reflect the diverse backgrounds of ELs. To create an inclusive classroom environment that recognizes and values students' cultural and linguistic backgrounds. Review and update existing curricular materials to include diverse perspectives and voices. Incorporate culturally relevant pedagogy into daily instructional practices. Enhanced Communication with Families of ELs and LTELs: To build stronger partnerships with families, ensuring they are informed and involved in their children's education. Strengthen communication channels with the families of multilingual learners to better understand and support their needs.Offer multilingual communication resources, such as translated newsletters, parent meetings, and workshops. Establish regular check-ins between teachers and families to discuss student progress and provide resources for supporting learning at home. Targeted Monitoring and Support for Reclassified Students: Develop a monitoring system for students who have been reclassified from EL status to ensure they continue to receive the support they need. Track the academic performance and well-being of reclassified students through regular assessments and teacher observations. Provide additional tutoring or counseling services as needed to address any gaps or challenges. Continuous Professional Development on ELD and Culturally Responsive Practices: Ongoing training for all educators on effective ELD strategies and culturally responsive teaching. To ensure that all staff are equipped with the skills and knowledge to support multilingual learners. Schedule regular professional development sessions focused on the latest research and best practices in ELD and culturally responsive teaching. Encourage teachers to share successful strategies and collaborate on improving instructional practices. The LEA will establish a continuous improvement framework to assess the effectiveness of these changes. This will include: Regular data collection and analysis to monitor the impact of new policies and practices. Gathering f Met 2024-06-26 2024 41690050127282 Connect Community Charter 6 Spring 2024 Local Climate Survey Results 100% Staff are committed to the school. 90% Staff feel connected to the school. 90% Staff feel the school is safe. 80% Parents feel a sense of belonging and connected. 90% Parents feel the school is committed to a caring environment. 23% Parents completed the surveys. The key findings from educational partner input and local data identified that parents are happy their students are learning English, participate in hands-on activities, individualized attention, and their children are cared for by the staff and teachers. Connect will continue to focus on increasing attendance at DELAC and Community Meetings that will improve seeking input for decision-making. Connect will focus on increasing parent attendance, parent decision-making skills, and opportunities for increased and meaningful participation in the school program. Connect will continue to push out invites through ParentSquare as well as having the staff make calls home to encourage more partnerships for student outcomes. In order to improve engagement in relation to seeking input for decision-making, Connect will prioritize having the staff make calls home to encourage attendance at DELAC meetings for more opportunities to seek input for decision-making in the school program. Connect will continue to communicate events. Met 2024-06-06 2024 41690050132068 KIPP Excelencia Community Preparatory 6 76% of KIPP families have a positive experience with the school. 61% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 41690050132076 Rocketship Redwood City 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are overall satisfied with the school, with 65% of respondents reporting that they were satisfied or very satisfied. Satisfaction was being driven by families feeling the process to pick up students is safe and effective, reported by 83% of families and 78% of families feeling they are treated with warmth and respect by teachers. We are working on more time for students to engage in recess, with improvements in our bell schedule and quick transitions. Additionally, we will focus on providing more regular updates on student academic and cultural progress. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our teacher family engagement and communication vision to focus on consistent communication over the course of the year. We will create high quality opportunities throughout the school year for teachers to give meaningful updates to families. We will also provide training and in day supports to teachers to faciliate this engagement. We are incorporating new changes in our bell schedule and more training for staff on effective transitions to ensure students have the full amount of time to engage in recess. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 41690130000000 San Bruno Park Elementary 6 To fully engage our stakeholders SPBSD solicited and promoted stakeholder feedback and engagement through a series of site meetings, Zoom meetings, surveys, phone calls, public meetings, social media posts, surveys, and parent and community notifications. Our intent was to fully understand our stakeholder needs in order to influence the academic and operational plans along with the associated budget planning. The local community provided feedback and suggestions were made to continue our teaching and learning professional development. Survey Data via the Panorama Platform indicates a need for engagement for students and families. The survey targeted school connectedness which included barriers to engagement, student teacher relationships and safety. Approximately 59% of families responding to the survey indicate the need to feel more connected and engaged with staff at school. Data also revealed that 45% of students did not feel connected to their school community. Additional information indicated that 65% of LatinX students responding to the survey felt that they did not belong. After engaging with the community the SBPSD recognizes the need to support climate activities, eliminate barriers and increase engagement. To meet these expectations, SBPSD has expanded its afterschool services, introducing a variety of programs, such as music, sports, dance, cheerleading, and plans to increase engaging activities. More importantly, SBPSD has created a strategic plan to address engagement by expanding its staffing to reflect our student groups. Clubs and cultural activities will also be expanded to ensure our students and families feel included. SPBSD continues to create spaces that build upon connectedness for students and families. SBPSD has expanded its programs to also include additional counseling and mental/physical health services, partnerships with the local community organizations for social services support. Systems have been targeted to improve inclusion for all students and families. Met 2024-06-18 2024 41690210000000 San Carlos Elementary 6 Please Note: The responses in these three prompts are meant to be read as one response that will address all 3 prompts Part 1 of 3: Results of the 2024 California School Health and Learning Surveys given to families, students and teachers/staff can be found in the narrative for Priority 3. This narrative will be used to explain the analysis and associated actions in Goals 4 and 5 of the 2023-24 SCSD LCAP. Goal 4 of the 2023- 2024 SCSD LCAP specifically targeted the social-emotional needs of students: “Create systemic structures that foster the 5C's and support the social emotional student needs that are developmentally appropriate to P-3, 4-5 and 6-8 grade level configurations, and allow for meaningful progress monitoring.” Within this goal, specific actions were established to address meaningful participation in school work. Ensuring more student voice and choice, increasing student engagement opportunities and Project-Based Learning, and adopting a new standards based, data driven middle school SEL curriculum were identified as high impact actions. Goal 5 of the 2023-24 SCSD LCAP specifically targeted student access to learning and sense of belonging: “Ensure equitable access to learning for all students by providing necessary structures and intentionally monitoring student engagement and student sense of belonging within each school community and across all student groups.” Within this goal, specific actions were established to address school climate and sense of belonging. Continued implementation of Positive Behavior Intervention and Support (PBIS), and continued development of the District’s Multi-Tiered System of Support (MTSS) across all schools were identified as high impact actions. Middle schools are implementing strong Middle School transition programs (Where Everybody Belongs (WEB), and School Ambassadors to further enhance the student experience entering middle school. Both middle schools work with their staff to implement restorative practices and other alternatives to negative consequences and suspension. "Part 2 of 3: Development of the 2024-25 SCSD LCAP incorporated feedback from all stakeholders in the development of new goals and actions that align directly with the SCSD Strategic Plan and Facilities Master Plan. Goals 1 and 2 were designed to specifically address the needs of students, as follows: Goal 1: “We will prioritize and support learners’ intellectual, intrapersonal, and interpersonal growth and ensure future success for all students by developing future ready skills, sparking engagement, and building academic confidence in all students.” Goal 1 centers on ensuring that all students have access to high quality Tier 1 instruction and services. The development of this goal follows from the adoption of the updated 2023 SCSD Strategic Plan. The vision of the Strategic Plan emphasizes the development of the whole child and preparing students by arming them with durable ""future ready"" skills that would be useful regardless of the situation or career path of that student's choice. There was significant stakeholder engagement around the Strategic Plan during the 2022-23 school year, and engagement during the 2023-34 school year remained enthusiastic about the plan's ambitions for students in SCSD and their ability to: • Reach their highest academic, social, emotional, intellectual, and physical potential; • Become Curious Problem Solvers, Self-Aware learners, and kind citizens; and • Develop into empathic citizens and leaders who are responsible stewards of their world and care about equity and justice, both locally and worldwide. The Learner Profile is the heart of the Strategic Plan. In the visual of the Learner Profile, the learner is surrounded by concentric circles of ""The Educator,"" ""The School,"" and ""The Community."" Each of these circles has an assigned goal in the SCSD LCAP. Goals 1 and 2 relate directly to the Learner. The Learner Profile is a dynamic framework that outlines the attributes and skills that every student will develop throughout their educational journey with SCSD. Going beyond traditional academics, the Profile of a Learner emphasizes critical thinking, creativity, adaptability, and collaboration, equipping students with the tools they need to thrive in an ever-changing world. Educators have worked throughout the 2023-24 school year to develop a Continuum of Learning aligned to the SCSD Profile of a Learner that will be piloted and implemented in the coming school years. The continuous improvement Plan is based on four core principles, the first of which is directly related to this goal: Developing and delivering learner-centered, innovative and engaging curriculum and instruction. Educators will pilot the Learner Profile Continuum of Learning in 2024-25, and we envision that it will be used district-wide in some format by the close of this LCAP in 2027. " "Part 3 of 3: Goal 2: We will provide rigorous and differentiated learning, set ambitious goals, and use inclusive practices so that ALL students, including those with learning differences, reach their full academic and social potential. Goal 2 is a broad goal based in providing students access to Multi Tiered Systems of Support, with Tier 2 and Tier 3 services as they need them, inclusive of all student groups. It emphasizes the idea of ""just in time"" intervention, whether that is in academics, behavior, or mental health. It was also made clear during the engagement process that it was important to consider the needs of students that need a deeper or more rigorous dive into the core subjects. This goal also continues to focus on the implementation of inclusive practices for all students as part of the District's initiative in Diversity, Equity, Inclusion, and Belonging (DEIB). " Met 2024-06-13 2024 41690216112213 San Carlos Charter Learning Center 6 The local climate survey data, drawn from the Renaissance Fundamentals survey administered in May 2024, captures the perspectives of students from San Carlos Charter Learning Center across several factors related to their educational experience. This data, collected from K-8 grade cohorts, provides a detailed picture of students' attitudes towards school, learning, and their overall well-being. The survey covers a 15 variety of factors such as feelings about school, perceived learning capability, self-regard as a learner, preparedness for learning, attitudes to teachers, general work ethic, confidence in learning, attitudes to attendance, and response to curriculum demands. K-2 PASS Survey: ? Overall Scores: The K-2 survey results indicate a generally positive perception among students, with high scores in feelings about school, perceived learning capability, and attitudes towards teachers. ? Disaggregation by Groups: Data is broken down by gender, revealing slight variations. For example, girls tend to have marginally higher scores in feelings about school and attitudes to teachers compared to boys. 3-5 PASS Survey: ? Overall Scores: The 3-5 grade data show strong positive attitudes in feelings about school, preparedness for learning, and attitudes towards teachers, with mean percentage scores generally above 80%. ? Disaggregation by Gender: Girls score higher than boys in several factors, including feelings about school, preparedness for learning, and confidence in learning. ? Disaggregation by Grade: Differences by grade show that third graders report slightly higher scores in feelings about school and general work ethic compared to fourth and fifth graders. ? Disaggregation by Ethnic Group: The data also include scores by ethnic group, revealing that White and Asian students have higher mean percentages in most factors compared to Hispanic or Latino and Black or African American students. 6-8 PASS Survey: ? Overall Scores: The 6-8 grade data show consistent positive perceptions, with high scores in preparedness for learning (81.5%) and feelings about school (78.5%), although slightly lower compared to the 3-5 cohort. ? Disaggregation by Gender: Similar to the 3-5 results, girls in grades 6-8 report higher scores in feelings about school (80.4%) and preparedness for learning (83.2%) compared to boys (76.0% and 79.4%). ? Disaggregation by Grade: Sixth graders show higher preparedness for learning (81.2%) compared to eighth graders (81.9%). Self-regard as a learner peaks in seventh grade (66.1%) before declining in eighth grade (65.4%). ? Disaggregation by Ethnic Group: Disparities persist, with White and Asian students scoring higher in most factors compared to Hispanic or Latino and Black or African American students. From the analysis of the survey data, several key learnings and areas of strength have been identified: Strengths: 1. PositiveSchoolClimate:HighscoresinfeelingsaboutschoolacrossK-8indicate a generally positive school climate. 2. PreparednessforLearning:Studentsacrossallgradesfeelwell-preparedfor learning, with high scores particularly in the 3-5 and 6-8 cohorts. 3. StrongRelationshipswithTeachers:Highscoresinattitudestowardsteachers suggest that students have positive relationships with their educators, which is crucial for a supportive learning environment. Identified Needs: 1. GenderDisparities:Whilegenerallypositive,therearenoticeabledifferencesin scores between boys and girls, particularly in areas like confidence in learning and preparedness for learning, where girls tend to score higher. 2. Grade-LevelVariations:Thirdgradersexhibitslightlyhigherscoresinseveral areas compared to fourth and fifth graders. Sixth graders show higher preparedness for learning compared to eighth graders. 3. EthnicDisparities:Therearesignificantdifferencesinscoresamongethnic groups, with White and Asian students scoring higher than their Hispanic or Latino and Black or African American peers. This highlights the need for addressing equity and providing additional support to underrepresented groups. 4. Socio-EconomicFactors:StudentseligibleforFreeandReducedLunchhave lower scores in perceived learning capability and self-regard as a learner compared to their peers, indicating that socio-economic factors significantly impact student attitudes and perceptions. Based on the key learnings and identified needs from the survey data, the following changes to existing plans, policies, or procedures are recommended: 1. TargetedSupportPrograms:Implementprogramsspecificallyaimedat boosting confidence and preparedness in learning among boys and upper 17 elementary and middle school students. This could include mentoring, tailored instructional strategies, and targeted intervention programs. 2. EquityInitiatives:Developandimplementinitiativesaimedatclosingthegap between different ethnic groups. This might involve culturally responsive teaching practices, additional academic support for underrepresented students, and engagement with families and communities to support student success. 3. SupportforSocio-EconomicallyDisadvantagedStudents:Provideadditional resources and support for students eligible for Free and Reduced Lunch, including tutoring, counseling, and extracurricular activities to enhance their learning experience and self-regard. 4. ProfessionalDevelopment:Provideprofessionaldevelopmentforteachers focusing on strategies to support diverse learners, address gender disparities, and enhance relationships with students. Training could include workshops on equity in education, differentiated instruction, and fostering a positive school climate. 5. ContinuousMonitoringandFeedback:Establishasystemforregular monitoring and feedback using the Renaissance Fundamentals survey data to track progress and make data-informed decisions. This includes setting up periodic reviews of the data to assess the effectiveness of implemented changes and make necessary adjustments. By implementing these changes, the LEA aims to enhance the educational experience for all students, ensure equity, and continuously improve school conditions and climate based on data-driven insights. Met 2024-06-10 2024 41690390000000 San Mateo-Foster City 6 Students in grades 3rd through 8th grade participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. In order to focus efforts and align priorities with the district’s Local Control Accountability Plan, key findings are as follows: Feel Connected to School: Percent of students rating Strongly Agree/Agree Year: 2021-22 2022-23 2023-24 GRADE: 3rd 74% 76% 74% 4th 76% 75% 70% 5th 73% 73% 72% 6th 72% 69% 72% 7th 57% 64% 61% 8th 65% 58% 63% Caring Adult in School: Percent of students rating Strongly Agree/Agree Year: 2021-22 2022-23 2023-24 GRADE: 3rd 78% 76% 75% 4th 79% 77% 76% 5th 79% 75% 76% 6th 60% 60% 63% 7th 51% 51% 56% 8th 51% 51% 52% Students in grades 3rd through 8th grade participated in the California Healthy Kids Survey (CHKS), and the results were reported to site leadership and schools. In order to focus efforts and align priorities with the district’s Local Control Accountability Plan, key findings are as follows: Chronic sadness/Considered suicide: Percent of students rating Strongly Agree/Agree Year: 2021-22 2022-23 2023-24 Year: 2021-22 2022-23 2023-24 GR: Experience Chronic Sadness GR: Considered Suicide 6th 20% 20% 21% 6th 9% 9% 9% 7th 37% 25% 22% 7th 17% 10% 13% 8th 32% 29% 26% 8th 16% 13% 11% Key Learnings: As baseline data, the percentage of students “Feeling Connected” drops significantly from 5th grade to 6th and into the rest of the middle school grades. On the “Caring Adult” data, grades 3rd -5th grade percentage in the 70% ranges with a more significant drop at 7th and 8th grade. Middle school data shows students feeling sadness/suicidal tendencies have gone down overall-particularly in 7th and 8th grades but remained the same in 6th. Overall, the district's student data shows strong agreement (mid 70% range) from 3rd-5th graders that they feel connected to school, that there are caring adults at school, and that they feel safe. Overall the middle school data is concerning. Areas of improvement include school connectedness and caring adults. 2. MEANING: Students continue to struggle with feelings of well-being post pandemic--particularly for middle school students. In the new data, students continue to feel disconnected to school as they grow in grade level based on their survey results (ranges from 52%-76% for “Feeling Connected” and ranges from 61%-74% for “Caring Adults”). SMFCSD continues to invest in additional counselors, district social workers/mental health clinicians, restorative practice teachers on special assignment, and other adults to address the wellness challenges students continue to exhibit. Deeper analysis of the data shows that LGBTQ+ students continue to demonstrate high levels of chronic sadness. The District’s Strategic Plan supports work in this specific area include hiring a ToSA for LGBTQ+ support and a district plan to support that includes professional development to support these students. "3. USE: Goal 3 in the District’s 2022-2027 and the 2023 LCAP lays out the district’s rationale and actions going forward for improving school climate and student wellness, including: increased counseling and social worker support; expanded implementation of trauma-informed instruction, restorative practices, and social-emotional learning time and curriculum; and hiring additional staff to support community and connection on campuses. Together, these actions will provide increased social emotional support to Foster Youth, Homeless, and Newcomer students through case management services and site-based support. Having caring adults on campus (and having students feeling that care) is an important part of the work ahead for sites. To address these needs, the district will continue to expand its support of key roles such as counselors, social workers, and Student Support ToSAs. The district will continue to offer professional development for newly hired and returning certificated staff, upon returning to school in the fall, which is the path by which all staff will be trained in the wellness practices and systems the district considers ""foundational"". This professional learning content includes work with the Human Rights Campaign on Welcoming Schools-Creating LGBTQ+Inclusive Schools and Preventing Bias-Based Bullying. In addition, middle school Restorative Practices ToSAs have been provided on-going support and training with Restorative Solutions; including a “trainer of trainers” model." Met 2024-06-27 2024 41690470000000 San Mateo Union High 6 The District administers the Panorama Survey. This survey aims to understand how students perceive their respective school climates across the District. This is the second of two surveys that we administer each year (the “Back to School Survey” results were shared in January 2024). The broad focal areas of the survey are as follows: - Cultural Awareness and Action: This area asks students to tell us about their experience learning about, discussing, and confronting issues of race, ethnicity, and culture in school. - Diversity and Inclusion: This element asks students to tell us about how integrated and fair the school is for students from the perspective of different races, ethnicities, or cultures. - Hate-motivated Speech: This section asks students to inform us about the extent to which they experience or witness acts of intolerance on campus and the extent to which those issues are effectively redressed. The survey was administered from January 22nd to February 16, 2024, and was completed by 78% of our students. Bright Spots: - High Participation Rates: The student survey saw a high participation rate, with an average completion of 78%. Notably, MHS had the highest participation at 89.4%, indicating strong engagement and willingness among students to share their perspectives. - Diversity and Inclusion: There continue to be appropriate responses when students experience microaggressions and hate speech is directed at them. - Cultural Awareness and Action: Students indicated a strong sense that they are being supported in talking about issues of race and difference in and outside of the classroom. Areas of Growth: - Varied School Site Participation Rates: The participation rates across different school sites varied considerably. This discrepancy suggests the need for strategies to ensure more uniform engagement across all student groups and school sites. - Hate-Motivated Speech: We continue to have fewer than half of students (who witness instances of Hate Speech*) indicating that they see adults respond in a way that makes them feel safe, “When there are instances of hate speech (either directed at me or another person) at my school…” - BIPOC students generally report lower levels of favorability across the survey questions, this includes our Latino, Pacific Islander/Native Hawaiian and Black-African American students. *Approximately 30% of students do not report witnessing instances of Hate-motivated Speech on Campus. The Panorama survey is used each year to hear from students, staff and families about their experiences in the District so that we can make adjustments to programs and practice. Here is a summary of the issues noted in this report: Varied School Site Participation Rates: Survey participation rates across different schools are significantly variable, and we are committed to improving them going forward. Met 2024-06-20 2024 41690470129759 Design Tech High 6 We asked students if they felt a sense of belonging at school. On a 5 point scale with 5 being the highest score the average score was 3.14 overall. Different student group scores ranged from 3.06 to 3.2 The sense of belonging does not seem correlated to different student group status. We want to overall score to be higher overall so we are going to implement the plan created by the DEIB committee. Met 2024-06-18 2024 41690620000000 Sequoia Union High 6 California Healthy Kids Survey 2023-2024 Report, Key Indicators of School Climate: Results are reported in percentages for Grade 9, Grade 11, Grade NT (Continuation, Community Day, Alternative School Types) School Engagement and Supports: School connectedness†# (In-School Only) – 63, 64, 60, School connectedness†?(Remote Only) – 47, 44 Academic motivation – 65, 66, 69 School is really boring – 39, 32, 32 School is worthless and a waste of time – 11, 8, 7 Monthly Absences (3 or more) – 14, 16, 38 Maintaining focus on schoolwork – 30, 27, 36 Caring adult relationships – 62, 72, 72 High expectations – 74, 80, 78 Meaningful participation – 29, 32, 35 Facilities upkeep – 39, 42, 83 Promotion of parental involvement in school – 49, 48, 65 School Safety and Cyberbullying: School perceived as very safe or safe – 69, 73, 71 Experienced any harassment or bullying – 24, 19, 8 Had mean rumors or lies spread about you – 23, 21, 15 Been afraid of being beaten up – 12, 7, 3 Been in a physical fight – 5, 2, 7 Seen a weapon on campus – 7, 6, 7 Cyberbullying – 18, 16, 13 School Engagement and Supports by Race/Ethnicity: School Connectedness (In-School Only) American Indian or Alaska Native – NA Asian/Asian American – 68, 68 Black/African American – 52, 35 Hispanic/Latinx – 55, 58, 61 Native Hawaiian/Pacific Islander – 49 White – 69, 69 Multiracial – 69, 68 Other – 59, 52 School Safety by Race/Ethnicity: School perceived as very safe or safe (In-School Only) American Indian/Alaska Native – NA Asian/Asian American – 71, 75 Black/African American – 46, 50 Hispanic/Latinx – 68, 69, 72 Native Hawaiian/Pacific Islander – 71 White – 70, 79 Multiracial – 71, 72 Other – 70, 65 Student perceptions demonstrates slightly higher perceptions of safety as compared to connectedness. The reports are fairly steady across grade levels with a slight increase in perceptions of safety as students progress from 9th through 11th grade, with trending improvements in connectedness progressing through grades 9 through 11. There is noted a decline for remote learners in connectedness from grades 9 to 11. When examining ethnicity subgroups, there appears a disparity in reporting between groups in perceptions of safety and connectedness, with overall more positive endorsements of connectedness for Asian/Asian American, White, Multiracial student groups as compared to lower endorsements for Black/African American, Hispanic/Latinx, Native Hawaiian/Pacific Islander student groups. For perceptions of safety there is also a disparity in reporting between groups, with overall the lowest perceptions of safety for Black/African American students. Reports for perceived safety and connectedness were lower for African American, Latinx, Native Hawaiian/Pacific Islander subgroups. We will conduct a root cause analysis to analysis to develop a system of engagement and inclusivity to improve pathways, practices, and ultimately student experiences/perceptions in these areas. Met 2024-06-26 2024 41690620112722 Summit Preparatory Charter High 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 84% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 93% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 68%" Summit Prep believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Prep take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Consistently year over year, results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. Additionally, we have a mentor group leadership team that represents 1-2 students from each mentor group at the school that meets directly with the Executive Director at least 3x a month. This allows a structure for students to have access to share improvement ideas, how school is experienced, and feel empowerment over school culture and instruction. Met 2024-06-13 2024 41690620119503 Everest Public High 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 83% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 93% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 76%" Everest believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Everest take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. Met 2024-06-13 2024 41690620126722 East Palo Alto Academy 6 According to the annual Panorama Student Survey: 35% of students responded favorably when asked about school belonging, up 5% from last year. 29% of students responded favorably when asked about school engagement, up 4% from last year. 84% of students responded favorably when asked about supportive relationships, up 2% from last year. 59% of students responded favorably when asked about diversity and inclusion, up 5% from last year. The area that made the most dramatic improvement was in the area of Cultural Awareness and action where it improved by 19%! Areas where we need to improve include: School climate went from 34% to 31%, decreasing by 3% School safety went from 62% to 57%, decreasing by 5% More important is to note the stark contrast relative to pre-pandemic data. Sense of belonging in 2019 was 62% favorable, decreasing to 35% in 2023 School climate in 2019 was 66% favorable, decreasing to 31% in 2023 School engagement in 2019 was 56% favorable, decreasing to 29% in 2023 School safety in 2019 was 76% favorable, decreasing to 57% in 2023 The data for supportive relationships is the one that is the most positive at 84% favorable, though this was a measure started after the pandemic. In 2022 it was 82% favorable, and 84% favorable in 2023. While we are making small incremental growth in the right direction in all but the two areas of school climate and school safety, we need to remember what we were capable of before the pandemic. When speaking to students we find that the questions related to school climate and school safety are still something that isn't clear to all students. It is clear that students feel that there are various supportive relationships on campus, but for reasons that are still under investigation, students are not associating strong supportive relationships with the measures for school climate and school safety. We do believe the incredible increase in the area of cultural awareness was made possible because of the timing of the survey, relative to other years. For the 2023-2024 data, they took the survey in the winter (January), when traditionally this is collected around October, when only one cultural celebration has taken place. By January students have celebrated Fiestras Patriax, La Posada, and are gearing up for the Black History Month Celebration. One of the most important additions to the 2023-24 school year as a result of this data the previous year was the creation of Road to Legendary. This is again when the local community based organizations take over the school for 80 minutes, once a month. This has allowed students to meet other students who share the same interests, be in debate, college and career readiness, painting, guitar, sports, DIY, cosmetology, community service, STEAM, and cooking - to name some of the offerings. For the 2024-25 school year we will be adding more options, and increasing by one additional month. We will also change our contract with PCRC to have more reliable restorative justice conferences and mediations. Finally, the majority of referrals for poor conduct were concentrated in one area that we anticipate will be remedied for the 2024-25 school year. We are also anticipating some significant changes to school culture as we transition a new teacher in leadership and service, in addition to transitioning our vice principal to the principal role, and welcoming a new vice principal who will bring her own characteristics to the role of supporting a safe and welcoming school. Met 2024-06-26 2024 41690620139915 KIPP Esperanza High 6 57% of KIPP families have a positive experience with the school. 51% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 41690700000000 South San Francisco Unified 6 In an end of year counseling and school climate survey, SSFUSD secondary students indicated positive feedback about the school environment and supports available: 88% of students reported they have at least one trusted adult on campus they could turn to 75% of students reported they feel all students are treated fairly on campus with matters related to school policies including attendance and discipline 87% of students indicated they know where to go for mental health supports and resources 90% of students feel supported by their counselor when they go to their counselor for guidance Our educational partners have indicated a few key areas that SSFUSD needs to address: -Safe, inclusive learning environments - input/feedback indicate this is an area of need as students feel that sometimes they are not treated fairly in regards to school policies; This has made us re-evaluate discipline practices and focus more on providing restorative practices at our school sites. -Students are reporting increased mental health needs following the pandemic which in turn has resulted in SSFUSD increasing our mental health supports for our students/families. SSFUSD has 6 Wellness Counselors at our secondary schools and we're looking to provide counselors at our elementary schools in the upcoming years. SSFUSD continues to partner with Daybreak to provide tele health therapy for our students in grades K - 12 which is free to our students/families up to 10 sessions. SSFUSD has provided professional learning opportunities on the SCARF framework in January 2024. The SCARF model is divided into five areas via an acronym for Status, Certainty, Autonomy, Relatedness, and Fairness. Status refers to one's sense of importance compared to others. Certainty pertains to the perceived ability to know and predict future outcomes. Autonomy exemplifies one's sense of control over social stimuli and how the perception of behaviors could affect the outcome of situations. Relatedness refers to security and the overall connection of the environment, people, and social conditions. Finally, fairness describes the perceived relative expected balance between people (Rock, 2008). Schools are creating different ways to infuse these strategies, routines into their classroom practices/routines. https://gatewayimpact.org/sites/default/files/resource/files/SCARF%20Classroom%20Environment%20Planning%20Tool%20List.pdf Met 2024-06-20 2024 41690880000000 Woodside Elementary 6 Analysis of the 23-24 annual school climate survey revealed many interesting findings. 80% of families feel included in the school community. There are overwhelming positive ratings for a well-rounded education being provided within Woodside Elementary School District. Families reported overall satisfaction with specific academic areas, with some feedback around wanting an increased level of challenge in homework and mathematics. Families also provided some feedback about wanting the curriculum of the District to better represent the diverse backgrounds and experiences of all educational partners. Families who have students receiving student services are overwhelmingly satisfied with the services being provided, such as Speech, RSP, and related services like occupational therapy and behavior support. In responding to family feedback from the annual school survey, Woodside Elementary School District is committed to examining the new Math framework and examining current curricular choices in this area in order to respond to questions about rigor in Mathematics. WESD will also examine current adopted curriculums and instructional resources to determine whether they reflect the backgrounds and experiences of all educational partners and will make appropriate changes based on what we discover. Woodside Elementary School District has developed a new Local Control and Accountability plan for the next three years that is closely aligned with our updated strategic plan. Many of the LCAP metrics are taken from the annual school survey so that we can continue to closely monitor and measure our continuous growth and progress in these areas. We will continue to align all of our plans in this way so that family and community feedback continues to be at the forefront of our system of evaluation and improvement as a district. Met 2024-06-21 2024 42104210000000 Santa Barbara County Office of Education 6 The California Healthy Kids Survey (CHKS) was administered in February 2024, with 63% of students responding. Students in grades 7-12 participated in the survey. Due to our small size, with a total of 37 students completing the survey, we are unable to report on student groups. JCCS parents also participate in annual surveys created by the JCCS Leadership Team and SSC members. Survey results are reviewed and analyzed by the JCCS Leadership Team and SSC members, and results are summarized in the Local Control Accountability Plan (LCAP). Local decisions are made based on the results of these surveys. The CHKS results indicated that the majority of students (62%) reported feeling optimistic about school; with 36% reporting they feel safe at school; 48% report there is an adult at school who really cares about them; and 87% report they have never been afraid of being beaten up at school. Our data confirms that our staff is building relationships that have a meaningful impact on our students and their choices. The majority of our students are coming to us with adverse childhood trauma and the fact that the results of the survey show they have an adult who they can trust at school is a huge achievement. Having one caring adult has proven to be the key indicator of a child’s ability to overcome childhood trauma and build resiliency. "An area of concern was the high number of students (65%) who reported they've been drunk or ""high"" on drugs at school and 35% reported current alcohol or drug use. Additionally, 60% of students reported they did not expect for more good things to happen to them than bad. This data supports the need to have a full-time School Based Therapist (SBT) and a full-time Substance Use Disorder (SUD) Counselor through the Council on Alcohol and Drug Abuse (CADA) on campus who provides both individual and group therapy sessions. In 2023-24, JCCS teachers and teaching assistants received training in mental health, substance abuse, trauma-informed practices, and Crisis Prevention & Intervention (CPI) to better support student needs." Met 2024-06-20 2024 42691040000000 Ballard Elementary 6 Ballard School uses a local climate survey for all students, parents and staff. There are no specific student groups that are statistically significant to be able to disaggregate the data by student groups. We have the data disaggregated by grade level. On the student survey, 96% of the students report feeling connected to and cared for at school. As well, we have more than 50% of our students who participate in afterschool activities, which shows students wanting to invest their time in additional school activities. On school spirit days, we often have 100% participation. When meeting with the student leadership group during the LCAP input process, students reported their most favorite school activity was Big and Little Buddies, which is cross grade-level activities, which shows students feeling connected with each other across grade levels. Key learnings from the local climate survey data and other forms of student input, show that Ballard School is a happy place to be. Students feel safe, connected and cared for, want to spend their extra time here participating in after school activities, and value the opportunity to work with their cross grade-level peers. One area of need that was identified in the student survey is students feeling that they are involved in the decision making at school (72% report that they are involved in the decision making process). This is an area that could be improved. We will work to actively engage students in decision-making where appropriate. Currently, the student survey is only given to grades 3-6. Expanding the student survey input (adding in grades K-2) will allow us to have a broader view of our students and the school climate. Our school only has 106 students total, so making sure that we include all of their voices and input could have a significant impact on the data and may illuminate other areas of need and will be helpful in continuous improvement. Met 2024-06-27 2024 42691120000000 Blochman Union Elementary 6 Teachers have received training in the Multi-tiered System of Support (MTSS) methodology. MTSS is an integrated framework that includes Common Core State Standards (CCSS), core instruction, differentiated learning, Response to Intervention (RTI) and Positive Behavioral Intervention and Supports (PBIS) frameworks. The district has a .5 FTE, in-house school psychologist and has implemented a PBIS system to help address student mental health and behavioral issues. Students in grades 6 - 8 were surveyed during the school year. Of those surveyed, 98% feel that students are generally respectful of each other and 79% feel that there are people who care about them. We will continue to maintain our current policies and procedures for providing a positive school climate for all educational partners. We do not plan to make any changes to our existing plans, policies, or procedures relating to school climate. Met 2024-06-11 2024 42691120111773 Family Partnership Charter 6 SCHOOL CLIMATE RESULTS: COMMUNICATION AND INPUT = 86.0% 89% Students K-5 78% Students 6-12 91% Family SCHOOL CONNECTEDNESS = 88.6% 91% Students K-5 78% Students 6-12 97% Family SENSE OF SAFETY = 85.7% 94% Students K-5 75% Students 6-12 88% Family It was a key point that the school climate survey yielded results lower than in prior years. Students in K-5 and family responses were more favorable than those of the students in grades 6-12. Student safety is something that needs to be looked into more thoroughly for qualitative data. The information was not broken down by student groups through the annual survey. FPCS will provide educational events and resources on topics related to child development, social emotional issues, student health/safety, as well as academics to address overall student well-being and success. 1- ANNUAL SURVEY Provide parents with the opportunities to give input to topics of need or interest as it relates to their student or overall family life. Utilize staff and guest speakers to address interests by scheduling 2-4 events per school year remotely to give easy access to all families. 2- HOME TO SCHOOL CONNECTION Promote strong relationships between staff and families to support all students in their individual growth. Seek ways to promote student progress and learning. Regular communication will be handled through emails, phone calls, meetings, digital platforms, etcetera to keep families informed and involved. (ParentSquare, GoToConnect, Edlio) 3- FAMILY RESOURCES Provide families with resources, tips, and guidance to support learning at home, including recommended books, activities, and online tools. In addition, make available community and out-of-school agency contacts or resources as needed based on individual needs. (ParentSquare and school website) Met 2024-06-18 2024 42691120124255 Trivium Charter 6 Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress. "The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium. The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence." We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes. Met 2024-06-17 2024 42691120137877 Trivium Charter School Adventure 6 Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress. "The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium. The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence." We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes. Met 2024-06-17 2024 42691120137885 Trivium Charter School Voyage 6 Our survey data is excellent and our general feedback through various formats to engage families consistently informs us that our families are satisfied with the time and attention they receive from Trivium and their student's academic progress. "The local climate survey results show that families are most satisfied with their ability to individualize learning, their comfort with interacting with staff members, and the likeliness to recommend Trivium. The lowest scoring results were still in the ""very satisfied"" range versus the ""extremely satisfied"" which was defined in the previous sentence." We are going to provide student recognition events to help support families for home-based subjects and to increase student ownership over their own learning outcomes. Met 2024-06-17 2024 42691200000000 Santa Maria-Bonita 6 The Santa Maria-Bonita School District’s (SMBSD) commitment to a school climate conducive to learning is reflected in our LCAP Broad Goals 3, “We will provide structures and facilities to support inclusive learning experiences,” and Goal 4, “We will nurture the whole child.” To measure student perceptions of school safety and connectedness, SMBSD administered the California Healthy Kids Survey (CHKS) to 5th and 7th grade students in November of 2023. The major findings from the 2023-2024 CHKS are as follows: 5th and 7th grade students report high to moderate levels of school connectedness at 72% and 43%, respectively. Students in 5th and 7th grade report high to moderate levels of academic motivation at 80% and 58%, respectively. A majority of both 5th and 7th grade students report they feel there are caring adults at school, 70% and 51%, respectively. Additionally, following are a sample of reviewed results including percentages of favorable responses broken down by available student groups within targeted survey questions: School Connectedness American Indian or Alaska Native: 66% (5th Grade)/ 60% (7th Grade) Asian or Asian American: 76% (5th Grade)/ 56% (7th Grade) Black or African American: 74% (5th Grade)/52% (7th Grade) Hispanic or Latinx: 72% (5th Grade)/43% (7th Grade) White: 66% (5th Grade)/46% (7th Grade) Mixed (two or more) ethnics: 73% (5th Grade)/32% (7th Grade) Something else: 74% (5th Grade)/ 46% (7th Grade) Academic Motivation American Indian or Alaska Native: 78% (5th Grade)/ 65% (7th Grade) Asian or Asian American: 85% (5th Grade)/ 67% (7th Grade) Black or African American: 77% (5th Grade)/ 64% (7th Grade) Hispanic or Latinx: 81% (5th Grade)/ 58% (7th Grade) White: 77% (5th Grade)/ 66% (7th Grade) Mixed (two or more) ethnics: 80% (5th Grade)/ 59% (7th Grade) Something else: 79% (5th Grade)/ 59% (7th Grade) Caring Adult Relationships American Indian or Alaska Native: 68% (5th Grade)/ 70% (7th Grade) Asian or Asian American: 60% (5th Grade)/ 61% (7th Grade) Black or African American: 78% (5th Grade)/ 58% (7th Grade) Hispanic or Latinx: 71% (5th Grade)/ 50% (7th Grade) White: 64% (5th Grade)/ 52% (7th Grade) Mixed (two or more) ethnics: 62% (5th Grade)/ 44% (7th Grade) Something else: 70% (5th Grade)/ 56% (7th Grade) SMBSD continues to provide students and their families with a supportive, inclusive, and welcoming school environment. Appropriate and responsive solution efforts to increase student connectedness, school safety, and student achievement continue to be implemented and refined districtwide. They include the coordination of additional staff to maintain clean and safe facilities, the expansion of counseling services to support social and emotional wellbeing of our students and their families, increased health assistant coverage, and the coordination of school, district, and community resources to meet the needs of the whole child. The district’s family engagement coordinator and health coordinator support varying aspects of community engagement and health services in cooperation with family outreach advocates and district community liaisons who connect families to resources. The district is committed to the academic achievement and social and emotional wellbeing of its students through school safety and connectedness. In addition, SMBSD has partnered with Panorama Education to provide consistent SEL curriculum and survey tools for students, staff, and families to ensure we are providing needed support at all levels. Key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, as well as the available data disaggregated by student group reflect the following actions necessitating continued action: Periodic surveying of students about SEL and belonging topics with Panorama survey (Sept., Jan. and May) Outreach Mentors for school sites Marriage and Family Therapists Second-Step Curriculum Care Solace referral and connection Referral process to community counseling resources (FSA, CASA Pacifica, CHC, CADA, BeWell) Topic-specific parent education including SEL, gang awareness, and other subjects as requested Additionally, the following recommendations were surfaced in response to the data analysis of survey results: Increased access points for services by partnering with community organizations Increased parent education focused on identification and treatment of mental health conditions in a linguistic and culturally responsive way Implement a standardized digital system for reporting bullying or threats anonymously Provide parent, staff, and teacher education focused on cybersafety for students and appropriate online behavior Develop and enforce clear, strict anti bully policies and provide both education and messaging to all members of the school community (families, students and staff) Adopt trauma informed practices and institute training for staff for the early identification of students needing support (Office of the California Surgeon General) Institute a drug-abuse awareness program Identify and respond to gang activity on campus, including awareness and prevention In addition to the recommendations based on the data analysis, SMBSD’s efforts continue to be focused on the Whole Child Approach and Multi-Tier System of Support to provide positive school climates, student engagement, and parent involvement. Consistent culture and climate practices have been introduced system wide. Through the MTSS redesign process, a Social Emotional Learning curriculum has been identified to implement district wide in the 2024-2025 school year. Administrators have been trained on how to build a positive school culture and climate on their sites, interacting with students, staff, parents and all stakeholders. They have also been provided with a matrix that outlines the different social emotional supports that they can utilize to address all tiers of behavior. A teacher on special assignment for culture and climate assists sites and staff with analyzing data and providing professional development in how to implement best practices of social emotional development into classrooms that help to educate the whole child and create a positive, nurturing environment within the classroom and across the school as a whole. In addition, every school site is provided with two outreach mentors and one marriage and family therapist. These individuals meet with students in small groups, as well as one on one to address their personal needs. These individuals are very valuable to our students facing challenges; however, staffing these positions has been a challenge. The agencies that SMBSD contracts with continue to recruit and interview for these positions to get the necessary staffing at each of our school sites. Met 2024-06-26 2024 42691380000000 Buellton Union Elementary 6 BUSD administers the following surveys: •CA Healthy Kids Survey (CAHKS), grades 5 & 7 = every other year •Parent Satisfaction Survey = annually •California School Staff Survey = every other year In 2020-2021, 2022-2023 and 2023-2024, the district administered the CHKS and Staff Survey. We also updated our Parent Survey in order to be more relevant with our current programs. We utilize the results of these surveys to update our Single Plans for Student Achievement and LCAP. •This year the district tracked an additional administration of student staff and community surveys to gain insight into social/emotional learning and student well-being. Areas of focus emerging from student survey analysis (particularly the CHKS) include enduring concerns about the well-being of students, especially female students in early adolescence. Students in focus groups indicate a engagement and satisfaction with their schools though they reference a desire for more educational opportunities which resonate with their life-long aspirations, particularly in Career and Technical Education. Parent surveys indicate a high level of satisfaction with district schools at 97%. The results of these surveys are shared and analyzed with the Board of Trustees, School Site Council, faculties and other leadership teams and the results are used to inform decisions about the schools' programs. The district continues to work on the social and emotional development of our students. In order to do so, the district is the fourth year of implementing a district-wide curriculum called Second Step. A multi-year staff development initiative through the work of Dr. Brackett and the RULER Initiative continues into a third year and schoolwide implementation. The district employs a school counselor full-time in order to work with more students in a group setting. We also have lunch clubs at the middle school that focus on kindness and friendship. The district, will continue our professional development in order to develop strategies to meet the differentiated needs of our diverse student population. In order to do so, we have engaged leadership teams and staff in professional development around best instructional practices for targeted intervention, as well as in the review current instructional programs for effectiveness. As a model site for implementing MTSS, we continue to provide high-quality interventions for all students at their level of need. A three-year analysis of disaggregated parent survey results indicate that overall communications are improving and satisfaction in the schools’ academic programs remains high and continue to improve. One key area that both schools continue to strengthen is student input in their educational programs. We continually seek ways for students to contribute their thoughts and ideas for how to improve both school sites and become active partners in their education and schools. Recent use of student focus groups to provide input on the development of the LCAP have been productive and enjoyable for everyone involved. Met 2024-06-20 2024 42691460000000 Carpinteria Unified 6 DATA: School connectedness (5th-93%; 7th-82%; 9th-95%; 11th-89%) Academic motivation (5th-95%; 7th-84%; 9th-94%; 11th-90%) Perception of school safety (5th-94%; 7th-86%; 9th-99%; 11th-93%) MEANING: Identified needs: Carpinteria Middle School 7th graders report a lower rate of school connectedness, academic motivation, and perception of school safety. Areas of Strength: Higher rate of school connectedness, academic motivation, and perception of school connectedness for students in grades 5, 9, and 11. USE: The district will continue to focus on increasing school climate for Carpinteria Middle School by implementing the following activities: Implementation of Positive Behavioral Intervention Strategies (PBIS) Implementation of social skills curriculum in grades 7 and 8 Assemblies for student recognition Early release time for teacher collaboration to monitor student progress and adjust instructional practices AHA! Peacebuilders After School Program Increased after school programming - Soccer, Skateboarding (PUSH Project), Girl’s Inc. Met 2024-06-11 2024 42691610000000 Cold Spring Elementary 6 "Overview of Survey Responses: Cold Spring School only has one statistically significant subgroup which is the white subgroup. 1. Safety at School: - Extremely safe: 56% - Safe: 39% - Somewhat safe: 5% - Most students feel safe at school, with a significant majority reporting feeling ""extremely safe"" or ""safe."" 2. Support from Teachers and Staff:: - Extremely supportive: 52% - Supportive: 40% - Neutral: 8% - The majority of students perceive the teachers and staff as supportive, with over half describing them as ""extremely supportive."" 3. Perception of Care for Success: - Agree: 62% - Strongly agree: 28% - Neutral: 10% - Most students agree or strongly agree that teachers and staff care about their success, indicating a positive perception of staff involvement in student achievement. Analysis of Specific Items: Item 1: ""How safe do you feel at school?"" - Students' sense of safety is crucial for their overall well-being and academic performance. The high percentage of students feeling ""extremely safe"" suggests a positive school environment. Item 2: ""Do you feel like the teachers and the staff are supportive at school?"" - Students' perception of support from teachers and staff correlates with their overall school satisfaction and engagement. The high level of perceived support highlights the effectiveness of staff-student relationships. Item 2b: ""One way the staff supports my learning is by..."" - Students mentioned specific ways staff support their learning, such as personalized assistance in math and writing. This indicates that one-on-one support is highly valued and effective. " "Students were given the opportunity ""to share any other thoughts, concerns, or ideas you have that will help us continue to improve our school"" in narrative form. Students provided varied feedback, from facility improvements (e.g. installing another bathroom privacy divider in the boys bathrooms and installing more drinking fountains, to improve the physical environment of the school.) to a desire to have more personal learning experiences." There are no changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Met 2024-06-10 2024 42691790000000 College Elementary 6 The ESE Student Climate Survey was administered to grades 5-8 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 60.3% - % of students in an EL program that say they feel connected with their school. - 33.3% - % of female students that say they feel connected with their school. - 70.8% - % of male students that say they feel connected with their school. - 65.4% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 58% - % of students in an EL program that say they feel safe at school. - 50.0% - % of female students that say they feel safe at school. - 56.3% - % of male students that say they feel safe at school. - 60.0% An analysis of data shows that 60.3% of students felt connected to school and that 58% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was . The student group that was significantly lower than the whole in feeling safe at school was . As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-11 2024 42691796118434 Santa Ynez Valley Charter 6 The school administers a local climate survey annually to all students in 3rd through 5th grade. The survey is based on the California Healthy Kids Survey. The results are shared with the Board and stakeholders. In addition to the questions presented on a 1-5 scale, open-ended questions were provided to gain additional feedback from students. The survey was given in Spring 2024 to all students in 3rd through 8th grade (n=81). Categories are scored from 1 (Strongly Disagree) to 5 (Strongly Agree). The scores presented are an average of all scores. I am happy to be at this school 4.0 I feel safe in my school 4.1 The teachers treat students fairly 3.9 The teachers communicate with parents about expectations. 4.1 The teachers make class assignments interesting. 3.8 Parents feel welcome to participate at school 4.1 I try hard to make sure I am good at my schoolwork 4.2 At my school there is a teacher or adult who really cares about me. 4.2 At my school I help decide things like class activities or rules. 3.3 At my school there is a teacher or adult who listens to me when I have something to say. 4.0 At my school there is a teacher or adult who believes I will be a success. 4.1 My school is usually clean and tidy. 3.5 Based upon the survey results, all areas are positively reported (>3). Most importantly, students report feeling safe at school (4.1), they have a teacher who really cares about them (4.2) and state that parents feel welcome to participate at school (4.1). Additional questions: Can you provide examples of school activities that make you feel more connected to school and your peers? Most frequent responses included school sports, Buddies, Dragon Families, recess/lunch, PE, Bubble Run, field trips and school performances. A theme that emerges from this is cross-grade level activities, both structured and unstructured are supportive of students’ connectedness to school. If you need help on campus, who is the first adult that you would go to to get help? 98% of responses identified a person/position that they would go to for help. There is no available data disaggregated by student group. The overall perceptions of school safety and connectedness demonstrate a very positive student view with most average scores above 4. There is room for growth in the areas of a) creating a more clean and tidy environment, and b) involving students in decision making. The school's Board of Directors is initiating a review of the Discipline Policy and Bullying Policy to ensure that we meet legal requirements. The school will make these policies more visible to students and parents. Met 2024-06-18 2024 42691950000000 Goleta Union Elementary 6 Goleta Union School District annually surveys via a Google Form at school in second and sixth grade students regarding school climate. Students answer questions about school, staff, and family supports. Additionally, students reflect on feelings of safety, a sense of belonging, friendships, and learning opportunities. In the spring 2024 survey, strengths included an overall sense that school is good, teachers believe they can learn and that their families support them. Sixth grade students additionally noted that they feel recognized for good work, that it is clear that bullying is not allowed, and that students are friendly. Areas of growth for both second and sixth grade include more opportunities to have fun while learning and feeling challenged in their learning. Second grade students wanted to feel more safe with a greater sense of belonging while at school. Sixth grade students noted that they'd like students to stop bullying when they see it. In response to this survey data, principals have actions in their school plans to safe student interactions. Common actions across sites include an increased effort to ensure all students see themselves represented in the school setting and curriculum. Staff learned strategies for staff to speak up at school when they see or hear students experiencing challenges. Site leadership teams will work with principals to monitor student needs and provide further professional development to staff as needed. Met 2024-06-05 2024 42692030000000 Guadalupe Union Elementary 6 "The 2024 California Healthy Kids Survey collected the following response rates: Grade 3 - 70% Grade 4 - 55% Grade 5 - 81% Grade 6 - 60% Grade 7 - 100% Grade 8 - 90% In the area of ""Perceived School Safety"", students in grades 3-8 rated their feelings about safety in school as follows: Grades 3 and 4 combined average for ALL students = 77.5% percent responded ""Yes, most or all of the time"" Grades 3/4 Hispanic/Latinx average = 76.5% Grades 5 and 6 combined average for ALL students = 62.5% percent responded ""Yes, most or all of the time"" Grades 5/6 Hispanic/Latinx average = 60% Grades 7 and 8 combined average for ALL students = 51.5% percent responded ""Yes, most or all of the time"" Grades 7/8 Hispanic/Latinx average = 51.5% In the area of ""Wellness"", students in grades 3-8 rated their feelings of positivity and optimism as follows: Grades 3 and 4 combined average for ALL students = 84% percent responded ""Yes, most or all of the time"" Grades 3/4 Hispanic/Latinx average = 88% Grades 5 and 6 combined average for ALL students = 63% percent responded ""Yes, most or all of the time"" Grades 5/6 Hispanic/Latinx average = 61.5% Grades 7 and 8 combined average for ALL students = 46% percent responded ""Yes, most or all of the time"" Grades 7/8 Hispanic/Latinx average = 48% In the area of ""School Connectedness"", students in grades 3-8 rated their feelings caring adults at school as follows: Grades 3 and 4 combined average for ALL students = 77% percent responded ""Yes, most or all of the time"" Grades 3/4 Hispanic/Latinx average = 78.5% Grades 5 and 6 combined average for ALL students = 60.5% percent responded ""Yes, most or all of the time"" Grades 5/6 Hispanic/Latinx average = 60% Grades 7 and 8 combined average for ALL students = 48% percent responded ""Yes, most or all of the time"" Grades 7/8 Hispanic/Latinx average = 47%" "Our students feel less safe, connected, and optimistic as they get older. Our Hispanic/Latinx students rate their feelings and perceptions very similar to ""all"" GUSD grade-level peers. Wellness and positivity rate highest of the three student-surveyed areas." Because of recent efforts to improve mental health, especially post pandemic, a new LCAP metric for positivity and optimism have been added in support of Goal 3. Actions and services align between positive school culture and PBIS teams, and upcoming plans for Community Schools model implementation as programs, systems, and resources get developed. Met 2024-06-18 2024 42692110000000 Hope Elementary 6 Hope School District annually administers the CA Healthy Kids Surveys to both 5th and 6th grade students, all families, and all staff. Results are reported out at a Board meeting and shared on our website. Areas of strength include creating a welcome atmosphere (all groups), having high academic expectations for students (all groups), meeting the socio-emotional needs of our students and staff, and creating safe campuses (all groups). Areas of need include having well maintained facilities (all students) and teachers being responsive to their student's socio-emotional needs. Staff provides support to resolve conflict and teach about social emotional needs (all students). We are currently exploring anti-bias/anti-bullying curriculum and programs to implement in the 2024-25 school year. For facilities, we are in the process of major bond-funded facility upgrades which will likely be completed by fall 2025. Met 2024-06-10 2024 42692290000000 Lompoc Unified 6 The Lompoc Unified School District administers the California Healthy Kids Survey (CHKS) every year. The survey was administered to students in grades sixth, seventh, ninth, and eleventh and students in alternative education during the 2023-2024 school year. The number of students who participated in the survey equates to 31% of 5th graders, 36% of sixth graders, 83% of seventh graders,79 % of ninth graders, 52% of eleventh graders and 73% of alternative education students. LUSD strengths include high expectations from adults in school, academic motivation, and caring adults in school. High expectations data is as follows: 79% of 5th graders,78% of sixth graders,61% of seventh graders, 63% of ninth graders,66% of eleventh graders and 69% of alternative education students. Academic Motivation data is as follows: 77% of 5th graders, 77% of sixth graders, 56% of seventh graders, 55% of ninth graders, 58% of eleventh graders and 60% of alternative education students. Caring adult data is as follows: 60% of 5th graders, 64% of sixth graders, 48% of seventh graders, 51% of ninth graders, 54% of eleventh graders and 64% of alternative education students. Meanwhile elementary school students appear to feel more safe at school and coming to and from school than secondary students. Data for elementary school students feeling safe at school is: 72% of 5th graders and 73% of 6th graders. 81% of 5th graders and 83% of 6th graders feel safe on the way to and from school. While students have a high sense of academic achievement, one large challenge is the high percentage of students who feel boredom at school (53% of 5th graders, 57% of 6th graders, 48% of 7th graders, 53% of 9th graders, 51% of 11th graders and 42% of alternative education students report feeling boredom toward school.) nor do they feel like school presents them with opportunities for meaningful participation (38% of 5th graders, 33% of 6th graders, 20% of 7th graders, 18% of 9th graders, 22% of 11th graders, and 27% of alternative education students). LUSD continues to support enrichment activities in school and after school, and continues to connect with community partners to offer mentorship opportunities. In addition, LUSD funds multiple beneficial field trips associated with AVID and Science to encourage students to start developing interest in college and careers that will be relevant. LUSD also has a key focus on equity and being more culturally responsive to ensure students see themselves represented in school and connected to role models. Met 2024-06-25 2024 42692290116921 Manzanita Public Charter 6 The ESE Student Climate Survey was administered to grades 5-6 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 63% - % of students in an EL program that say they feel connected with their school. - ND% - % of female students that say they feel connected with their school. - 59.6% - % of male students that say they feel connected with their school. - 66.7% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 41.9% - % of students in an EL program that say they feel safe at school. - ND% - % of female students that say they feel safe at school. - 51.5% - % of male students that say they feel safe at school. - 31.0% An analysis of data shows that 63% of students felt connected to school and that 41.9% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was females. The student group that was significantly lower than the whole in feeling safe at school was males. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-19 2024 42692450000000 Los Olivos Elementary 6 The california healthy kids survey (CHKS) was administered on April 25, 2024 to our families through ParentSquare. Our teachers and students were given the link on May 8, 2024 through email. Students survey, 6th grade reports that 94% pretty much true, or very much true that there are high expectations-adults in school. 7th Grade reports that 85% pretty much true, or very much true that there are high expectations-adults in school, and 8th grade reports that 88% pretty much true, or very much true that there are high expectations-adults in school. Identified needs per the student survey is meaningful participation at school. 6th grade reported that 45% said this is pretty much true, or very much true. 7th grade reported that 60% said this is pretty much true, or very much true and the 8th grade reported that 20% said this is pretty much true, or very much true. An area of strength is definitely students feeling they are a part of this school. 6th grade reported 82% felt that way and 19% neither agree or disagree. 7th grade reported 94% felt that way, and 8th grade reported 64% felt that way and 29% neither disagree or agree. Through analyzing of the CHKS for students and discussions with middle school children, Los Olivos will administer this survey in the Fall rather than the Spring. What is interesting about the low scores on meaninful participation is that our middle school students came up with classroom rules for middle school. The middle school girls didn't like the dress code and because of their collective voice, the dress code was amended. Los Olivos has eliminated modules in STEM based on student feedback, and added a few as well, based on their feedback. Electives for next year will be chosen by students, not by teachers. Met 2024-06-24 2024 42692520000000 Montecito Union Elementary 6 "On a local student survey 100% of students reported they feel safe or extremely safe at school. 69% experienced no ""bullying"" and an additional 17% experienced 1-2 negative events. 96% felt that staff listen to their concerns and care about them and 100% feel like the staff care about their success at school. We continue to strive for no students being bullied, though the definition of bullying is not always agreed upon. We have implemented two Mustang Days each year where students revisit campus expecations around behavior. We to tier 1 social emotional lessons with all classrooms on things like friendship, upstanders and bystanders, and managing conflict. We have a number of adults who focus heavily on school climate including our assistant principal, counselor, psychologist, and campus support. We regularly provide training to teachers and recess support staff on how to manage conflict and create safe environments." We continue to strive for no students being bullied, though the definition of bullying is not always agreed upon. We have implemented two Mustang Days each year where students revisit campus expectations around behavior. We do tier 1 social emotional lessons with all classrooms on things like friendship, upstanders and bystanders, and managing conflict. We have a number of adults who focus heavily on school climate including our assistant principal, counselor, psychologist, and campus support. We regularly provide training to teachers and recess support staff on how to manage conflict and create safe environments. We will continue to support students' social emotional learning through continued Mustang Days and and social emotional lessons in classrooms. A committee was convened to assign tasks and develop systems to ensure students are supported across all areas of the school day with a specific focus on social-emotional dynamics. Met 2024-06-11 2024 42692600000000 Orcutt Union Elementary 6 "The California Healthy Kids Survey was administered in Fall 2023 to students in grade 5 and 7. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district. ""Do you feel safe at school?"" - Grade 5 (241 respondents) has 79% overall answering all or most of the time. Groups with lower rates than overall: Two or More Races, 58%; Male, 77%. - Grade 7 (464 respondents) has 61% overall answering all or most of the time. Groups with lower rates than overall: Hispanic, 51%; Asian, 58%; Female, 58%; Students with Disabilities, 52%. ""Do you feel sad?"" (Grade 5) or ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" (Grade 7) - Grade 5 (241 respondents) has 12% overall answering all or most of the time. Groups with higher rates than overall: Female, 15%. - Grade 7 (464 respondents) has 27% overall answering yes. Groups with higher rates than overall: Hispanic, 32%; Female, 37%; English Learners, 31%; Long Term English Learners, 43%; Students with Disabilities, 38%. ""During the past 12 months, did you ever seriously consider attempting suicide?"" (Grade 7) - Grade 7 (464 respondents) has 13% overall answering yes. Groups with higher rates than overall: Hispanic, 15%; Two or More Races, 15%; Female, 15%; Long Term English Learners, 21%; Students with Disabilities, 21%." Analysis of student perceptions of safety: - In grade 5, the rate of students of Two or More Races feeling safe at school (58%) is notably lower than the overall rate of 79%. - The grade 7 rate of just 61% of students feeling safe at school all or most of the time is much lower than desired. Junior high schools have work to do to make campus learning environments safer and to enable students feel safe. - In grade 7, Hispanic students (51% feeling safe) and students with disabilities (52%) have a notably lower feeling of safety than the overall rate of 61%. - Results in this area point to a continuing need to promote positive behavior and address student misbehavior. Analysis of student mental health: - The grade 7 percentage of students reporting feelings of sadness or hopelessness -- 27% -- is strikingly high. Meanwhile, Female students, Long Term English Learners, and students with disabilities have rates of sadness notably higher than that overall rate of 27%. - For grade 7, the percentage of students reporting suicidal ideation is much higher than desired, as even 1% is more than desired. Long Term English Learners and students with disabilities have rates of suicidal ideation notably higher than the overall rate of 13%. - The data here points to a need for check-ins with Long Term English Learners and students with disabilities. The data also supports the need to continue to address student mental health in both Tier 1 (schoolwide behavior systems and initial classroom instruction) and Tier 2 (counseling support and behavioral intervention). The Orcutt Union School District has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.11 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior (new action) - Action 2.2 Behavioral Supports for Students (new action) - Action 2.3 Supporting Positive Behavior at Junior High Schools (new action) - Action 2.6 Inclusive Practices and Universal Design for Learning (UDL) (new action) - Action 2.9 Counseling Support - Action 2.10 Vice-Principal Support Met 2024-06-18 2024 42692600116434 Orcutt Academy Charter 6 "The California Healthy Kids Survey was administered in Fall 2023 to OA students in grades 5, 7, 9, and 11. We chose to focus on an item regarding students' perception of safety because that is a metric for LCAP Goal 2. We also chose to focus on two items regarding chronic sadness and suicidal ideation because educational partners consistently have emphasized student mental health as a critical goal for the district. (Note: Because of the small number of fifth graders, results for that grade level are considered statistically insignificant.) ""Do you feel safe at school?"" - Grade 7 (16 respondents) has 53% overall answering all or most of the time. Group data was statistically insignificant. - Grade 9 (143 respondents) has 71% overall answering all or most of the time. Groups with lower rates than overall: Hispanic, 69%; Two or More Races, 64%; Female, 68%; Students with Disabilities, 67%. - Grade 11 (122 respondents) has 69% overall answering all or most of the time. Groups with lower rates than overall: Hispanic, 68%; Male, 66%. ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" - Grade 7 (16 respondents) has 33% overall answering yes. Group data was statistically insignificant. - Grade 9 (143 respondents) has 29% overall answering yes. Groups with higher rates than overall: White, 34%; Two or More Races, 36%; Female, 38%; Students with Disabilities, 35%. - Grade 11 (122 respondents) has 35% overall answering yes. Groups with higher rates than overall: White, 41%; Female, 37%. ""During the past 12 months, did you ever seriously consider attempting suicide?"" - Grade 7 (16 respondents) has 14% overall answering year. Group data was statistically insignificant. - Grade 9 (143 respondents) has 17% overall answering yes. Groups with higher rates than overall: White, 27%; Two or More Races, 18%; Female, 23%. - Grade 11 (122 respondents) has 14% overall answering yes. Groups with higher rates than overall: White, 19%." Analysis of student perceptions of safety: - The grade 7 rate of just 53% of students feeling safe at school all or most of the time is much lower than desired. - In grades 9 and 11, the overall rates of feeling safety are lower than desired. Hispanic students have a slightly lower feeling of safety than the overall rate. In grade 9, the Two or More Races and Students with Disabilities groups have lower feeling of safety than the overall rate. - With no grade level having a higher percentage of students feeling safe at school all or more of the time than 71%, OA obviously has work to do to make the campus learning environment safer and to enable students to feel safe. This points to the need to continue to work to promote positive behavior, address student misbehavior, and enhance campus safety. Analysis of student mental health: - For grades 7, 9, and 11, the percentages of students reporting feelings of sadness or hopelessness are much higher than desired. In grades 9 and 11, White students and Female students have higher rates than the overall rate. - For grades 7, 9, and 11, the percentages of students reporting suicidal ideation are much higher than desired, as even 1% is more than desired. White students have a higher rate of suicidal ideation than overall in grades 9 and 11. In grade 9, the Two or More Races and Female groups have higher rates of suicidal ideation. - For both prompts, the percentages of students reporting sadness and/or suicidal ideation is considerably higher than desired. This points to the need to continue to address student mental health in both Tier 1 (schoolwide behavior systems and initial classroom instruction) and Tier 2 (counseling support and behavioral intervention). The Orcutt Academy has chosen to prioritize student safety and mental health via its LCAP. Applicable LCAP actions include the following: - Action 1.12 - SEE Learning (Social/Emotional Learning Curriculum) - Action 2.1 Multi Tiered System of Support (MTSS) Plan for Behavior (new action) - Action 2.2 Behavioral Supports for Students (new action) - Action 2.5 Inclusive Practices and Universal Design for Learning (UDL) (new action) - Action 2.8 Counseling Support Met 2024-06-18 2024 42693100000000 Santa Maria Joint Union High 6 Through Fall 2023 Panorama surveys 47% of all students felt physical and psychological safety at school. Analyzing sub group data, EL students were at 47%, Foster youth were at 52% and SWD were at 45% that felt physical and psychological safe at school. School climate was surveyed to be 40% of all students had a favorable perception of the overall social and learning climate of their school with EL subgroups at 45%, Foster Youth at 49% and SWD at 44%. This was a slight increase from the Spring 2023 Panorama survey. School teacher-student relationships had a slight decrease for all students to 37% feeling a strong social connection between teachers and students with subgroups EL at 37%, Foster youth students at 39% and SWD at 43%. The District will continue with a professional development plan that includes multi-tiered system of supports, restorative practices, cultural proficiency, and social-emotional well-being support for all students to help with the improvement of student connectedness and school safety. Focus areas will include smaller classroom sizes for EL students acknowledging the importance of individualized attention and support for students who may require additional language assistance, program support specialist for Foster Youth ultimately improving their overall well-being and academic outcomes and Co-teaching model for SWD to implement a proactive step towards fostering an inclusive learning environment. Overall, the district's professional development plan encompasses a range of strategies aimed at promoting student success, fostering a sense of belonging, and enhancing school safety. By addressing the diverse needs of students and providing targeted support, the district is positioning itself to create a more inclusive and supportive learning environment for all students. The Panorama Survey data can offer a comprehensive understanding of the impact of the pandemic on various aspects of student life, including academic performance, mental health, and social-emotional well-being. By analyzing this data, the district can identify areas of concern and develop targeted interventions to address them effectively. Professional learning opportunities can further enhance educators' understanding of best practices for supporting students and families during the recovery process. This may include training on trauma-informed approaches, culturally responsive practices, and strategies for promoting resilience and well-being. Met 2024-06-12 2024 42693280000000 Santa Ynez Valley Union High 6 The ESE Student Climate Survey was administered to grades 9-12 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 56% - % of students in an EL program that say they feel connected with their school. - 50.0% - % of female students that say they feel connected with their school. - 47.2% - % of male students that say they feel connected with their school. - 66.7% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 60% - % of students in an EL program that say they feel safe at school. - 25.0% - % of female students that say they feel safe at school. - 52.8% - % of male students that say they feel safe at school. - 69.0% An analysis of data shows that 56% of students felt connected to school and that 60% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was females. The student group that was significantly lower than the whole in feeling safe at school was english learners. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-18 2024 42693360000000 Solvang Elementary 6 Solvang School administered the California Healthy Kids Survey to the community, staff, and students in grades 5 and 7. This is the first time since 2021 that the Solvang school district has surveyed educational partners, staff, and students utilizing the California Healthy Kids Survey (CHKS). This year's administration of the surveys serves as a baseline for the LCAP. Participation was as follows: 44 members of the staff responded to the CHKS and their input guides the development of the LCAP. Thirty-three 5th graders responded. The 5th grade survey requires active parent consent. Sixty-nine 7th graders responded. The 7th grade survey requires passive parental consent. The participation rate of parents was low at 69 respondents, even after we extended the window. Educational partner feedback was that we need to increase participation and remove barriers for parents. The barriers educational partners identified were the fact that the survey can only be taken electronically (some families prefer paper), the length of the survey, and the personal nature of some of the questions. The survey looked at School Connectedness and School Safety, as well as Academic Motivation, School Boredom, Mental Health, and school to home communication. All CHKS surveys reported key indicators for School Connectedness and School Safety. Overall, parents rate School Connectedness at 82% (30% strongly agree, 61% agree). Staff rated School Connectedness at 93% (32% strongly agree and 61% agree). 5th grade students rated School Connectedness at 64% and 7th grade students reported School Connectedness at 70%. Increasing School Connectedness for students is a priority. In terms of School Safety, 87 % parents (39% strongly & 48% agree) reported that the school is a safe place for their child. 97% of Staff (18% strongly & 79% agree) that the school is a safe place for students. 70% of 5th grade students reported feeling safe all (30%) or most of the time (40%). 7th grade students reported school as very safe 15% and safe 64%. This year's administration of the surveys serves as a baseline for the LCAP and the data from it informed the development of the LCAP goals and actions. "Overall, parents, staff, and students felt connected and safe at school as measured by the CHKS. A key learning for the District is that while students feel connected opportunities exist to increase student voice, meaningful participation and decrease school boredom. According to the CHKS, only 31% of 5th graders feel they have meaningful participation and 39% report school boredom. For 7th graders the CHKS results were that only 24% meaningful participation and 32% reported school boredom. Additionally, our partners recommend high expectations, increased challenge, and well designed collaborative and hands on learning. This aligns with research; ""Learning together is a magnificent way to learn. Students are meaningfully involved when they participate in cooperative learning with their classmates, work toward collective learning goals, and navigate challenges together as peers. Teachers support this deep involvement in the curriculum when they hold high expectations for all students and design opportunities for students with varying abilities, strengths, and needs to learn from and with one another (TIES Center)."" As such, the LCAP goals were designed to increase student engagement and connectedness. Additionally, the School reviewed Chronic Sadness for 7th graders and found that while lower than the state average, and even with a decrease from 45% in 2021, 21% of 7th graders still reported being chronically sad. 23% of 5th graders reported being frequently sad, while overall 61% of students reported that they are well. Similarly for 7th graders the rate of those who considered suicide is less than the state average and decreased from 9% in 2021 to 6% in 2024. This is a step in the right direction and we credit our full time counselor, the Signs of Suicide work, and the anonymous reporting app. In addition to School Connectedness, data from the CHKS survey also provided a baseline for school safety. While 70% of Elementary students reported that they feel safe at school, 20% reported cyberbullying, 43% reported being hit or pushed, and 48% reported being called names or being the target of mean jokes. Similarly, 79% of Middle School students felt very safe or safe according to the CHKS; however, 38% of the 7th graders have experienced harassment or bullying, 45% have had mean rumors or lies spread about them, 11% reported being in a physical fight, and 36% reported cyberbullying. This input from students definitely influenced the actions in the LCAP. A key learning from this data is that while 68% of 5th graders say the school cultivates an anti-bullying environment, the School must expand its anti-bullying campaign to include cyberbullying and gossip. This feedback is evident in the LCAP goals for increasing student engagement, supporting teachers with restorative practices professional development, promoting positive behavior by expanding PBIS, No Place for Hate, and continued counseling." "Educational partner feedback was that we need to increase participation and remove barriers for parents to complete the CHKS. Solvang School will increase opportunities for parents to complete the survey, provide technology and support to families, and additionally gather key indicator data on paper. As part of the continuous improvement process, the following LCAP actions were designed to address the opportunity to increase students' school connectedness and sense of safety: Elevate Family Involvement, Enhance Student Engagement, Cultivate School Climate, Improve School Attendance, and Empower Positive Behavior. The second action is to Enhance Student Engagement and Solvang School will increase student engagement through cultivating a sense of belonging, promoting school spirit, and ensuring access to extracurricular and elective opportunities to improve student connectedness. Similarly, School Climate is measured through school connectedness, school safety, and discipline data. Solvang school will cultivate school climate by ensuring that all students have a trusted adult on campus, incorporating partner feedback, and providing social emotional learning and support to strengthen students' sense of connectedness and safety and to decrease suspension rates. Solvang School will empower positive behavior through the development of a student peer helper program, more positive behavior assemblies, expanding our PBIS offering and implementation of No Place for Hate activities to promote student affinity, conflict resolution skills, and reduce behaviors and suspensions. Research illustrates the importance of positive behavior cultivation and Solvang School is seeking to empower positive behavior and decrease the suspension rates of all subgroups. Currently, according to the California School Dashboard, Solvang School is in the Orange and has a High Suspension rate of 3.2% suspended at least one day. According to Ed Research for Action, ""Disciplinary policies directly affect student engagement – and students who see their teachers take action against bullying feel a strong connection to their schools. Students feel a stronger sense of connection to their school when they believe that their teachers are prepared to intervene in bullying situations. This underscores the crucial role of teachers in creating a positive school environment where students feel supported and valued by school staff."" As such, Solvang School will empower teachers with restorative practices, empower supervision aides with conflict resolution techniques, and empower students to be Up-standers and Peace Ambassadors on the playground. For this reason the school will research and implement a student behavior peer helper team." Met 2024-06-26 2024 42693440000000 Vista del Mar Union 6 Students took a climate survey 3 times throughout the school year. Overall, 85% agreed that they feel cared about by others. 100% of students participated in the survey. In looking at the survey results over the course of the year, student stamina and feeling rested varied depending on where they were in the school year. Prior to the Winter Break, there was an increase in students saying they did not feel rested. Therefore, in order to have the most valid results, giving the surveys multiple times over the course of a year allows us to identify how students are feeling and adjust to meet their needs. Vista plans on continuing to have students take the wellness survey at least three times per year. We will try to avoid administering the surveys the week before long breaks, as it seems to not be the best time for students to reflect on their level of energy, healthy food consumption, etc. In looking at the survey results over the course of the year, student stamina and feeling rested varied depending on where they were in the school year. Prior to the Winter Break, there was an increase in students saying they did not feel rested. Therefore, in order to have the most valid results, giving the surveys multiple times over the course of a year allows us to identify how students are feeling and adjust to meet their needs. Vista plans on continuing to have students take the wellness survey at least three times per year. We will try to avoid administering the surveys the week before long breaks, as it seems to not be the best time for students to reflect on their level of energy, healthy food consumption, etc. Met 2024-06-13 2024 42750100000000 Cuyama Joint Unified 6 The ESE Student Climate Survey was administered to grades 5-12 by the LEA during the spring of 2024. This survey is an anonymous, confidential survey of school climate, safety, student wellness, and youth resiliency. Two areas that were of particular import to the LEA in evaluating priority 6 were: 1. The questions relating to school connectedness. These questions differ slightly at each grade level, but they measure students' sense of connectedness to the school. The following is an overall measure of connectedness followed by a breakdown of connectedness measures by EL program and gender. - % of students that say they feel connected with their school. - 54.2% - % of students in an EL program that say they feel connected with their school. - 40.0% - % of female students that say they feel connected with their school. - 46.0% - % of male students that say they feel connected with their school. - 56.9% 2. The questions relating to school safety. These questions measure whether students feel safe at school. The following is an overall measure of student safety perceptions followed by a breakdown of safety perception measures by EL program and gender. - % of students that say they feel safe at school. - 49% - % of students in an EL program that say they feel safe at school. - 10.0% - % of female students that say they feel safe at school. - 48.3% - % of male students that say they feel safe at school. - 48.8% An analysis of data shows that 54.2% of students felt connected to school and that 49% of student feel safe at school. The student group that was significantly lower than the whole in school connectedness was english learners. The student group that was significantly lower than the whole in feeling safe at school was english learners. As this is baseline data with a new assessment tool, the LEA will work with staff to analyze data trends and incorporate this data into the planning process for the coming year's LCAP. The LEA will also plan to collect this data early enough in the school year to allow it to play a vital role in planning next year's LCAP. Met 2024-06-27 2024 42750100138891 California Connections Academy Central Coast 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 42767860000000 Santa Barbara Unified 6 The local climate survey data from the Panorama Spring 2024 Student Survey offers an overview of students' perceptions of their school environment, disaggregated by grade groups. The survey measures several key aspects, including rigorous expectations, caring adult relationships, emotional regulation, self-management, social awareness, positive feelings, and challenging feelings. For students in grades 3-6, 81% felt their teachers held them to high expectations, marking a 4% increase, while only 59% of students in grades 7-12 felt the same, a slight decrease of 1%. In terms of caring adult relationships, both age groups showed high favorability with 89% for grades 3-6 and 85% for grades 7-12, the latter improving by 2%. Emotional regulation saw a minor decline of 1% in grades 3-6, with 47% of students reporting they could regulate their emotions frequently, whereas grades 7-12 saw a 1% increase to 49%. Self-management remained steady at 66% for grades 3-6 but dropped by 1% to 71% for grades 7-12. Social awareness showed no change for grades 3-6 at 66%, while grades 7-12 saw a slight increase of 1% to 63%. Positive feelings decreased by 2% for grades 3-6 to 66%, while grades 7-12 experienced a 2% increase to 56%. Challenging feelings remained unchanged for grades 3-6 at 53% but decreased by 1% for grades 7-12 to 51%. The Panorama Spring 2024 Student Survey data reveals significant insights into our schools’ climate strengths and areas needing improvement. The survey highlights that a substantial majority of students in grades 3-6 (81%) feel that their teachers hold them to high expectations, a notable increase of 4%. However, this perception is less prevalent among students in grades 7-12, with only 59% sharing this sentiment, reflecting a slight decrease of 1%. This indicates a potential need for staff reinforcing high expectations for older students. The data shows a strong presence of caring adult staff relationships, with 89% of grades 3-6 and 85% of grades 7-12 students responding favorably, the latter improving by 2%. This is a significant strength and aligns with the District’s goal of fostering supportive relationships between students and staff. Emotional regulation among students reveals mixed results. While it decreased by 1% to 47% for grades 3-6, it increased by 1% to 49% for grades 7-12, suggesting that younger students will need more support in this area. Self-management skills remained stable for grades 3-6 at 66% but saw a slight decrease for grades 7-12 at 71%, indicating a need for continued focus on helping older students manage their emotions and behaviors effectively. Social awareness remained steady for grades 3-6 at 66% and slightly improved for grades 7-12 to 63%, reflecting a growing empathy among older students. Positive feelings showed a decline among younger students (down 2% to 66%) but an increase among older students (up 2% to 56%), highlighting a disparity that suggests younger students will need more support to boost their emotional well-being. Challenging feelings remained unchanged for grades 3-6 at 53% but decreased for grades 7-12 by 1% to 51%, indicating a slight improvement in managing difficult emotions among older students. Overall, the increase in students reporting caring adult relationships underscores the success of each school's effort to create a nurturing and supportive environment. However, the data also points to areas needing attention, such as maintaining high expectations for older students and enhancing emotional regulation and positive feelings among younger students. Santa Barbara Unified has incorporated actions in the 2024-25 Local Control Accountability Plan (LCAP), which underscores the importance of addressing the social, emotional, and wellness needs of students. The success of this goal will be measured by the positive outcomes derived from these initiatives, including the expansion of mental health support through full-time clinicians and the continued implementation of the RISE Program. This comprehensive support system aims to enhance students' overall well-being and academic success by building internal capacity for sustainable wellness initiatives. These revisions and decisions reflect a commitment to continuous improvement and the creation of a nurturing and supportive educational environment. Santa Barbara Unified will boost the number of Mental Health Clinicians from 6 to 10. This decision follows the successful implementation of the RISE program, which has provided essential mental health services to elementary students. The expansion will now include all four junior high schools and all elementary schools, with a Multi-Tiered System of Support (MTSS) in place to address both academic and wellness needs comprehensively. Based on a racial climate audit and the effectiveness of specific actions, Santa Barbara Unified will implement evidence-based anti-bias education to enhance TK-12 educators' and staff's capacity to eliminate bias and improve student well-being. This professional learning for staff will impact their ability to address and serve vulnerable students, fostering critical awareness of pressing issues. Through continuous self-reflection and identity formation, teachers model exemplary practices committed to anti-racism, equity, and social justice. Met 2024-06-25 2024 42767866045918 Peabody Charter 6 Peabody Charter School used the CalSchls Survey System (CSPS) from the Health and Human Development Program with WestEd. The survey was chosen because other local schools and districts use it, and Peabody sought a way to compare data. The findings do relate to the LCFF priorities and inform LCAP goals. This survey was given to one grade level across two grade spans. PCS surveyed 5th grade in the K-5 grade span and grade 6 in the 6-8 grade span. Subgroups don’t disaggregate this data from WestEd. The data reported here reflects the 23-24 school year. Key points shared with the Peabody Board of Directors included: (Data was disaggregated by ethnicity) School Connectedness: 78% of 5th-grade and 79% of 6th-grade LatinX students reported high levels of school connectedness. 81% of 5th-grade and 92% of 6th-grade White students reported high levels of school connectedness. 92% of 5-grade who identify as “something else” reported high levels of school connectedness Feeling Safe at School: 78% of 5th-grade and 84% of 6th-grade LatinX students reported feeling safe at school. 94% of 5th-grade and 94% of 6th-grade White students reported feeling safe at school. 90% of 5th-grade students who identify as “something else” reported feeling safe at school. Students reporting Academic Motivation at school: 91% of 5th-grade and 91% of 6th-grade LatinX students reported being academically motivated at school. 89% of 5th-grade and 89% of 6th-grade LatinX students reported feeling academically motivated at school. 90% of 5th-grade identified as “something else” reported feeling academically motivated at school. Peabody maintains its social-emotional support system to help students feel cared for and supported at school. Met 2024-06-19 2024 42767866111603 Santa Barbara Charter 6 In June of 2024 our fifth and sixth grade students were given the opportunity to complete a local climate survey to capture student perceptions of school safety and community/connectedness. The survey was completed by 35 students. The results were analyzed by the Director of Education and teaching staff, including comparisons to responses from the local climate survey conducted in May 2022, the most recent previous data. DATA: Areas of strength: 86% of students feel like they are a part of Santa Barbara Charter School, most or all of the time, which was the same result as in 2022. 83% of students feel teachers treat students fairly most or all of the time, compared to 86% in 2022. 94% of students feel that teachers and other grownups care about them, most or all of the time, compared to 89% in 2022. 80% of students say that teachers and other grownups believe they can do a good job, most or all of the time, compared to 87% in 2022. 88% of students say that teachers and other grown-ups want students to do their best, most or all of the time, compared to 95% in 2022. Areas of challenge: Students in 5th and 6th grades indicate they might like to have more say in deciding class activities, telling teachers what they’d like to learn about, and helping to make rules. In the 2024 survey, 14% feel they don’t get any chance to help decide class activities, compared to 12% in 2022. 74% of the students feel they get to help make decisions about class activities “some of the time,” compared to 56% of the students in the previous two years. Students were asked some new questions about gender, race, and body image. While 6% said they have been teased about their gender, 20% said they had been teased about their race or ethnicity, and 37% said they had been teased about what their body looks like. SBCS has continued to place a heavy emphasis on building and maintaining a sense of community and connections, and on offering additional social emotional resources and support as we return to “normalcy” following the COVID challenges, while maintaining high expectations for learning. There are strong and significant relationships with teachers and other grownups at SBCS, as students feel seen, heard, and known. Students see that teachers set high expectations for students and also support them in doing their best. These numbers remain strong year-to-year, even despite a slight decrease in some related areas. Regarding the areas of challenge, student involvement in decision making and choice has generally improved, and but remains an area in which we are committed to continuous improvement. Over the past two years, we also have initiated and continually increased a system-wide focus on diversity, equity, and inclusion – including a particular focus on race and gender – and survey results reinforce the need to continue these efforts moving forward. The primary focus on addressing areas of challenge will remain improving the school climate in terms of race and gender. The professional staff will keep building on the previous two years of work with outside consultants aimed at better understanding individual and systemwide capacities in diversity, equity, and inclusion (including multicultural competency). Staff efforts to investigate strategies to confront racism and gender issues have been, and will continue to be expanded to include student education and discussion. Unit plans on the topics of: Ally, Advocate and Bystander are under development for fall implementation. Parent education also will continue to be offered, based on the Diversity, Equity, and Inclusion Alliance Strategic Plan. Met 2024-06-12 2024 42767866118202 Adelante Charter 6 23-24 CSSS- CA School Staff Survey: 100% report that Adelante is a safe place for students. 95% of respondents reported they agree or strongly agree that the school is a supportive and inviting place for students to learn. 80% of respondents report they agree or strongly agree that the school is a supportive and inviting place for staff to work. 23-24 CSPS-CA School Parent Survey: 95% report that Adelante is a safe place for their child. 92% report that Adelante promotes academic success for all students 95% report that Adelante treats all students with respect. 98% report that Adelante motivates students to learn. 98% report that Adelante has adults who really care about students. 23-24 CHKS - California Healthy Kids Survey Previously only administered in 5th grade. We have expanded to both 5th and 6th grades. response rates-5th (63%) and 6th (80%) Key indicators reveal the following in the area of : • School connectedness- 74% for 5th graders (-6%), 70% for 6th graders (-10%) • Caring adults in school 88% (+4%) for 5th graders 68% (-16%) for 6th graders • Anti-bullying climate 85% (+8%) for 5th graders, 69% (-8%) for 6th graders • Feel safe at school 76% (-12%) of 5th graders and 81% (-7%)of 6th graders • 96% of 5th graders (+2%) and 84% (-10%)of 6th graders respond they are treated with respect. In the area of Mental Health: • 8% (-10%) @5th grade and 13% @ 6th grade (-5%) reported feeling frequent sadness all the time or most of the time. 76%@ 5th and 74% @ 6th grade (-2%) reported feeling good or happy all or most of the time. Social and emotional learning supports in school 88% for 5th (+2%) 74%(-12%) for 6th grade. Data was not disaggregated by race/ethnicity due to small numbers. A climate survey was administered to staff, families, and 5th and 6th grade students, along with a School Effectiveness survey during the March parent-teacher conferences, a practice in place since 2010. The results, based on 74 English responses and 42 Spanish responses, show overwhelming parent satisfaction with the school and their child’s educational experience: 97% of all parents surveyed reported that the school meets or exceeds their expectations. Furthermore, 100% of Spanish-speaking respondents and 97% of English-speaking respondents agreed or strongly agreed that the school is committed to academic excellence and provides an effective learning environment for all students. The staff survey also indicates that Adelante is a safe and supportive place for students. With the implementation of the California Healthy Kids Survey (CHKS) for both 5th and 6th graders, we can now track results by cohort. Comparing this year's 6th graders to their 5th-grade responses from last year, we note a high percentage in each grade level report that they are treated with respect. While we are pleased to see a decrease in students reporting frequent sadness, it is concerning to observe a decrease in students feeling safe at school, potentially due to an increase in reported name-calling or rumors. There is also a higher rate of school connectedness among 5th graders compared to last year, but a decrease for the 6th graders, as well as a decrease in the perception of having caring adults on campus for 6th graders. Adelante will continue focusing on creating an anti-bullying climate and using restorative practices when harm occurs. School-wide positive behavior supports will be implemented, including clear behavioral expectations and anti-bullying initiatives to enhance student connection and sense of safety on campus. Clear behavior interventions, along with consistent implementation of restorative practices, will foster empathy and accountability through inclusive, collaborative, supportive, and reflective conversations. The school psychologist will work with targeted small groups of students needing additional support in this area. Addressing the social and emotional needs of students remains a priority for both staff and families. Social-emotional learning and supports will be integrated daily by classroom teachers and reinforced by the school psychologist. Adelante will also partner with local nonprofits to assist students with more serious behavioral, social, or emotional needs. Additionally, a family advocate will be secured to connect families with local resources related to basic needs, parenting support, and mental health, which is crucial given the significant increase in our homeless student group since COVID-19. All of these issues as well as an increase in social media use and screen time impact student wellbeing. Parent education on the effects of social media on children and internet safety will also be provided. Met 2024-06-21 2024 42771980138362 Olive Grove Charter - Orcutt/Santa Maria 6 "OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff. 2024 CHKS Student Survey # of respondents: 106 - 72% Average respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". - 55% Average respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness."" - 82.4% Average respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 2024 CHKS California School Parent Survey # of respondents: 75 - 97% of parents/guardians reporting strongly agree/agree in response to ""This school has adults who really care about students."" - 90.3% of parents/guardians reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. - 95% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect.” 2024 OGCS Local Survey - Parent/Guardians, Students, and Staff # of parent/guardian respondents: 54 # of student respondents: 67 # of staff respondents: 36 Respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" - 87% of parents/guardians - 98.5% of students - 91.7% of staff Respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" - 96.3% of parents/guardians - 98.5% of students - 97.3% of staff Respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" - 98.2% of parents/guardians - 95.6% of students - 91.6% of staff Respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" - 85.2% of parents/guardians - 91.0% of students - 88.9% of staff -- Data disaggregated by student groups is not available at this time due to small sample sizes and many responses indicating they prefer not to respond to identifying questions." Survey results showed: - A high perception of safety and security among students, parents, and staff demonstrating effective strategies in creating a safe and inclusive school climate. - High levels of satisfaction and agreement among parents/guardians, students, and staff that the school is safe, secure, welcoming, and values all individuals. - Overall high satisfaction in local surveys suggests effective communication and engagement strategies. - High levels of parent/guardian agreement on the effectiveness of communication and the value of their input. - There is room for improvement in student perceptions regarding school connectedness. - While a large majority of responses are positive, the student responses indicate an opportunity to enhance the perception of adult support in the school environment. - There is room for improvement in effectively valuing input, ideas, and collaboration, particularly from/with parents/guardians. The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center. Met 2024-06-13 2024 42772060138370 Olive Grove Charter - Lompoc 6 "OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff. 2024 CHKS Student Survey # of respondents: 46 - 81.5% Average respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". - 68% Average respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness."" - 95.8% Average respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 2024 CHKS California School Parent Survey # of respondents: 14 - 100% of parents/guardians reporting strongly agree/agree in response to ""This school has adults who really care about students."" - 98.7% of parents/guardians reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. - 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect.” 2024 OGCS Local Survey - Parent/Guardians, Students, and Staff # of parent/guardian respondents: 54 # of student respondents: 67 # of staff respondents: 36 Respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" - 87% of parents/guardians - 98.5% of students - 91.7% of staff Respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" - 96.3% of parents/guardians - 98.5% of students - 97.3% of staff Respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" - 98.2% of parents/guardians - 95.6% of students - 91.6% of staff Respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" - 85.2% of parents/guardians - 91.0% of students - 88.9% of staff -- Data disaggregated by student groups is not available at this time due to small sample sizes and many responses indicating they prefer not to respond to identifying questions." Survey results showed: - A high perception of safety and security among students, parents, and staff demonstrating effective strategies in creating a safe and inclusive school climate. - High levels of satisfaction and agreement among parents/guardians, students, and staff that the school is safe, secure, welcoming, and values all individuals. - Overall high satisfaction in local surveys suggests effective communication and engagement strategies. - High levels of parent/guardian agreement on the effectiveness of communication and the value of their input. - There is room for improvement in student perceptions regarding school connectedness. - While a large majority of responses are positive, the student responses indicate an opportunity to enhance the perception of adult support in the school environment. - There is room for improvement in effectively valuing input, ideas, and collaboration, particularly from/with parents/guardians. The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center. Met 2024-06-13 2024 42772140138388 Olive Grove Charter - Buellton 6 "OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff. 2024 CHKS Student Survey # of respondents: 26 - 68% Average respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". - 58% Average respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness."" - 85% Average respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 2024 CHKS California School Parent Survey # of respondents: 16 - 93% of parents/guardians reporting strongly agree/agree in response to ""This school has adults who really care about students."" - 90.3% of parents/guardians reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. - 100% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect.” 2024 OGCS Local Survey - Parent/Guardians, Students, and Staff # of parent/guardian respondents: 54 # of student respondents: 67 # of staff respondents: 36 Respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" - 87% of parents/guardians - 98.5% of students - 91.7% of staff Respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" - 96.3% of parents/guardians - 98.5% of students - 97.3% of staff Respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" - 98.2% of parents/guardians - 95.6% of students - 91.6% of staff Respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" - 85.2% of parents/guardians - 91.0% of students - 88.9% of staff -- Data disaggregated by student groups is not available at this time due to small sample sizes and many responses indicating they prefer not to respond to identifying questions." Survey results showed: - A high perception of safety and security among students, parents, and staff demonstrating effective strategies in creating a safe and inclusive school climate. - High levels of satisfaction and agreement among parents/guardians, students, and staff that the school is safe, secure, welcoming, and values all individuals. - Overall high satisfaction in local surveys suggests effective communication and engagement strategies. - High levels of parent/guardian agreement on the effectiveness of communication and the value of their input. - There is room for improvement in student perceptions regarding school connectedness. - While a large majority of responses are positive, the student responses indicate an opportunity to enhance the perception of adult support in the school environment. - There is room for improvement in effectively valuing input, ideas, and collaboration, particularly from/with parents/guardians. The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center. Met 2024-06-13 2024 42772220138396 Olive Grove Charter - Santa Barbara 6 "OGCS annually administers the California Healthy Kids Survey (CHKS) to students and parents/guardians and a local survey to students, parents/guardians, and staff. 2024 CHKS Student Survey # of respondents: 48 - 83% Average respondents reporting “Pretty much true” or “Very much true” for indicators related to ""Caring relationships-adults in school"". - 66% Average respondents reporting “Agree” or “Strongly agree” to indicators related to ""School connectedness."" - 90% Average respondents reporting “Agree” or “Strongly agree” in response to, ""The teachers at this school treat students fairly."" 2024 CHKS California School Parent Survey # of respondents: 14 - 100% of parents/guardians reporting strongly agree/agree in response to ""This school has adults who really care about students."" - 91% of parents/guardians reporting strongly agree/agree in response to “Promotion of Parental Involvement” questions. - 92% of parents/guardians indicate they strongly agree/agree the “school treats all students with respect.” 2024 OGCS Local Survey - Parent/Guardians, Students, and Staff # of parent/guardian respondents: 54 # of student respondents: 67 # of staff respondents: 36 Respondents who indicate they strongly agree/somewhat agree with the statement, ""OGCS is a safe and secure place to be."" - 87% of parents/guardians - 98.5% of students - 91.7% of staff Respondents who indicate they strongly agree/ somewhat agree with the statement, ""OGCS is welcoming and values all people."" - 96.3% of parents/guardians - 98.5% of students - 97.3% of staff Respondents who strongly agree/ somewhat agree ""OGCS has a good system of communication and information sharing."" - 98.2% of parents/guardians - 95.6% of students - 91.6% of staff Respondents who strongly agree/somewhat agree ""OGCS values input, ideas, and collaboration."" - 85.2% of parents/guardians - 91.0% of students - 88.9% of staff -- Data disaggregated by student groups is not available at this time due to small sample sizes and many responses indicating they prefer not to respond to identifying questions." Survey results showed: - A high perception of safety and security among students, parents, and staff demonstrating effective strategies in creating a safe and inclusive school climate. - High levels of satisfaction and agreement among parents/guardians, students, and staff that the school is safe, secure, welcoming, and values all individuals. - Overall high satisfaction in local surveys suggests effective communication and engagement strategies. - High levels of parent/guardian agreement on the effectiveness of communication and the value of their input. - There is room for improvement in student perceptions regarding school connectedness. - While a large majority of responses are positive, the student responses indicate an opportunity to enhance the perception of adult support in the school environment. - There is room for improvement in effectively valuing input, ideas, and collaboration, particularly from/with parents/guardians. The school carefully considered the above data when drafting its LCAP goals and actions. Educational partner engagement, including the above-mentioned surveys, led to the development of actions geared towards increased connectedness and collaboration. For students, this takes the form of increased academic offerings and supports, enrichments, events, workshops, and activities at our learning center. For parents/guardians, this takes the form of a parent/guardian education and training program, as well as family-oriented events, workshops, and activities at our learning center. Met 2024-06-13 2024 43104390000000 Santa Clara County Office of Education 6 The Santa Clara County Office of Education participates in the CA Healthy Kids Survey (CHKS) annually. The CHKS was administered in Spring of 2024. The SCCOE received a 50% response rate 76% of students identified as Hispanic. Other groups represented showed small group sizes of below 10%. Some discrepancies in responses occurred in comparing results by Hispanic and other students. Hispanic students (76%) and their other classmates (3%-White, 2% Asian, 8% African American, and 11% other) responded to the survey to represent all students. Hispanic students indicated higher responses than other students in the following areas: (a) School connectedness. (b) Academic Motivation, (c) Caring adult relationship, (d) High expectations, (e) facilities upkeep, (f) promotion of parental involvement in school, (g) School perceived as very safe or safe, (h) eating of breakfast (i) Life Satisfaction. Areas where Hispanic students showed lower responses than their other classmates include: (a) school is worthless and a waste of time, (b)monthly absences, (c) Experienced harassment due to five reasons, (d) Being afraid of being beaten up (e) seen a weapon on campus, (f) current tobacco use, (g) current binge drinking, (h) Current alcohol use and current alcohol use at school, (i) current cigarette smoking/ current marijuana vaping. The lower responses regarding engagement of students were any response under 40% of students. Overall CHKS survey highlights include: (a) 60% of students feel connected at school and 56% feel connected to a caring adult, (b ) 69% indicate that staff have high expectations for students, (c) 69% are happy at school, and (d) 50% indicate that their parents are involved. 34% believe the school takes their suggestions seriously. 24% of students indicated they have been bullied and 25% indicate this bullying is due to people spreading rumors. 8% of students have considered suicide. Marijuana and alcohol use was indicated by 22% of respondents and 17% indicate they have vaped. Overall, 69% of students feel safe at school, and 69% indicate they are motivated academically. The responses indicate that students feel connected and challenged at school. Results indicate that student drug and alcohol use and bullying are negative outcomes that could continue to be addressed through school climate processes and intervention. The Educational Services Division strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and community outreach. A focus on Positive Behavior Interventions and Support (PBIS) continues to address climate needs. LCAP goals include support for education and guidance for social and emotional needs of students with a focus on PBIS, therapy services, and restorative programs. Met 2024-06-12 2024 43104390106534 Bullis Charter 6 We reviewed student data from the Winter 2024 student survey, disaggregated by grade levels and by site (3-8 graders took the survey). All data is measured on a scale of 5. Overall categories measured included sense of belonging, mindset, engagement, and rigorous expectations. Qualitative data was also collected. Areas where there has been a decrease in student responses since Winter 2023 include a .1 or .2 decrease in belonging, engagement, and rigorous expectations. There was a .1 increase in school mindset. Moving into next year, we have shifted the focus of our team leaders to hone in on culture and climate in their grade levels and across sites, in collaboration with the principal. We believe actions in LCAP Goal #3 will also support growth in these metrics. We are also looking at a more timely and frequent survey structure to gather more actionable data from students. No changes to existing plans, policies, or procedures at this time. We will continue operating with Solutions Teams and No Bully training and support for all teachers and students, along with Conscious Discipline and PBIS training and implementation. Met 2024-06-24 2024 43104390111880 Discovery Charter 6 Discovery Charter School’s Phoenix Campus used a climate survey that asked for student responses on 34 different categories. Most of the categories were statements to which the student respondent could rate how accurate he/she felt the statement to be by using a multiple-choice rating system. Possible responses included “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” This provided the school the ability to determine percentages of agreement to disagreement in each respective category. A few categories were written as questions to which the student could respond with “Yes,” “No,” “Maybe,” which also provided the opportunity for the school to determine percentages of student responses. One category provided students the opportunity to share the types of bullying they have witnessed or experienced, if any, using multiple choice answers including “Cyberbullying,” “Social,” “Verbal,” “Physical” and “Does not apply to me.” In this category students could choose multiple answers if relevant. Finally, some of the categories requested written responses, where a student could share short, written feedback. Categories covered a wide variety of themes, but umbrella themes included how safe students felt at school, how supported they felt, how academically challenged they felt, and how well they felt included and involved in the school community. The school administered the climate survey to 4th and 8th graders as sample sets to represent grade school and middle school. According to the survey results, 74.4% of students, 94.2% of parents and 97% of teachers feel the school provides a safe campus for all students. In addition, 63.4% of students feel connected to the school community. The support of the school counselor has greatly benefitted the Discovery community this year primarily through work with individual students, but also through classroom observations and teacher collaboration to develop strategies to build strong teacher-student relationships. The school has identified school-wide trends around social emotional learning and are implementing new programs for Tier II and III interventions. The school conducted several social-emotional learning and data-focused professional development sessions facilitated by the school counselor. The school utilizes social emotional learning in all grade levels to address student needs. All new staff received training in the fall and existing staff were provided refresher training on positive discipline. Yard duty staff are trained annually. Additionally, parent education sessions were provided, including a successful workshop on developing healthy relationships with technology. The Student Support Specialist provides targeted supports to individual students based on the data. This role also supports attendance and behavior, as well as communicating with teachers about classroom-based interventions for individuals or groups of students. The Student Support Specialist also provides parent education and staff development around best practices for addressing student needs. Discovery plans to implement Affinity groups and student clubs with the support of student leadership. The school is also investigating anti-bias and equity trainings for teachers on culturally responsive teaching so all students feel valued and seen. The school is looking at bringing in an anti-bias and equity focused curriculum and instructional resources for students in 4th-8th grades aligned to social justice standards. Accountability projects and restorative practices will be a focus. In addition, the school will continue to utilize the Student Support Specialist to help implement procedures and systems to ensure student safety and well being. Met 2024-06-26 2024 43104390113431 University Preparatory Academy Charter 6 . 2022-23 mental health data also indicates that most students are receiving counseling for anxiety/depression (33%), family challenges (23%), academic stress (17%), and peer relationships (16%). In a May 2023 student survey, 30% of students indicated that the behavior of their peers somewhat hurt or hurt their learning, and 53% of students indicated they felt only some or no connection with UPA adults. Teacher and non-instructional staff survey data also indicate UPA students could improve their interactions with one another. The Caregiver Focus Group suggested holding informative parent meetings for families to learn about our education system to increase parental involvement with the school. They also believe it would be helpful to boost persistence and grit among our students as well as implement more sports programs and friendly competition to help students learn how to fail safely. This in turn may help students build resilience and self-esteem. UPA will focus on continuing to build a safe and caring environment for its students to thrive. SMART Goal 1: UPA will continue to improve school culture in areas of student activities, student behavior, staff-student relations, and family-school relations. By the end of the 2023-24 school year, UPA will experience a 15% increase in the school climate category on our annual student and staff surveys and a subsequent 20% increase in family-school connection. UPA will simultaneously see a 50% drop in student behavior and a 90% compliance rate with both the common dress and technology rules. SMART Goal 2: UPA will continue to improve academically for all students. Specifically, UPA will identify and utilize all possible resources to support our students who are not succeeding at the same rates as their peers including Socioeconomically Disadvantaged students, IEP/504 students, EL students, Hispanic/LatinX students, and African American/Black students. By the end of the 2023-24 school year, we will see all significant subgroups passing all classes at a rate of 72% for both semesters. A benefit of this focus will result in increases in CAASPP and CAST scores by 5% annually. SMART Goal 3: UPA will build off its strength of diversity by improving awareness, access and preparation for all students to successfully meet our two AP course requirements for graduation. Specifically, UPA will work with counselors, staff, students, and families to increase the participation rates of African American/Black students, Hispanic/LatinX students, and students with disabilities. By the end of 2023-24, UPA will see an increase of 5% of targeted students taking an introductory or non-prerequisite AP course. In addition, UPA will see an increase in all students participating in AP Bootcamp, and community college courses, and attending counseling presentations. Met 2024-05-30 2024 43104390113704 Rocketship Mateo Sheedy Elementary 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 88% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 93% of families and 87% of students feeling happy and excited to come to school each day. We are working to strengthen relationships between families and teachers over the course of the year. Additionally, we will focus on providing more regular updates on student academic and cultural progress. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our teacher family engagement and communication vision to focus on consistent communication over the course of the year. We will create high quality opportunities throughout the school year for teachers to strengthen relationships with families and give meaningful updates to families. We will also provide training and in day supports to teachers to facilitate this engagement. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390116814 ACE Empower Academy 6 ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2023-24, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2023-24 end-of-year survey. SAFETY - 54% of ACE Empower students responded favorably to questions related to student safety, but a lower percentage (52%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 36% of students indicated they felt “neither safe nor unsafe” in response to this question. CLIMATE/CONNECTEDNESS - 52% of ACE Empower students responded favorably to questions related to a sense of belonging and connectedness. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety. No changes are planned for next year. Met 2024-06-18 2024 43104390119024 Rocketship Si Se Puede Academy 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 80% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 88% of families and 84% of students feeling happy and excited to come to school each day. We are working to provide more regular updates on student academic and cultural progress and to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our teacher family engagement and communication vision to focus on consistent communication over the course of the year. We will create high quality opportunities throughout the school year for teachers to give meaningful updates to families. We will also provide training and in day supports to teachers to facilitate this engagement. Family meetings will shift to a greater focus on academic progress. Lastly, investments in a two way communication platform are being made for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390120642 Rocketship Los Suenos Academy 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 90% of families and 85% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390121483 Alpha: Cornerstone Academy Preparatory 6 "Overall we sw the greatest increase from our student population in """"There is at least one adult who cares about me at school"""" Professional development and DEI on belonging and celebrating students identities could of contributed to this increase. This includes student events and celebration IE. Academic Awards, culture day and after school sports We saw a trended in our SWDs having the biggest increase in the student culture survey for """" I have a good friend at school."""" For our English language learners. the biggest increase in the student culture survey awas """" there’s at least one adult who cares about me"""" There was no decrease in any of the survey results over the year for English language learners." For SWDs Biggest decrease: I feel proud to be part of the school + It is important for me to go to college. We also continue to support our students with positive relationships both in the classroom and outside the classroom. We made shifts to our supervision over the course of the year to support student feeling safe outside of the classroom. This included review of routines and procedures, Dean of Students, Office hours for behaviors, Students know who the adult to go to is when they have a problem, and PBIS aligned professional development. Teachers have been intentionally pairing students to be able to have a friend or buddy. Buddy program has helped students build relationships across grade levels Changes in supervision schedules to support students feeling safe. Extensive review of our systems and routines for next year. Additional training for staff on behavior management New SEL curriculum adaptation Met 2024-06-18 2024 43104390123257 Downtown College Prep - Alum Rock 6 Middle School (This report represents feedback from 454 students with an 95% response rate) Students at DCP were surveyed in March 2024 about their perceptions of their school in terms of Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, and Relationships. In addition, students provided feedback about School Safety, Emotional and Mental Health, and Drugs and Alcohol. In order to put student feedback into context, this report compares DCP students' ratings to the ratings from students at 575 other middle schools across the country. Compared to other participating middle schools, DCP's highest rated themes were Culture and Relationships. The lowest rated themes were Engagement and Belonging & Peer Collaboration Compared to other participating middle schools, DCP's highest rated question within the key themes was “How many of your teachers are willing to give extra help on school work if you need it?” (which is in the Relationships theme) and the lowest rated question within the key themes was “I take pride in my school work” (which is in the Engagement theme) Respondents also provided feedback about School Safety. For example, 66% of respondents responded positively to the question: In my school, there are clear rules against hurting other people (for example, hitting, pushing or tripping). Respondents also provided feedback about Emotional and Mental Health. For example, 54% of respondents responded positively to the question: Overall, how do you feel about your life? Although the highest rated themes included Culture and Relationships (middle school) we know that students are still identifying that many do not take pride in their work. One need at the middle school level is continued focus on academic ownership - all students are responsible for doing the thinking in the classroom, are appropriately challenged by teachers, and can provide meaningful oral or written evidence to support their thinking. Additionally, students rated Engagement and Belonging & Peer Collaboration as the lowest themes. DCP has work to do around creating meaningful opportunities for students to engage with each other in collaborative ways where they feel that they belong in an academic environment, that the work with which they are engaged is meaningful, and that with effort they can improve. Although the highest rated themes included College & Career Readiness and Academic Challenge (high school) we know that many students do not feel that they are trying to do their best in school. Again, the idea of academic ownership is an area for improvement. Additionally, we know that students rated the themes of engagement and culture quite low. DCP has work to do around creating meaningful ways to dig deeper with student to identify why they feel this way and specific strategies or actions to offer in service of improving the culture at the school. DCP will continue to work on similar goals in 2024-25 including deepening relationships with students, staff, and families along with a deep focus on rigor in the classroom where students carry the cognitive lift. We understand the important connection between a strong culture and improved academic performance and we are excited to address these areas and continue to show growth. However, with the budget deficit and changes in funding levels and enrollment, there may be changes made throughout the 2024-2025 school year that impact DCP's ability to address all of our strategic and organizational goals. Met 2024-06-18 2024 43104390123281 Rocketship Discovery Prep 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 93% of families and 86% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390123794 Summit Public School: Tahoma 6 "Students responding ""agree"" or ""strongly agree"" to ""I feel emotionally safe at school"": 85% Students responding ""agree"" or ""strongly agree"" to ""I feel physically safe at school"": 91% Students responding ""agree"" or ""strongly agree"" to ""There is at least one adult at school that I trust"": 78%" Summit Tahoma believes that physical and emotional safety are paramount to students being able to reach their long-term and short-term goals and meet our school's mission. Our small, personalized model of teaching and learning is based in student relationships and community. Our curriculum and class structure is designed to grow students in their content knowledge, cognitive skills, habits of success and purpose. Each week our students meet with their teacher mentors to develop their sense of belonging and grow in their habits. We also have a mentor group structure that creates the intentional space to come together as a community and focus on building connections and community habits. Our school also uses restorative practices. While our school model is intentionally designed to hear from students often about their connection and personal growth, we also believe in the power of measures and tools to hear from our students directly and to collect data to drive decisions about how to better support our students. Twice a year students at Summit Tahoma take a student survey where we ask about their sense of belonging and their perception of their relationship to the school and the adults in the building. We also directly ask about student and community climate with questions about bullying and harassment. Results of this survey suggest that most students feel that adults are treated with respect at our school. Students also report high levels of belonging and low levels of reported bullying and harassment. This data overlaps with reports we have from mentors about students in crises, inter and intra personal relationships. It also maps to our relatively low number of suspensions and expulsions. While we feel that most students feel belonging at our school, there are students who feel disconnected and report feelings of isolation from their peers and in some cases feeling bullied or harassed. We take this data very seriously and actively work to tailor our habits-based curriculum, mentoring and community experience to address this. We also train our mentors to identify student needs and to respond accordingly if students need additional support. Met 2024-06-13 2024 43104390124065 Sunrise Middle 6 The school uses Healthy Kids survey. We serve 308 students. 290 are Hispanic, 11 Asian, 2 mixed race, 2 Filipino, and one each is African American, Pacific Islander, or White.  130 are English learners.  110 have been reclassified as English Proficient.  263 are socioeconomically disadvantaged.  41 are homeless. 40 have disabilities.  Spanish is the home language.  59% of parents have a high school education or less.  Entering students typically test two to four years below grade level.  Median income is $55,647 versus $125,075 for San Jose as a whole. 63% of families rent.  Many extended families live together to afford rent.  Population density is 7,452 per square mile versus 5,625 for San Jose as a whole. A recent poll indicated safety as the highest concern of residents.  Gangs are active. The neighborhood is designated a crime hot spot by the Police Department.  Zip codes served by Sunrise had the highest COVID incidence and death rates in the city. Survey found: 73% of students felt connected to Sunrise. 74.7% felt academically challenged. 74.7% said teachers had high expectations for them. 61.4% felt they had a caring adult relationship at school. 74.4% said the school was safe. 24.6% experienced bullying at school. 30.7% felt sad or hopeless. Our students still feel relatively positive about the school, but not as engaged as when our school was a little smaller. Additionally, fewer feel chronically sad than right after COVID, but the percentage is still relatively high - about 30%. We are taking three actions to address these findings: 1. We are hiring a fulltime counselor in 2024-2025 to address the major trauma many of our students have faced. 2. We are reducing the size of our school by one class. 3. We are strengthening parent-school relationships. 4. We will continue to use our Peacemaker youth mentors. Met 2024-06-26 2024 43104390125781 Rocketship Academy Brilliant Minds 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 91% of families and 83% of students feeling happy and excited to come to school each day. We are working to provide more regular updates on student academic and cultural progress and to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390125799 Rocketship Alma Academy 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 84% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 90% of families and 85% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working to develop new ways to make family meetings more meaningful. Use - As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390127969 Discovery Charter II 6 Discovery II administered a climate survey to 4th and 7th graders as sample sets to represent grade school and middle school. The climate survey asked for student responses on 32 different categories. Most of the categories were statements to which the student respondent could rate how accurate he/she felt the statement to be by using a multiple-choice rating system. “Strongly Agree,” “Agree,” “Neutral,” “Disagree,” and “Strongly Disagree.” This provided the school the ability to determine percentages of agreement to disagreement in each respective category. A few categories were written as questions to which the student could respond with “Yes,” “No,” or “Maybe,” which also provided the opportunity for the school to determine percentages of student responses. One category provided students the opportunity to share the types of bullying they have witnessed or experienced, if any, using multiple choice answers including “Cyberbullying,” “Social,” “Verbal,” “Physical” and “Does not apply to me.” In this category, students could choose multiple answers if relevant. Finally, some of the categories requested written responses, where a student could share short, written feedback. Categories covered a wide variety of themes, but umbrella themes included how safe students felt at school, how supported they felt, how academically challenged they felt, and how well they felt included and involved in the school community. According to the survey results, 67.8% of students, 84.3% of parents and 100% of teachers feel the school provides a safe campus for all students. In addition, 64.4% of students feel connected to the school community. Based on the analysis of annual survey data, Discovery II students generally enjoy school. Students are motivated to learn and want to do their best. Learning is relevant and connected to real life. Teachers explain things in ways students understand. Students feel supported and feel that there is an adult on campus from whom they can seek support. Students treat adults with respect and overall most students are friendly. Students feel part of the school community and can be themselves. There is respect for the LGBTQ community. In addition, parent education sessions were provided, including a successful workshop on developing healthy relationships with technology. The Student Support Specialist provides targeted supports to individual students based on the data, supports attendance and behavior, and communicates with teachers about classroom-based interventions for individuals or groups of students. The Student Support Specialist also provides parent education and staff development around best practices for addressing student needs. The support of the school counselor has benefitted the Discovery II community this year primarily through work with individual students, but also through classroom observations and teacher collaboration to develop strategies to build strong teacher-student relationships. Discovery Il has identified school-wide trends around social emotional learning and are implementing new programs for Tier II and III interventions. The school conducted several social-emotional learning and data-focused professional development sessions facilitated by the school counselor. The school utilizes social emotional learning in all grade levels to address student needs. Another area of identified need includes a deepening of an anti-bias approach and work within the classroom and the greater community in terms of race, ethnicity, religion and faith and different abilities. The school is also looking to cultivate an understanding between bullying and conflict within the classroom and greater community. There is also a need to foster connections within the student body. Discovery II will provide opportunities for students to continue to develop social emotional skills and how to collaborate within the school community. The Social Emotional Learning curriculum “With Wayfinder” was implemented fully this year through grade-level scope and sequence. In 2024-25, the school will administer a social emotional screener to identify student needs and plan social emotional learning lessons accordingly. Targeted lessons will continue for all students on SEL topics such as size of the problem, zones of regulation, and bullying versus conflict. Professional development on SEL best practices will continue next year to ensure full implementation and sustainability. In addition anti-bias professional development will be provided for staff and training for the greater community. The Student Support Specialist will further support students in developing social skills and navigating conflicts. One way is through utilizing Discovery PRIDE (Positive Attitude, Respect, Independent thinking, Do my best, Everybody belongs) as part of the process of making school-wide agreements. The Student Support Specialist will also focus on relationship and trust building with the student body. Discovery II will also continue to provide digital citizenship lessons for middle school students and hold classroom meetings to discuss the meaning of the Discovery PRIDE acronym and how it relates to student conduct. The school was awarded a Restorative Practice Grant and has started professional development and implementation of restorative practices such as accountability projects as natural consequence. The school also plans to educate students on the Family and Student handbook and facilitate grade level specific assemblies to address challenges and needs within the community. Discovery II will also deepen community building within individual classrooms and opportunities for grade levels to collaborate on units. In response to observations and students' survey responses, the school will implement several measures to foster a sense of safety on campus. To improve campus safety, all gates will be closed and all visitors will be required to check-in with the office before entering school grounds. Met 2024-06-26 2024 43104390129213 Alpha: Jose Hernandez 6 Our TK-2 data is the highest in terms of safety and belonging and is less than 1% away from our goal of 98% there is also an additional jump in safety and belonging for our SWDs in TK-2 surpassing our goal. Our 6-8 (5-8) data is most concerning due to the drop in feeling of safety from fall to spring and being under 80% then there is an additional concern around 5th grade and the drop in school pride + college buy in piece. A lot of this is described above but additional we have the opportunities to replicate SEL success from TK-2, use check ins more proactively and revisit how we ensure all staff with any form of supervision are actively supporting all students (re: Bathroom + Blacktop concerns). Similar to two pieces written above 5-8 SEL reset + monitoring, proactive use and monitor of check-ins and revisit Bathroom + Blacktop procedures to ensure safety for all students. Met 2024-06-18 2024 43104390131110 Rocketship Fuerza Community Prep 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 90% of families and 84% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390131748 Voices College-Bound Language Academy at Morgan Hill 6 On the 23-24 Spring Panorama Survey, 83% of students in fourth through fifth grade indicated a positive response towards having Supportive Relationships with adults on campus. Similarly, 80% of sixth through eighth graders reported having Supportive Relationships in the middle school environment. Only 45% of fourth through fifth graders indicated they were successfully able to navigate challenging feelings at school. 56% of sixth through eighth graders reported they were successfully able to navigate challenging feelings. Based on the Panorama survey, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing self-efficacy in the school environment. These trends were notable across all grade levels and suggest this should be an area of focus for the coming school year. In the 24-25 school year, Voices Morgan Hill will change the status of the school counselor from part-time to full-time to better serve the needs of our population in building socioemotional skills in 1-1 and group settings. Additionally, Voices MH will continue their partnership with Pacific Clinics to provide students with lessons on social skills, support with conflict resolution, and offer 1-1 and group counseling to supplement socioemotional learning for students with a higher level of need. Met 2024-06-25 2024 43104390132530 Voices College-Bound Language Academy at Mt. Pleasant 6 Per the 2023-24 Spring Panorama student survey, 80% of students in fourth through fifth grade indicated a positive response towards having Supportive Relationships with a teacher or other adult on campus. Similarly, 69% of sixth through eighth graders reported having Supportive Relationships with a teacher or other adult on campus. In addition, 54% of students grades 4th and 5th responded favorably to having a sense of belonging on campus. 30% of students grades 6th-8th responded favorably to having a sense of belonging on campus. Regarding social and emotional learning, only 52% of fourth through fifth graders indicated they were successfully able to navigate challenging feelings at school. 56% of sixth through eighth graders reported they were successfully able to navigate challenging feelings. Based on the Panorama survey results, it is evident that students feel they have strong relationships with the adults on campus and are still working to develop socioemotional skills that will support them in navigating challenging feelings and increasing their sense of belonging at school. These trends suggest this should be an area of focus for the coming school year. In the 24-25 school year, Voices MP will continue to utilize the school counselor in building socioemotional skills in 1-1 and group settings. Voices MP will continue their partnership with Pacific Clinics to provide students with lessons on social skills, support with conflict resolution, and offer 1-1 and group counseling to supplement socioemotional learning for students with a higher level of need. Additionally, Voices MP will add student-lead clubs that promote interest and foster inclusivity. Voices MP will develop advisory programs where students can discuss issues and build a supportive community as well as improve communication between students, parents, and staff. Regular feedback sessions can help identify ongoing issues and address them promptly. Voices MP will host more events and activities that celebrate cultural diversity and promote understanding and respect among students. By implementing these strategies and programs, Voices MP can work towards improving the sense of belonging for all students, creating a more inclusive and supportive school environment. Met 2024-06-25 2024 43104390133496 Rocketship Rising Stars 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 92% of families and 83% of students feeling happy and excited to come to school each day. We are working to strengthen relationships between families and teachers and school leaders. Additionally, we are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our teacher family engagement and communication vision to focus on consistent communication over the course of the year. We will create high quality opportunities throughout the school year for teachers to strengthen relationships with families and give meaningful updates to families. We will also provide training and in day supports to teachers to facilitate this engagement. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43104390135087 Opportunity Youth Academy 6 Opportunity Youth Academy participates in the CA Healthy Kids Survey annually. Students in grades 9-12 participated in the survey. Participant rate was 25.6% of students responded to the survey. Students showed higher responses in the following areas: (a) facilities upkeep, (b) high expectations-adults in school, (c) caring adult relationships, and (d) promotion of parental involvement in school. Areas where students showed lower responses: (a) school is worthless and a waste of time, (b) school is really boring, (c) had less than 3 monthly absences, and (d) experienced chronic sadness/hopelessness or considered suicide. The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. The responses indicate that students feel safe, connected to staff, and motivated. OYA strives to create an inclusive environment where students feel connected and safe, and parents and families feel welcome. Processes in place to build this environment will continue through training for staff in inclusion and culturally responsive teaching and learning. LCAP goals include support for education and guidance for social and emotional needs of students. Met n/a 2024-06-27 2024 43693690000000 Alum Rock Union Elementary 6 Alum Rock Union School District is committed to providing all students and families a safe, welcoming and caring environment conducive to learning. In an effort to understand the current climate districtwide, our community participates in the annual survey process twice a year. All participants including school staff, students and parents are surveyed on questions related to school climate. Spring 2024 survey responses indicated that 94% of parents believe our schools are safe, 96% of parents believe that their child feels welcomed by school staff and 97% believe their child's background(race, ethnicity, religion, economic status is valued. Survey responses for students indicate that 69% of elementary students feel safe at school; 58% at the middle school level. 74% of elementary students and 59% of middle school students indicated a “sense of belonging” ( School connectedness). When compared to the results from Spring 2023, there has been a 5 point decrease in the area of safety for middle school students. Similarly, there has been a 4 point increase for elementary students and 9 point increase for middle school students in the area of school connectedness. "Analysis of the school climate data, highlights that although students are feeling safer at school it is still an area of concern. Students concern over bullying at school makes this a priority area. Furthermore, 29% of staff responded favorably to ""there is significant harassment or bullying among students at my school”. Another area of concern is that of student connectedness. When drilling down, only 62%(5% increase) of middle school and 67%(7% increase) of elementary students say they ""feel close to people at school"". School staff and administrators continue to report challenges with student mental health and behavior with a continued demand for counseling services. Counselors remain an important support service for a large population of our students. In addition, our district has retained the support of Behavior Specialists to assist with the growing behavior challenges at the school sites." LCAP input from educational partners and related survey data underscores the need to increase counseling services and programs for social emotional learning in addition to targeted efforts for developing positive behavior support systems at schools. Training in the areas of Socio-emotional learning and mental health wellness continue to be a focus for staff and parents during the 2024/2025 school year. In addition, staff continue to focus on Positive School Culture Training and Support to reset and strengthen school culture, student behavior and anti bullying efforts at all schools. For example, the Student Services and Social and Emotional Learning Departments planned various training for site leaders on Bullying Prevention for the new school year as well as added more information for parents on the District’s web page on the process and tips for parents in the event that their child reports incidents of bullying to them. Met 2024-06-27 2024 43693690106633 KIPP Heartwood Academy 6 86% of KIPP families have a positive experience with the school. 63% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 43693690125526 Alpha: Blanca Alvarado 6 There was a decline in the group of TK-2 and the major decline came from the 2nd grade where the teachers have been showing some struggles with the classroom management. Also there was a sharp decline where students felt belong in 5th grade students with IEP. Strong classroom management and implementation of the school wide procedures with fidelity is the key for creating the safe learning space for our students. Also, we need to continue maintaining the positive relationships by constantly checking in with students in needs. We have been implementing strong 8 weeks plan to ensure that all teachers and students have internalized school policies and procedures. We decided to start the training for school wide procedures since we have a higher rate of teacher retention. Also, we will be implementing a school wide SEL curriculum with the auditing systems in place to ensure that SEL lessons are being taught at school daily. We will revamp our MHC structure with enhanced partnership with the external support from FACTR. Met 2024-06-18 2024 43693690129924 Kipp Prize Preparatory Academy 6 81% of KIPP families have a positive experience with the school. 59% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 43693770000000 Berryessa Union Elementary 6 The Panorama climate survey was distributed to students in grades 3rd through 8th. The survey focuses on three main areas - Self Efficacy, Self-Management, and Social Awareness. Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy. Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities. Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities This data highlights the need for continues mental health services, implementation of PBIS, and SEL instruction. The students within the district will continue to grow in all areas if they are provided with the the support and skills to build self-efficacy, self-management, and social awareness. Self-Efficacy: Overall Self-Efficacy (District): The district-wide average for self-efficacy is 51%. Self-Efficacy Among Asian Students: 61% of Asian students reported having self-efficacy. Self-Efficacy Among Latinx Students: Both Latinx and Filipino students reported a self-efficacy rate of 48%, slightly lower than the district average. Self-Efficacy Among White Students: Among white students in the district, 60% reported having self-efficacy. Self-Management: Overall Self-Management (District): The district-wide average for self-management is 55%. Self-Management Among Asian Students: Asian students demonstrated a high level of self-management, with 73% reporting positive self-management skills. Self-Management Among Latinx Students: Latinx students reported a self-management rate of 64%. Self-Management Among Filipino Students: Filipino students also reported a high self-management rate of 66%. Self-Management Among White Students: White students exhibited strong self-management skills, with 70% reporting positive self-management abilities. Social Awareness: Overall Social Awareness (District): The district-wide average for social awareness is 61%.Social Awareness Among Asian Students: Asian students demonstrated a high level of social awareness, with 68% reporting positive social awareness skills. Social Awareness Among Latinx & Filipino Students: Both Latinx and Filipino students reported a social awareness rate of 66%, which is slightly below the district average. Social Awareness Among White Students: White students exhibited strong social awareness skills, with 71% reporting positive social awareness abilities We will continue to use the Panorama Survey for collecting climate and culture data for the district. During the 2024-2025 school year, we will also start using the CA Healthy Kids survey as well. Met 2024-06-26 2024 43693850000000 Cambrian 6 Our sites have embraced and implemented Social-Emotional Learning (SEL) throughout the school year, emphasizing student choice and voice in their educational journey. We believe empowered students are more engaged learners. This commitment is underscored by our district's administration of two pivotal assessments: the PBIS School Climate Survey and mySAEBRS (Social Academic Emotional Behavior Risk Screener). The PBIS School Climate Survey, conducted among 2,116 students in grades 2-8, reveals significant positive impacts on how students perceive their school environment. Key findings include an impressive 85% satisfaction rate with school, marking a 12% increase from the previous year. Academic confidence has also risen, with 93% of students feeling successful academically—an 8% improvement. Moreover, 90% of students sense genuine support from the school, reflecting a 3% uptick in perceived encouragement for their success. Clear behavioral expectations are evident to 89% of students, up by 3%, while respectful teacher-student interactions, although slightly down by 2% to 87%, remain a focal point for improvement. Areas identified for further attention include maintaining conducive classroom behaviors for learning, acknowledged by 65% of students, and ensuring consistent recognition of good behavior, noted by 63%. Additionally, the survey highlights positive trends in peer relationships, safety perceptions (85% feel safe at school, a 5% increase), and support availability during virtual learning (80% feel safe during distance learning, a 1% increase). These insights underscore ongoing efforts to foster a secure and supportive learning environment. Concurrently, the district administers the mySAEBRS to assess social, emotional, and behavioral risks among students in grades 2-8. Of the 1,984 students surveyed, 88.16% are classified as low-risk, while 10.69% exhibit some risk, necessitating targeted interventions. A smaller percentage, 1.16%, are categorized as high-risk, requiring immediate attention. Notably, specific student groups—such as English Learners, socioeconomically disadvantaged students, and those with disabilities—demonstrate higher risk levels, reinforcing the need for tailored support strategies. The mySAEBRS data is crucial for identifying areas where specialized interventions can enhance school climate and student well-being. By disaggregating this data, we gain deeper insights into how different student populations experience and respond to our educational environment. This information informs our ongoing commitment to fostering a positive, inclusive, and supportive school climate where every student can thrive. The recent district assessments, namely the mySAEBRS and PBIS School Climate Survey, offer a comprehensive overview of student well-being and school climate. According to the mySAEBRS, 88.16% of students in grades 2-8 exhibit low risks in social, emotional, and behavioral areas. However, vulnerable student groups, including English Learners, socioeconomically disadvantaged students, and those with disabilities, show elevated risk levels, indicating a clear need for targeted support. Similarly, the PBIS School Climate Survey, also conducted among grades 2-8, underscores the positive impact of district SEL programs and climate initiatives. Notably, 85% of students expressed enjoyment of school, signaling a significant rise in satisfaction with the school environment. Moreover, 93% reported feeling academically successful, indicating strong self-efficacy. The survey also highlighted that 90% of students felt supported by the school in their academic endeavors, showcasing effective support systems. Additionally, 89% acknowledged clear behavioral expectations, aligning with the low-risk findings from mySAEBRS. However, the survey revealed areas for improvement. For instance, 87% of students felt respected by their teachers, a slight decrease suggesting a need for ongoing efforts to enhance respectful interactions. Classroom behavior conducive to learning was noted by 65% of students, pointing to an area requiring further attention. On a positive note, improvements were observed in recognizing positive behavior (63%) and fostering good peer relationships (82%). Enhanced feelings of safety (85%) and access to supportive adults (71%) were also noted, aligning with mySAEBRS' low-risk findings. The district's initiatives have enhanced the school climate, notably improving key indicators such as student satisfaction, academic self-perception, and peer relationships. Nevertheless, slight declines in teacher respect and classroom behavior management underscore the need for ongoing focus and improvement. The district's commitment to student empowerment and engagement is evident in these positive trends, emphasizing the importance of sustaining and enhancing these efforts to foster a supportive and respectful learning environment. In conclusion, the mySAEBRS and PBIS School Climate Survey affirm a predominantly positive school environment bolstered by effective SEL programs and supportive climate initiatives. Nonetheless, targeted improvements in teacher-student respect, classroom management, and tailored support for high-risk groups are crucial to further bolster student well-being and academic achievement. CSD has actively implemented Positive Behavior Interventions and Supports (PBIS) to enhance the school climate and foster a conducive learning environment. The annual PBIS School Climate Survey and additional local data have highlighted several positive trends and areas needing attention, prompting necessary revisions and actions for continuous improvement. Key learnings from the survey and other data sources include increased enjoyment of school and perceived academic success, improved feelings of safety and positive peer treatment, and slight declines in teacher-student respect and classroom behavior management. To address these findings, CSD plans to enhance teacher-student respect initiatives by implementing ongoing professional development, introducing regular feedback mechanisms for students, and encouraging restorative practices. Classroom behavior management strategies will be reinforced with additional training for teachers, more frequent positive reinforcement, and regular classroom observations with feedback. The district will continue integrating Social-Emotional Learning (SEL) programs throughout the curriculum, providing additional resources for teachers and creating opportunities for student-led SEL initiatives. Improved student-teacher relationships will be fostered through mentorship programs, community-building activities, and ensuring every student can access a trusted adult. Data-driven decision-making will be emphasized, with regular review of survey data and stakeholder involvement in discussions about data findings and action plans. By adhering to the PBIS framework and making data-informed adjustments, the district aims to effectively support every student’s academic and social-emotional development. The PBIS model, a research-based strategy supported by the state of California and the federal Department of Education, uses a 3-tiered approach to reduce problem behavior as a barrier to student achievement. With only 180 days to advance academic progress each year, maximizing instructional time is crucial. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. By maintaining and enhancing these efforts, the district is committed to creating a positive and effective learning environment for all students. Met 2024-06-20 2024 43693856046445 Fammatre Elementary 6 Our sites have embraced and implemented Social-Emotional Learning (SEL) throughout the school year, emphasizing student choice and voice in their educational journey. We believe empowered students are more engaged learners. This commitment is underscored by our district's administration of two pivotal assessments: the PBIS School Climate Survey and mySAEBRS (Social Academic Emotional Behavior Risk Screener). The PBIS School Climate Survey, conducted among 2,116 students in grades 2-8, reveals significant positive impacts on how students perceive their school environment. Key findings include an impressive 85% satisfaction rate with school, marking a 12% increase from the previous year. Academic confidence has also risen, with 93% of students feeling successful academically—an 8% improvement. Moreover, 90% of students sense genuine support from the school, reflecting a 3% uptick in perceived encouragement for their success. Clear behavioral expectations are evident to 89% of students, up by 3%, while respectful teacher-student interactions, although slightly down by 2% to 87%, remain a focal point for improvement. Areas identified for further attention include maintaining conducive classroom behaviors for learning, acknowledged by 65% of students, and ensuring consistent recognition of good behavior, noted by 63%. Additionally, the survey highlights positive trends in peer relationships, safety perceptions (85% feel safe at school, a 5% increase), and support availability during virtual learning (80% feel safe during distance learning, a 1% increase). These insights underscore ongoing efforts to foster a secure and supportive learning environment. Concurrently, the district administers the mySAEBRS to assess social, emotional, and behavioral risks among students in grades 2-8. Of the 1,984 students surveyed, 88.16% are classified as low-risk, while 10.69% exhibit some risk, necessitating targeted interventions. A smaller percentage, 1.16%, are categorized as high-risk, requiring immediate attention. Notably, specific student groups—such as English Learners, socioeconomically disadvantaged students, and those with disabilities—demonstrate higher risk levels, reinforcing the need for tailored support strategies. The mySAEBRS data is crucial for identifying areas where specialized interventions can enhance school climate and student well-being. By disaggregating this data, we gain deeper insights into how different student populations experience and respond to our educational environment. This information informs our ongoing commitment to fostering a positive, inclusive, and supportive school climate where every student can thrive. The recent district assessments, namely the mySAEBRS and PBIS School Climate Survey, offer a comprehensive overview of student well-being and school climate. According to the mySAEBRS, 88.16% of students in grades 2-8 exhibit low risks in social, emotional, and behavioral areas. However, vulnerable student groups, including English Learners, socioeconomically disadvantaged students, and those with disabilities, show elevated risk levels, indicating a clear need for targeted support. Similarly, the PBIS School Climate Survey, also conducted among grades 2-8, underscores the positive impact of district SEL programs and climate initiatives. Notably, 85% of students expressed enjoyment of school, signaling a significant rise in satisfaction with the school environment. Moreover, 93% reported feeling academically successful, indicating strong self-efficacy. The survey also highlighted that 90% of students felt supported by the school in their academic endeavors, showcasing effective support systems. Additionally, 89% acknowledged clear behavioral expectations, aligning with the low-risk findings from mySAEBRS. However, the survey revealed areas for improvement. For instance, 87% of students felt respected by their teachers, a slight decrease suggesting a need for ongoing efforts to enhance respectful interactions. Classroom behavior conducive to learning was noted by 65% of students, pointing to an area requiring further attention. On a positive note, improvements were observed in recognizing positive behavior (63%) and fostering good peer relationships (82%). Enhanced feelings of safety (85%) and access to supportive adults (71%) were also noted, aligning with mySAEBRS' low-risk findings. The district's initiatives have enhanced the school climate, notably improving key indicators such as student satisfaction, academic self-perception, and peer relationships. Nevertheless, slight declines in teacher respect and classroom behavior management underscore the need for ongoing focus and improvement. The district's commitment to student empowerment and engagement is evident in these positive trends, emphasizing the importance of sustaining and enhancing these efforts to foster a supportive and respectful learning environment. In conclusion, the mySAEBRS and PBIS School Climate Survey affirm a predominantly positive school environment bolstered by effective SEL programs and supportive climate initiatives. Nonetheless, targeted improvements in teacher-student respect, classroom management, and tailored support for high-risk groups are crucial to further bolster student well-being and academic achievement. CSD has actively implemented Positive Behavior Interventions and Supports (PBIS) to enhance the school climate and foster a conducive learning environment. The annual PBIS School Climate Survey and additional local data have highlighted several positive trends and areas needing attention, prompting necessary revisions and actions for continuous improvement. Key learnings from the survey and other data sources include increased enjoyment of school and perceived academic success, improved feelings of safety and positive peer treatment, and slight declines in teacher-student respect and classroom behavior management. To address these findings, CSD plans to enhance teacher-student respect initiatives by implementing ongoing professional development, introducing regular feedback mechanisms for students, and encouraging restorative practices. Classroom behavior management strategies will be reinforced with additional training for teachers, more frequent positive reinforcement, and regular classroom observations with feedback. The district will continue integrating Social-Emotional Learning (SEL) programs throughout the curriculum, providing additional resources for teachers and creating opportunities for student-led SEL initiatives. Improved student-teacher relationships will be fostered through mentorship programs, community-building activities, and ensuring every student can access a trusted adult. Data-driven decision-making will be emphasized, with regular review of survey data and stakeholder involvement in discussions about data findings and action plans. By adhering to the PBIS framework and making data-informed adjustments, the district aims to effectively support every student’s academic and social-emotional development. The PBIS model, a research-based strategy supported by the state of California and the federal Department of Education, uses a 3-tiered approach to reduce problem behavior as a barrier to student achievement. With only 180 days to advance academic progress each year, maximizing instructional time is crucial. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. By maintaining and enhancing these efforts, the district is committed to creating a positive and effective learning environment for all students. Met 2024-06-20 2024 43693856046452 Farnham Charter 6 Our sites have embraced and implemented Social-Emotional Learning (SEL) throughout the school year, emphasizing student choice and voice in their educational journey. We believe empowered students are more engaged learners. This commitment is underscored by our district's administration of two pivotal assessments: the PBIS School Climate Survey and mySAEBRS (Social Academic Emotional Behavior Risk Screener). The PBIS School Climate Survey, conducted among 2,116 students in grades 2-8, reveals significant positive impacts on how students perceive their school environment. Key findings include an impressive 85% satisfaction rate with school, marking a 12% increase from the previous year. Academic confidence has also risen, with 93% of students feeling successful academically—an 8% improvement. Moreover, 90% of students sense genuine support from the school, reflecting a 3% uptick in perceived encouragement for their success. Clear behavioral expectations are evident to 89% of students, up by 3%, while respectful teacher-student interactions, although slightly down by 2% to 87%, remain a focal point for improvement. Areas identified for further attention include maintaining conducive classroom behaviors for learning, acknowledged by 65% of students, and ensuring consistent recognition of good behavior, noted by 63%. Additionally, the survey highlights positive trends in peer relationships, safety perceptions (85% feel safe at school, a 5% increase), and support availability during virtual learning (80% feel safe during distance learning, a 1% increase). These insights underscore ongoing efforts to foster a secure and supportive learning environment. Concurrently, the district administers the mySAEBRS to assess social, emotional, and behavioral risks among students in grades 2-8. Of the 1,984 students surveyed, 88.16% are classified as low-risk, while 10.69% exhibit some risk, necessitating targeted interventions. A smaller percentage, 1.16%, are categorized as high-risk, requiring immediate attention. Notably, specific student groups—such as English Learners, socioeconomically disadvantaged students, and those with disabilities—demonstrate higher risk levels, reinforcing the need for tailored support strategies. The mySAEBRS data is crucial for identifying areas where specialized interventions can enhance school climate and student well-being. By disaggregating this data, we gain deeper insights into how different student populations experience and respond to our educational environment. This information informs our ongoing commitment to fostering a positive, inclusive, and supportive school climate where every student can thrive. The recent district assessments, namely the mySAEBRS and PBIS School Climate Survey, offer a comprehensive overview of student well-being and school climate. According to the mySAEBRS, 88.16% of students in grades 2-8 exhibit low risks in social, emotional, and behavioral areas. However, vulnerable student groups, including English Learners, socioeconomically disadvantaged students, and those with disabilities, show elevated risk levels, indicating a clear need for targeted support. Similarly, the PBIS School Climate Survey, also conducted among grades 2-8, underscores the positive impact of district SEL programs and climate initiatives. Notably, 85% of students expressed enjoyment of school, signaling a significant rise in satisfaction with the school environment. Moreover, 93% reported feeling academically successful, indicating strong self-efficacy. The survey also highlighted that 90% of students felt supported by the school in their academic endeavors, showcasing effective support systems. Additionally, 89% acknowledged clear behavioral expectations, aligning with the low-risk findings from mySAEBRS. However, the survey revealed areas for improvement. For instance, 87% of students felt respected by their teachers, a slight decrease suggesting a need for ongoing efforts to enhance respectful interactions. Classroom behavior conducive to learning was noted by 65% of students, pointing to an area requiring further attention. On a positive note, improvements were observed in recognizing positive behavior (63%) and fostering good peer relationships (82%). Enhanced feelings of safety (85%) and access to supportive adults (71%) were also noted, aligning with mySAEBRS' low-risk findings. The district's initiatives have enhanced the school climate, notably improving key indicators such as student satisfaction, academic self-perception, and peer relationships. Nevertheless, slight declines in teacher respect and classroom behavior management underscore the need for ongoing focus and improvement. The district's commitment to student empowerment and engagement is evident in these positive trends, emphasizing the importance of sustaining and enhancing these efforts to foster a supportive and respectful learning environment. In conclusion, the mySAEBRS and PBIS School Climate Survey affirm a predominantly positive school environment bolstered by effective SEL programs and supportive climate initiatives. Nonetheless, targeted improvements in teacher-student respect, classroom management, and tailored support for high-risk groups are crucial to further bolster student well-being and academic achievement. CSD has actively implemented Positive Behavior Interventions and Supports (PBIS) to enhance the school climate and foster a conducive learning environment. The annual PBIS School Climate Survey and additional local data have highlighted several positive trends and areas needing attention, prompting necessary revisions and actions for continuous improvement. Key learnings from the survey and other data sources include increased enjoyment of school and perceived academic success, improved feelings of safety and positive peer treatment, and slight declines in teacher-student respect and classroom behavior management. To address these findings, CSD plans to enhance teacher-student respect initiatives by implementing ongoing professional development, introducing regular feedback mechanisms for students, and encouraging restorative practices. Classroom behavior management strategies will be reinforced with additional training for teachers, more frequent positive reinforcement, and regular classroom observations with feedback. The district will continue integrating Social-Emotional Learning (SEL) programs throughout the curriculum, providing additional resources for teachers and creating opportunities for student-led SEL initiatives. Improved student-teacher relationships will be fostered through mentorship programs, community-building activities, and ensuring every student can access a trusted adult. Data-driven decision-making will be emphasized, with regular review of survey data and stakeholder involvement in discussions about data findings and action plans. By adhering to the PBIS framework and making data-informed adjustments, the district aims to effectively support every student’s academic and social-emotional development. The PBIS model, a research-based strategy supported by the state of California and the federal Department of Education, uses a 3-tiered approach to reduce problem behavior as a barrier to student achievement. With only 180 days to advance academic progress each year, maximizing instructional time is crucial. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. By maintaining and enhancing these efforts, the district is committed to creating a positive and effective learning environment for all students. Met 2024-06-20 2024 43693856046486 Price Charter Middle 6 Our sites have embraced and implemented Social-Emotional Learning (SEL) throughout the school year, emphasizing student choice and voice in their educational journey. We believe empowered students are more engaged learners. This commitment is underscored by our district's administration of two pivotal assessments: the PBIS School Climate Survey and mySAEBRS (Social Academic Emotional Behavior Risk Screener). The PBIS School Climate Survey, conducted among 2,116 students in grades 2-8, reveals significant positive impacts on how students perceive their school environment. Key findings include an impressive 85% satisfaction rate with school, marking a 12% increase from the previous year. Academic confidence has also risen, with 93% of students feeling successful academically—an 8% improvement. Moreover, 90% of students sense genuine support from the school, reflecting a 3% uptick in perceived encouragement for their success. Clear behavioral expectations are evident to 89% of students, up by 3%, while respectful teacher-student interactions, although slightly down by 2% to 87%, remain a focal point for improvement. Areas identified for further attention include maintaining conducive classroom behaviors for learning, acknowledged by 65% of students, and ensuring consistent recognition of good behavior, noted by 63%. Additionally, the survey highlights positive trends in peer relationships, safety perceptions (85% feel safe at school, a 5% increase), and support availability during virtual learning (80% feel safe during distance learning, a 1% increase). These insights underscore ongoing efforts to foster a secure and supportive learning environment. Concurrently, the district administers the mySAEBRS to assess social, emotional, and behavioral risks among students in grades 2-8. Of the 1,984 students surveyed, 88.16% are classified as low-risk, while 10.69% exhibit some risk, necessitating targeted interventions. A smaller percentage, 1.16%, are categorized as high-risk, requiring immediate attention. Notably, specific student groups—such as English Learners, socioeconomically disadvantaged students, and those with disabilities—demonstrate higher risk levels, reinforcing the need for tailored support strategies. The mySAEBRS data is crucial for identifying areas where specialized interventions can enhance school climate and student well-being. By disaggregating this data, we gain deeper insights into how different student populations experience and respond to our educational environment. This information informs our ongoing commitment to fostering a positive, inclusive, and supportive school climate where every student can thrive. The recent district assessments, namely the mySAEBRS and PBIS School Climate Survey, offer a comprehensive overview of student well-being and school climate. According to the mySAEBRS, 88.16% of students in grades 2-8 exhibit low risks in social, emotional, and behavioral areas. However, vulnerable student groups, including English Learners, socioeconomically disadvantaged students, and those with disabilities, show elevated risk levels, indicating a clear need for targeted support. Similarly, the PBIS School Climate Survey, also conducted among grades 2-8, underscores the positive impact of district SEL programs and climate initiatives. Notably, 85% of students expressed enjoyment of school, signaling a significant rise in satisfaction with the school environment. Moreover, 93% reported feeling academically successful, indicating strong self-efficacy. The survey also highlighted that 90% of students felt supported by the school in their academic endeavors, showcasing effective support systems. Additionally, 89% acknowledged clear behavioral expectations, aligning with the low-risk findings from mySAEBRS. However, the survey revealed areas for improvement. For instance, 87% of students felt respected by their teachers, a slight decrease suggesting a need for ongoing efforts to enhance respectful interactions. Classroom behavior conducive to learning was noted by 65% of students, pointing to an area requiring further attention. On a positive note, improvements were observed in recognizing positive behavior (63%) and fostering good peer relationships (82%). Enhanced feelings of safety (85%) and access to supportive adults (71%) were also noted, aligning with mySAEBRS' low-risk findings. The district's initiatives have enhanced the school climate, notably improving key indicators such as student satisfaction, academic self-perception, and peer relationships. Nevertheless, slight declines in teacher respect and classroom behavior management underscore the need for ongoing focus and improvement. The district's commitment to student empowerment and engagement is evident in these positive trends, emphasizing the importance of sustaining and enhancing these efforts to foster a supportive and respectful learning environment. In conclusion, the mySAEBRS and PBIS School Climate Survey affirm a predominantly positive school environment bolstered by effective SEL programs and supportive climate initiatives. Nonetheless, targeted improvements in teacher-student respect, classroom management, and tailored support for high-risk groups are crucial to further bolster student well-being and academic achievement. CSD has actively implemented Positive Behavior Interventions and Supports (PBIS) to enhance the school climate and foster a conducive learning environment. The annual PBIS School Climate Survey and additional local data have highlighted several positive trends and areas needing attention, prompting necessary revisions and actions for continuous improvement. Key learnings from the survey and other data sources include increased enjoyment of school and perceived academic success, improved feelings of safety and positive peer treatment, and slight declines in teacher-student respect and classroom behavior management. To address these findings, CSD plans to enhance teacher-student respect initiatives by implementing ongoing professional development, introducing regular feedback mechanisms for students, and encouraging restorative practices. Classroom behavior management strategies will be reinforced with additional training for teachers, more frequent positive reinforcement, and regular classroom observations with feedback. The district will continue integrating Social-Emotional Learning (SEL) programs throughout the curriculum, providing additional resources for teachers and creating opportunities for student-led SEL initiatives. Improved student-teacher relationships will be fostered through mentorship programs, community-building activities, and ensuring every student can access a trusted adult. Data-driven decision-making will be emphasized, with regular review of survey data and stakeholder involvement in discussions about data findings and action plans. By adhering to the PBIS framework and making data-informed adjustments, the district aims to effectively support every student’s academic and social-emotional development. The PBIS model, a research-based strategy supported by the state of California and the federal Department of Education, uses a 3-tiered approach to reduce problem behavior as a barrier to student achievement. With only 180 days to advance academic progress each year, maximizing instructional time is crucial. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. By maintaining and enhancing these efforts, the district is committed to creating a positive and effective learning environment for all students. Met 2024-06-20 2024 43693856046494 Sartorette Charter 6 Our sites have embraced and implemented Social-Emotional Learning (SEL) throughout the school year, emphasizing student choice and voice in their educational journey. We believe empowered students are more engaged learners. This commitment is underscored by our district's administration of two pivotal assessments: the PBIS School Climate Survey and mySAEBRS (Social Academic Emotional Behavior Risk Screener). The PBIS School Climate Survey, conducted among 2,116 students in grades 2-8, reveals significant positive impacts on how students perceive their school environment. Key findings include an impressive 85% satisfaction rate with school, marking a 12% increase from the previous year. Academic confidence has also risen, with 93% of students feeling successful academically—an 8% improvement. Moreover, 90% of students sense genuine support from the school, reflecting a 3% uptick in perceived encouragement for their success. Clear behavioral expectations are evident to 89% of students, up by 3%, while respectful teacher-student interactions, although slightly down by 2% to 87%, remain a focal point for improvement. Areas identified for further attention include maintaining conducive classroom behaviors for learning, acknowledged by 65% of students, and ensuring consistent recognition of good behavior, noted by 63%. Additionally, the survey highlights positive trends in peer relationships, safety perceptions (85% feel safe at school, a 5% increase), and support availability during virtual learning (80% feel safe during distance learning, a 1% increase). These insights underscore ongoing efforts to foster a secure and supportive learning environment. Concurrently, the district administers the mySAEBRS to assess social, emotional, and behavioral risks among students in grades 2-8. Of the 1,984 students surveyed, 88.16% are classified as low-risk, while 10.69% exhibit some risk, necessitating targeted interventions. A smaller percentage, 1.16%, are categorized as high-risk, requiring immediate attention. Notably, specific student groups—such as English Learners, socioeconomically disadvantaged students, and those with disabilities—demonstrate higher risk levels, reinforcing the need for tailored support strategies. The mySAEBRS data is crucial for identifying areas where specialized interventions can enhance school climate and student well-being. By disaggregating this data, we gain deeper insights into how different student populations experience and respond to our educational environment. This information informs our ongoing commitment to fostering a positive, inclusive, and supportive school climate where every student can thrive. The recent district assessments, namely the mySAEBRS and PBIS School Climate Survey, offer a comprehensive overview of student well-being and school climate. According to the mySAEBRS, 88.16% of students in grades 2-8 exhibit low risks in social, emotional, and behavioral areas. However, vulnerable student groups, including English Learners, socioeconomically disadvantaged students, and those with disabilities, show elevated risk levels, indicating a clear need for targeted support. Similarly, the PBIS School Climate Survey, also conducted among grades 2-8, underscores the positive impact of district SEL programs and climate initiatives. Notably, 85% of students expressed enjoyment of school, signaling a significant rise in satisfaction with the school environment. Moreover, 93% reported feeling academically successful, indicating strong self-efficacy. The survey also highlighted that 90% of students felt supported by the school in their academic endeavors, showcasing effective support systems. Additionally, 89% acknowledged clear behavioral expectations, aligning with the low-risk findings from mySAEBRS. However, the survey revealed areas for improvement. For instance, 87% of students felt respected by their teachers, a slight decrease suggesting a need for ongoing efforts to enhance respectful interactions. Classroom behavior conducive to learning was noted by 65% of students, pointing to an area requiring further attention. On a positive note, improvements were observed in recognizing positive behavior (63%) and fostering good peer relationships (82%). Enhanced feelings of safety (85%) and access to supportive adults (71%) were also noted, aligning with mySAEBRS' low-risk findings. The district's initiatives have enhanced the school climate, notably improving key indicators such as student satisfaction, academic self-perception, and peer relationships. Nevertheless, slight declines in teacher respect and classroom behavior management underscore the need for ongoing focus and improvement. The district's commitment to student empowerment and engagement is evident in these positive trends, emphasizing the importance of sustaining and enhancing these efforts to foster a supportive and respectful learning environment. In conclusion, the mySAEBRS and PBIS School Climate Survey affirm a predominantly positive school environment bolstered by effective SEL programs and supportive climate initiatives. Nonetheless, targeted improvements in teacher-student respect, classroom management, and tailored support for high-risk groups are crucial to further bolster student well-being and academic achievement. CSD has actively implemented Positive Behavior Interventions and Supports (PBIS) to enhance the school climate and foster a conducive learning environment. The annual PBIS School Climate Survey and additional local data have highlighted several positive trends and areas needing attention, prompting necessary revisions and actions for continuous improvement. Key learnings from the survey and other data sources include increased enjoyment of school and perceived academic success, improved feelings of safety and positive peer treatment, and slight declines in teacher-student respect and classroom behavior management. To address these findings, CSD plans to enhance teacher-student respect initiatives by implementing ongoing professional development, introducing regular feedback mechanisms for students, and encouraging restorative practices. Classroom behavior management strategies will be reinforced with additional training for teachers, more frequent positive reinforcement, and regular classroom observations with feedback. The district will continue integrating Social-Emotional Learning (SEL) programs throughout the curriculum, providing additional resources for teachers and creating opportunities for student-led SEL initiatives. Improved student-teacher relationships will be fostered through mentorship programs, community-building activities, and ensuring every student can access a trusted adult. Data-driven decision-making will be emphasized, with regular review of survey data and stakeholder involvement in discussions about data findings and action plans. By adhering to the PBIS framework and making data-informed adjustments, the district aims to effectively support every student’s academic and social-emotional development. The PBIS model, a research-based strategy supported by the state of California and the federal Department of Education, uses a 3-tiered approach to reduce problem behavior as a barrier to student achievement. With only 180 days to advance academic progress each year, maximizing instructional time is crucial. Research shows that schools following the PBIS model recover thousands of hours of instructional time and, on average, four days of student instruction per year. By maintaining and enhancing these efforts, the district is committed to creating a positive and effective learning environment for all students. Met 2024-06-20 2024 43693930000000 Campbell Union 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693930106005 Village 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693930137273 Campbell School of Innovation 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046510 Blackford Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046536 Capri Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046544 Castlemont Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046577 Forest Hill Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046601 Lynhaven Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046619 Marshall Lane Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046627 Monroe Middle 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046668 Rolling Hills Middle 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43693936046692 Sherman Oaks Elementary 6 CUSD administers a Social-Emotional Learning (SEL) and a Student Engagement Survey (SES) in grades 3-8. The SEL survey reports perception of climate through the area of Sense of Belonging and selected questions (percent of students responding favorably). For Sense of Belonging, grades 3-5 report a higher sense of belonging (70%) than grades 6-8 (45%). In grades 3-5, Overall and student group responses were similar (SED 69%, SWD 69%, EL 67%, White 71%, Asian 71%, Hispanic/Latino 68% , Black 71%), with a disparity between Overall and student groups in grades 6-8 for some groups (SED 41%, SWD 45%, EL 46%, White 47%, Asian 45%, Hispanic/Latino 42% , Black 45%). SEL survey question results: • Overall, how much do you feel you belong at your school? 3-5: 78% (no change from 22.23); 6-8: 56% (+2% from 22.23) • How well do people at your school understand you as a person? 3-5: 72% (+2% from 22.23); 6-8: 49% (+3% from 22.23) • How excited are you about going to this class (3-5) classes (6-8)/this class (3-5)? 3-5: 74% (+1% from 22.23); 6-8: 32% ( -2% from 22.23) • Overall, how interested are you in your classes (6-8)/this class (3-5)? 3-5: 77% (+1% from 22.23); 6-8: 45% (-3% from 22.23) The following items from the SES Survey report student perceptions of climate using a five point scale (1-Strongly Disagree, 2-Disagree, 3-Neutral/Mixed Feelings, 4-Agree, 5-Strongly Agree). • I feel safe at my school -Mean: 3.73 (no change from 22.23) • My school is clean - Mean: 2.98 (-0.1 from 22.23) In general, elementary students feel most connected to and engaged with their schools, as evidenced by high favorable reporting of Sense of Belonging at the construct and question level from the SEL Survey, with construct level results consistent across student groups. In addition, students in grades 3-5 report high levels of interest in and excitement for school as well as feeling like they belong at their school. SEL Survey results reveal a need to respond to and prioritize student connectedness to school at the middle grades, with a particular focus on socio-economically disadvantaged and Hispanic/Latino students as favorable ratings for both groups were lower than the Overall result. At the question level, students in grades 6-8 continue to stand out as a priority, especially with regard to feeling understood by others and excitement in going to classes. In addition, elementary student responses indicate a need to focus specifically on English Learners, who report a lower Sense of Belonging when compared to all other student groups and grades 3-5 as a whole. As seen from the SES Survey, school safety and cleanliness remain areas of focus, with the overall mean for both questions not yet meeting CUSD’s goal of a 4.5 rating. SEL Survey results are shared with site administrators in the winter, and SES Survey data is shared in the spring, with schools reviewing results and discussing needed next steps. In 23.24, professional development was offered by Campbell's Student Services team in the areas of restorative practices, ADHD, and de-escalation techniques in response to site-requested topics and areas of need as identified through a review of SEL and SES survey data. In addition, students received a variety of social-emotional support and services from contracted support agency staff, district counselors, and social work interns under the direction of the Student Services team. Schools continue to implement Positive Behavioral Interventions and Supports (PBIS), focusing on Kindergarten readiness and social emotional well-being as well as connectedness at the middle grades. To better respond to SEL and SES survey results, and in response to other data, CUSD school staff participated in PBIS Institutes, focusing on best practices, the Tiered Fidelity Inventory, and monitoring implementation of PBIS practices. Staffing has increased to support student connectedness and well-being, increasing to three Behavior Specialists to support all schools and two MTSS aides at each elementary and K-8 site, which continues into 24.25 along with staff to assist schools in PBIS implementation to increase safety and support the social emotional needs of students. For 24.25, CUSD will provide trauma informed staff training, Alternatives to Suspension and SEL training, and ensure all sites have the resources they need to teach social-emotional competencies and support students. Met 2024-06-20 2024 43694010000000 Campbell Union High 6 Climate surveys were administered to students, families, and staff members at all high school sites during February and March of 2024. The District administered the California Healthy Kids Survey online to all students in grades 9 through 12 with a response rate of 71%. In terms of connectedness, the majority of students reported feeling like they were a part of their school and that they were safe. On a five-point scale from strongly disagree to strongly agree, a range of 56% of 9th-graders to 61% of 12th-graders responded in the top two categories (agree, or strongly agree) that they felt connected to school. African American and Latinx students were less likely to feel less connected than their peers at each grade level by up to 10 percentage points. For safety, a majority of students reported agreeing or strongly agreeing that they felt safe at school, ranging from 61% for 9th-graders to 67% for 12th-graders. This reflected a roughly five percentage point increase over last year. African American and Latinx students were less likely to feel less connected than their peers at each grade level by roughly 5 to 10 percentage points. At the same time, reported rates of harassment on school grounds increased slightly to 26% from 24% for 9th-graders. Another important theme was social and emotional well-being. The average percentage of students reporting chronic sadness was 24% for 9th graders, down from 31% in the 2018-2019 school year, and the percentage who seriously considered suicide was 8% for 9th graders, down from 15% in 2018-2019. The rate declined similarly across all grade levels. At the same time, students identifying as LGBTQIA had much higher rates of reported mental health concerns. For example, in 9th grade 54% of students identifying as gay/lesbian/bisexual reported experiences of chronic sadness compared to only 18% of students identifying as straight/heterosexual. This magnitude of differences in reported experiences was similar across grade levels. The major highlight of the student survey was an improvement in indicators of mental health for our students. Poor mental health indicators such as suicide ideation and experiences of chronic sadness increased in the years leading to the COVID-19 pandemic, in line with a national trend that is well documented. However, we see for the second year in a row that the rates have dropped significantly and suicide ideation may be on a long-term downward trend. These are early results and we do not yet have access to comparison data with other systems, but the results are promising for our students. Although the overall trend is improving, it remains disproportionately high for students identifying as female, nonbinary, or LGBTQIA. This indicates a need for additional attention and support for these student groups. However, it may also be the case that males underreport their mental health concerns. An additional area for improvement is with regard to the topic of caring adult relationships, where there was a drop in positive student perceptions this year. Another area of potential concern is a slight increase in students self-reporting instances of harassment or bullying on school property, though these rates are lower than their pre-COVID-19 rates. These two indicators point to a need for expanded work on school climate and culture, including professional development on anti-bias practices and restorative practices. With some promising signals for improvements in mental health and the ongoing need for mental health support, especially for the LGBTQIA community, the district is continuing its mental health staffing by providing a Wellness Center at each high school with a Social Worker or specialist at each school site as well as a centralized Social Worker, with a partial FTE contracted mental health counselor at each school site. CUHSD will also be piloting a community school at Del Mar High School starting in the 2024-2025 school year with a grant from the State of California to support planning and a needs assessment. Met 2024-06-20 2024 43694190000000 Cupertino Union 6 "During the 2023-2024 school year, CUSD administered the California Healthy Kids Survey (CHKS) to students in Grade 6-8 and the Panorama Social-Emotional Learning Survey to students in Grades 4-8. Additionally, we collected parent perspectives via the LCAP Survey and staff perspectives via Leadership Team surveys. Panorama SEL Survey Spring 2024: 63% of Students in Grades 4-5 and 51% of Students in Grades 6-8 reported a strong sense of belonging on the spring 2024 Panorama Survey. Results for African American and Hispanic students were lower than results for “All Students” in some grades. African American students (-10 in Grades 4-5 and -4 in Grades 6-8) Hispanic students (+1 in Grades 4-5 and -11 in Grades 6-8). CHKS Survey 2023-2024: Percentage of All Students reporting ""Strongly agree/agree"" for indicators of ""School Connectedness"": 6th (74%), 7th (66%), 8th (69%) and ""Very Safe/Safe"" for ""School Safety"": 6th (81%), 7th (74%), 8th (79%) Results for ""School Connectedness"" for our Hispanic Students were lower than results for All Students: Hispanic 6th (56%), Hispanic 7th (54%), Hispanic 8th (53%). Results in this category also were lower for our Black/African American 8th graders (43%)* Results for ""School Safety"" for our Hispanic Students and Black/African American in Grade 8 were lower than results for All Students: 8th (65% Hispanic and 67% Black/African American). *Results were not visible for Black/African American students in Grades 6 and 7 because there were less than 10 respondents. " We utilized data to identify focus areas for our LCAP including improving indicators of School Connectedness and a Sense of Belonging. The following areas of need emerged for 2024-2025: Developing a sense of connectedness and belonging for all students; Continuing to develop an MTSS approach to supporting positive behavior. Also, our CHKS data revealed that middle school students need more mental health support. As a result, we continue to expand our focus on SEL and mental health across our schools. We added 5 Mental Health Therapists for 2023-2024 and we will add 5 more for the 2024-2025 school year. These areas connect to commitments outlined in our Strategic Plan, including a focus on personalizing learning and developing the whole child. We will continue to provide flexible funding to all school sites to continue their work in supporting social-emotional learning and developing a positive school climate. We are implementing the Second Step SEL curriculum to support TK-5 students in gaining skills, and many schools are using resources from Project Cornerstone. All sites also are working towards full implementation of PBIS to support positive behavior on school campuses. All elementary sites provide extra support to students during recess to increase engagement and support conflict resolution skills. We will continue our focus in these areas and provide staff training as well as parent education opportunities to support goals. Based on our data, focal students include African American students and Hispanic Students. Site SPSA goals will include plans regarding how each school site will address areas of need. Our 2024-2025 LCAP includes goals, actions and metrics connected to the implementation of PBIS across all school sites as well as a focus on future-ready, deeper learning for all students. Together, these two priorities aim to foster increased engagement and an increased sense of belonging for all students. Staff members across all sites will be trained and empowered to take action steps and site SPSAs will reflect this commitment to improvement. SPSAs include data disaggregated by student groups to ensure that we are addressing gaps and meeting the needs of our students. Additionally, the District plans to add a new Behavior Intervention Team to add tiers of support in our effort to encourage positive student behavior. This new team will support sites in meeting the needs of a small number of students who require additional support beyond Tier 1 school-wide practices. Our middle schools will engage in a collaborative process to further expand middle school electives and also identify common SEL resources to be used across sites. These actions aim to support increased student engagement and belonging at school. Met 2024-06-13 2024 43694270000000 East Side Union High 6 The East Side Union High School District has administered the Panorama survey since 2018. The results of the 2023-24 survey show the following: 53% of students feel connected to school. The student group breakdown shows; African American 44%, Asian 55%, Hispanic 51%, Pacific Islander 53%, Two or More Races 54%, White 57%, EL 54%, SWD 50%, Male 56%, Female 51%, Non-Binary 52% 69% of students agree or strongly agree that their school has a positive climate for academic support. The student group breakdown shows; African American 65%, Asian 70%, Hispanic 68%, Pacific Islander 71%, Two or More Races 68%, White 67%, EL 70%, SWD 66%, Male 69%, Female 68%, Non-Binary 66% 59% of students responded positively to having knowledge of and the fairness of discipline rules and norms. The student group breakdown shows; African American 51%, Asian 61%, Hispanic 58%, Pacific Islander 55%, Two or More Races 55%, White 57%, EL 60%, SWD 57%, Male 60%, Female 58%, Non-Binary 56% 81% of students responded positively to school safety. The student group breakdown shows; African American 76%, Asian 82%, Hispanic 81%, Pacific Islander 82%, Two or More Races 78%, White 80%, EL 81%, SWD 79%, Male 82%, Female 81%, Non-Binary 78% The data show that an identified area of strength is school safety where overall 81% of students agree their school is a safe place and there is little variation on this item when viewed by student groups. Another area of strength identified is climate of support for academic learning where overall 69% of students agree their school provides a positive climate of support for academic learning. This area does show some variation when viewed by student group, specifically 66% of Students With Disabilities and 65% of African American students feel that their school provides a positive climate of support for learning. The areas that show need for improvement are School Connectedness and Knowledge and Fairness of Discipline Rules and Norms. Overall 53% of students feel connected to someone at school with most student groups showing similar positive response rates. However, only 44% of African American students showed a positive response to school connectedness showing this as an area of needed improvement. Overall 59% of students responded positively to Knowledge and Fairness of Discipline Rules and Norms. However, 51% of African American, 55% of Pacific Islander, and 55% of Two or More Races student groups responded positively to this item, show a needed area of improvement. The results of the survey show that the district needs to build stronger relationships and connections between students, staff and school as well as improving the academic support for students overall and work to address equity gaps in these areas for African American students and Students With Disabilities. Just over half of students responded positively to knowledge and fairness of discipline rules and norms showing the district must work to provide transparent and equitable student discipline practices across the district. Met 2024-06-20 2024 43694270107151 Escuela Popular/Center for Training and Careers, Family Learning 6 1.- Escuela Popular’s semi annual feedback surveys are completed by educational partners every year which includes questions about the school climate and how students and families feel about the school safeness and the connectedness of students to Escuela Popular. The most recent data gathered reveals that 82.58% of our students feel safe and connected to Escuela Popular. This high percentage is a testament to our ongoing efforts to create a welcoming and secure environment for all students. Our staff is dedicated to building positive relationships with students and their families, ensuring that everyone feels supported and valued. This data not only highlights our successes but also motivates us to continue enhancing our strategies to maintain and improve the safety and connectivity within our school community. 2.- Key Learnings.- Overall Positive Environment: The high percentage (82.58%) of students feeling safe and connected suggests that Escuela Popular has successfully cultivated a positive and supportive school environment. This is a significant achievement as it reflects the school's efforts in fostering a sense of belonging and security among students. Importance of Safety and Connection: The data underscores the critical role that feelings of safety and connection play in the overall student experience. Schools that ensure students feel safe and connected are likely to see better academic and social outcomes. Identified Needs.- Addressing the Remaining 17.42%: While a majority feel safe and connected, it’s important to address the concerns of the 17.42% of students who may not feel this way. Identifying and understanding the specific issues faced by this group can help in formulating targeted interventions. Enhancing Safety Measures: Continuous improvement of safety measures and ensuring they are effectively communicated to all students can further enhance the overall sense of security. Strengthening Community Ties: Initiatives to foster stronger community ties within the school could help in making every student feel more connected. This may include peer mentoring programs, inclusive school events, and opportunities for student voice in school decisions. Areas of Strength.- Positive School Climate: The high percentage of students feeling safe and connected highlights the strength of Escuela Popular’s school climate. Programs and policies that have contributed to this should be recognized and continued. Effective Communication and Support Systems: The data suggests that the existing communication channels and support systems are effectively reaching a large portion of the student body, contributing to their feelings of safety and connection. Community and Inclusivity Initiatives: Efforts to build a welcoming and inclusive school community are evidently paying off. This is a significant strength that should be built upon, ensuring that all students, regardless of background, feel included and valued. 3.- Ensuring that educational partners feel welcomed and appreciated remains the top priority for Escuela Popular. The school is committed to fostering a sense of community by organizing events that bring students and families together, and by providing comprehensive support to families. A significant enhancement for the 2023-24 school year includes the addition of a Case Manager and a Special Programs & Grants Coordinator. These roles serve as direct points of contact for families with additional needs, complementing existing support from our Student Services Associate Director, Student & Family Engagement Specialist, and two Academic Advisors who already provide direct support to students and families. Furthermore, Escuela Popular has introduced a needs assessment survey for both current and new students. This survey invites feedback to identify areas where the school can offer further support.Additionally, the school continues its College concurrent/dual enrollment program, now entering its second year, which provides valuable opportunities for students to engage in college-level coursework.These initiatives reflect Escuela Popular's ongoing commitment to enhancing partnership, support, and opportunities within its educational community. Met 2024-06-25 2024 43694270116889 KIPP San Jose Collegiate 6 73% of KIPP families have a positive experience with the school. 49% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 43694270125617 ACE Charter High 6 ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2023-24, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2023-24 end-of-year survey. SAFETY - 72% of ACE HS students responded favorably to questions related to student safety, but a lower percentage (58%) of students responded favorably to the specific question “How safe do you feel when you are at school or in online school session?” An additional 31% of students indicated they felt “neither safe nor unsafe” in response to this question. CLIMATE/CONNECTEDNESS - 53% of ACE HS students responded favorably to questions related to a sense of belonging and connectedness. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety. No changes are planned for next year. Met 2024-06-18 2024 43694270130856 Luis Valdez Leadership Academy 6 Annually, the school site conducts at least one survey each month focusing on areas such as School Climate, Student Enrichment, and Family Workshop Development. Additionally, two annual LCAP surveys address all School Site Priorities and Goals. Family development activities include Technology Literacy (e.g., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, community resource access, Uniform Complaint Procedures, and support for strong student attendance. Past School Climate assessment results show: Over 70% of families are engaged as primary stakeholders in their student’s education. 78% of students are well-supported, evidenced by low suspension rates and a graduation rate exceeding 95%. 50% of families believe their students are guided effectively, as reflected in increasing A-G Requirement Completion rates. Families are informed of their rights through Williams Act Compliance postings, annual notice letters regarding their right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To enhance engagement and attendance, the school invests in several initiatives: Student Life Team Members for campus supervision A Dean of Student Attendance and Retention Multi-Tiered System of Supports (MTSS) Collaboration with Student Government for Community Outreach events Restorative justice practices (e.g., reflection sheets) Campus-wide monitoring aligned with the School Safety Plan The school site will also implement the California Healthy Kids survey in October to inform staff of professional development, supplemental programs, and health/safety measures. School safety is a priority, with measures including: Annual emergency drills Partnerships with the City of San Jose Youth Intervention Services CPR Training for students Parent/guardian involvement in YMCA Project Cornerstone Redevelopment of Emergency Training Protocols following the Incident Command System Model Annual training for all school employees on the School Safety Plan Monthly Fire, Earthquake, and safety drills for students A school safety committee involving families in emergency response plan development Regular campus events requested by families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service Days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and others as requested by the community. This year, the LEA has been approved for a California Community School Program Planning Grant, which will expand services with community partner organizations into full-scale daily and weekly services over the next two academic years. Additionally, the school site has heavily invested in Summer Enrichment programs, including STEM electives (e.g., Robotics, Coding, Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Future efforts will include disaggregating responses by underrepresented student groups to ensure equity while respecting privacy and confidentiality. Improvements will focus on educating families about the A-G requirement process, school funding measures, campus safety plans, and addressing the needs of individual student groups. Key ongoing efforts to foster a positive campus culture, climate, and environment include a stakeholder-driven nutrition program, a consistent code of conduct, and schoolwide assemblies/town halls. Met 2024-06-27 2024 43694270131995 B. Roberto Cruz Leadership Academy 6 Annually, the school site conducts at least one survey each month focusing on areas such as School Climate, Student Enrichment, and Family Workshop Development. Additionally, two annual LCAP surveys address all School Site Priorities and Goals. Family development activities include Technology Literacy (e.g., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, community resource access, Uniform Complaint Procedures, and support for strong student attendance. Past School Climate assessment results show: Over 70% of families are engaged as primary stakeholders in their student’s education. 78% of students are well-supported, evidenced by low suspension rates and a graduation rate exceeding 95%. 50% of families believe their students are guided effectively, as reflected in increasing A-G Requirement Completion rates. Families are informed of their rights through Williams Act Compliance postings, annual notice letters regarding their right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To enhance engagement and attendance, the school invests in several initiatives: Student Life Team Members for campus supervision A Dean of Student Attendance and Retention Multi-Tiered System of Supports (MTSS) Collaboration with Student Government for Community Outreach events Restorative justice practices (e.g., reflection sheets) Campus-wide monitoring aligned with the School Safety Plan The school site will also implement the California Healthy Kids survey in October to inform staff of professional development, supplemental programs, and health/safety measures. School safety is a priority, with measures including: Annual emergency drills Partnerships with the City of San Jose Youth Intervention Services CPR Training for students Parent/guardian involvement in YMCA Project Cornerstone Redevelopment of Emergency Training Protocols following the Incident Command System Model Annual training for all school employees on the School Safety Plan Monthly Fire, Earthquake, and safety drills for students A school safety committee involving families in emergency response plan development Regular campus events requested by families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service Days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and others as requested by the community. This year, the LEA has been approved for a California Community School Program Planning Grant, which will expand services with community partner organizations into full-scale daily and weekly services over the next two academic years. Additionally, the school site has heavily invested in Summer Enrichment programs, including STEM electives (e.g., Robotics, Coding, Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Future efforts will include disaggregating responses by underrepresented student groups to ensure equity while respecting privacy and confidentiality. Improvements will focus on educating families about the A-G requirement process, school funding measures, campus safety plans, and addressing the needs of individual student groups. Key ongoing efforts to foster a positive campus culture, climate, and environment include a stakeholder-driven nutrition program, a consistent code of conduct, and schoolwide assemblies/town halls. Met 2024-06-27 2024 43694270132274 Alpha Cindy Avitia High 6 Overall, 86.45% of students feel safe, and 89% of students feel that they have an adult who cares about them. Change from 22-23 to 23-24 data for subgroups: ELs: - Safety: 87.36% ? 85.38% - Adult: 87.93% ? 85.38% SWD: - Safety: 81.82% ? 84.62% - Adult: 89.39% ? 92.31% There is an opportunity for us to better support our 9th graders with the transition to high school so they feel more safe and have an adult that cares about them, as well as begin college awareness earlier on Adding a 9th grade College Prep course to support with executive function skills and other student culture Met 2024-06-18 2024 43694274330668 Latino College Preparatory Academy 6 Annually, the school site conducts at least one survey each month focusing on areas such as School Climate, Student Enrichment, and Family Workshop Development. Additionally, two annual LCAP surveys address all School Site Priorities and Goals. Family development activities include Technology Literacy (e.g., PowerSchool), Financial Literacy, LCAP Measures, Health/Nutrition Services, community resource access, Uniform Complaint Procedures, and support for strong student attendance. Past School Climate assessment results show: Over 70% of families are engaged as primary stakeholders in their student’s education. 78% of students are well-supported, evidenced by low suspension rates and a graduation rate exceeding 95%. 50% of families believe their students are guided effectively, as reflected in increasing A-G Requirement Completion rates. Families are informed of their rights through Williams Act Compliance postings, annual notice letters regarding their right to participate in public processes, access to Quarterly Board Meetings, review of the Student/Family Handbook, and dedicated website pages for School-specific policies. To enhance engagement and attendance, the school invests in several initiatives: Student Life Team Members for campus supervision A Dean of Student Attendance and Retention Multi-Tiered System of Supports (MTSS) Collaboration with Student Government for Community Outreach events Restorative justice practices (e.g., reflection sheets) Campus-wide monitoring aligned with the School Safety Plan The school site will also implement the California Healthy Kids survey in October to inform staff of professional development, supplemental programs, and health/safety measures. School safety is a priority, with measures including: Annual emergency drills Partnerships with the City of San Jose Youth Intervention Services CPR Training for students Parent/guardian involvement in YMCA Project Cornerstone Redevelopment of Emergency Training Protocols following the Incident Command System Model Annual training for all school employees on the School Safety Plan Monthly Fire, Earthquake, and safety drills for students A school safety committee involving families in emergency response plan development Regular campus events requested by families include Back to School Nights, Cafecitos, Cultural Heritage Events, Community Service Days, Family Workshops, Registration Drives, Holiday Drives, Medical/Health Clinics, Vaccination Clinics, and others as requested by the community. This year, the LEA has been approved for a California Community School Program Planning Grant, which will expand services with community partner organizations into full-scale daily and weekly services over the next two academic years. Additionally, the school site has heavily invested in Summer Enrichment programs, including STEM electives (e.g., Robotics, Coding, Computer Hardware), Math Enrichment, cooking courses, American Sign Language, culturally sustaining coursework, and college field trips. Future efforts will include disaggregating responses by underrepresented student groups to ensure equity while respecting privacy and confidentiality. Improvements will focus on educating families about the A-G requirement process, school funding measures, campus safety plans, and addressing the needs of individual student groups. Key ongoing efforts to foster a positive campus culture, climate, and environment include a stakeholder-driven nutrition program, a consistent code of conduct, and schoolwide assemblies/town halls. Met 2024-06-27 2024 43694274330676 San Jose Conservation Corps Charter 6 Twice a year SJCCCS students complete a Climate Survey. The results of this survey allow us to analyze the data and see how safe and accepted students feel on campus. For the last few year the results have shown that students feel safe and connected to the school. The data also allows us to pivot and support students in areas that they feel they need support in. The findings from the student survey highlight a positive sense of connection and support within the school environment. Students reported feeling connected to their peers and valued having trusted adults they can turn to for guidance and support. Additionally, students enjoyed connecting with friends and appreciated the challenges presented in their academic journey. The survey results underscore a nurturing and engaging school climate where students feel supported, challenged, and valued as part of the school community. This year, SJCCCS completed its first year with two full-time school paraprofessionals to support SEL initiatives and work closely with teachers and families to provide strategic and just-in-time support. Met 2024-06-27 2024 43694274330726 Escuela Popular Accelerated Family Learning 6 Escuela Popular’s semi annual feedback surveys are completed by educational partners every year which includes questions about the school climate and how students and families feel about the school safeness and the connectedness of students to Escuela Popular. The most recent data gathered reveals that 82.58% of our students feel safe and connected to Escuela Popular. This high percentage is a testament to our ongoing efforts to create a welcoming and secure environment for all students. Our staff is dedicated to building positive relationships with students and their families, ensuring that everyone feels supported and valued. This data not only highlights our successes but also motivates us to continue enhancing our strategies to maintain and improve the safety and connectivity within our school community. Key Learnings.- Overall Positive Environment: The high percentage (82.58%) of students feeling safe and connected suggests that Escuela Popular has successfully cultivated a positive and supportive school environment. This is a significant achievement as it reflects the school's efforts in fostering a sense of belonging and security among students. Importance of Safety and Connection: The data underscores the critical role that feelings of safety and connection play in the overall student experience. Schools that ensure students feel safe and connected are likely to see better academic and social outcomes. Identified Needs.- Addressing the Remaining 17.42%: While a majority feel safe and connected, it’s important to address the concerns of the 17.42% of students who may not feel this way. Identifying and understanding the specific issues faced by this group can help in formulating targeted interventions. Enhancing Safety Measures: Continuous improvement of safety measures and ensuring they are effectively communicated to all students can further enhance the overall sense of security. Strengthening Community Ties: Initiatives to foster stronger community ties within the school could help in making every student feel more connected. This may include peer mentoring programs, inclusive school events, and opportunities for student voice in school decisions. Areas of Strength.- Positive School Climate: The high percentage of students feeling safe and connected highlights the strength of Escuela Popular’s school climate. Programs and policies that have contributed to this should be recognized and continued. Effective Communication and Support Systems: The data suggests that the existing communication channels and support systems are effectively reaching a large portion of the student body, contributing to their feelings of safety and connection. Community and Inclusivity Initiatives: Efforts to build a welcoming and inclusive school community are evidently paying off. This is a significant strength that should be built upon, ensuring that all students, regardless of background, feel included and valued. Ensuring that educational partners feel welcomed and appreciated remains the top priority for Escuela Popular. The school is committed to fostering a sense of community by organizing events that bring students and families together, and by providing comprehensive support to families. A significant enhancement for the 2023-24 school year includes the addition of a Case Manager and a Special Programs & Grants Coordinator. These roles serve as direct points of contact for families with additional needs, complementing existing support from our Student Services Associate Director, Student & Family Engagement Specialist, and two Academic Advisors who already provide direct support to students and families. Furthermore, Escuela Popular has introduced a needs assessment survey for both current and new students. This survey invites feedback to identify areas where the school can offer further support.Additionally, the school continues its College concurrent/dual enrollment program, now entering its second year, which provides valuable opportunities for students to engage in college-level coursework.These initiatives reflect Escuela Popular's ongoing commitment to enhancing partnership, support, and opportunities within its educational community. Met 2024-06-25 2024 43694350000000 Evergreen Elementary 6 CA Healthy Kids Results (Grade 6): School Safety and Cyberbullying Feel safe at school: 86% Feel safe on way to and from school: 91% Been hit or pushed: 27% Mean rumors spread about you: 34 % Called bad names or target of mean jokes: 47 % Saw a weapon at school: 14% Cyberbullying: 31% Students treated with respect: 83% CA Healthy Kids Results (Gr. 7): School Safety and Cyberbullying School perceived as very safe or safe: 63% Experienced any harassment or bullying: 40% Had mean rumors or lies spread about you: 39% Been afraid of being beaten up: 23 % Been in a physical fight: 7% Seen a weapon on campus: 14% Cyberbullying: 30% Students treated with respect: 83% ----------- Safety Survey 2023-2024 2023-2024 Elementary: Feeling Safe at School: 84.1% feels safe and very safe Bullying: 34.5% Seen Often and Sometimes Bullying is a Problem: 30.8% Disrespect: 9.54% felt often/sometimes disrespect is an issue across all categories 2023-2024 Middle School: Feeling Safe at School: 82.8% feels safe or very safe Bullying: 24.1% seen often and sometimes Bullying is a problem: 32.3% Disrespect: 11.90% felt often/sometimes disrespect is an issue across all categories Through the analysis of data, several key learnings have emerged, shedding light on both needs and areas of strength within the student community. There's a noticeable difference in experiences between elementary and middle school students. While elementary students generally feel safe and respected, concerns arise as students transition to middle school. Data reveals a disparity in feelings of safety between elementary and middle school students. Middle school students express a decrease in their sense of safety compared to their younger counterparts. Middle school students tend to experience feelings of disconnection, indicating a need for targeted interventions to foster a sense of belonging and support during this critical transitional period. The rise in cyberbullying incidents has led to increased mental health concerns among students. This trend underscores the importance of addressing online safety and providing resources for mental health support. Despite challenges, students consistently report feeling respected while at school. This highlights a positive aspect of school culture that should be maintained and reinforced. In summary, the analysis of data has provided valuable insights into the diverse experiences and needs of students across different grade spans. While strengths such as the sense of respect within the school community are evident, there are clear areas for improvement, particularly in addressing safety concerns, fostering connections in middle school, and providing support for mental health issues arising from cyberbullying. These findings will inform targeted interventions and initiatives aimed at promoting the well-being and success of all students. Based on the analysis of local data, the LEA has recognized the need for changes to existing plans, policies, or procedures to address areas of identified need. Expanding the role and resources of community schools and wellness centers to provide comprehensive support services, including mental health resources and counseling, to address the rising concerns around student well-being and safety. Enhancing suicide prevention and bully prevention trainings for staff and students to equip them with the necessary skills and strategies to recognize warning signs, intervene effectively, and create a supportive environment for those in need. Middle Schools plan to strengthen Welcome-Back school events to focus not only on academic orientation but also on fostering connections, building relationships, and addressing concerns related to safety and well-being from the outset of the school year. Counselors, social workers, and their interns provide individualized support and intervention for students experiencing mental health challenges, bullying, or other safety concerns. National Night Out is an opportunity to strengthen partnerships with law enforcement agencies, community organizations, and families to promote school safety, foster positive relationships, and engage in proactive safety measures. By conducting a comprehensive review of the facilities master plan and risk assessment for school safety to identify and it addressed the physical vulnerabilities, identified potential security enhancements, and recommended emergency preparedness protocols to ensure up-to-date and effective measures through site Comprehensive School Safety Plans. Met 2024-06-27 2024 43694500000000 Franklin-McKinley Elementary 6 The Franklin-McKinley School District has a targeted focus on attendance, behavior, and social-emotional learning of our students. One of the ways we measure students' social-emotional well-being is through the Panorama LCAP annual survey. The Panorama Survey which was administered to all grade 3-8 students showed that 63% of students (3,262 student responses). Based on the survey data we have reflected on the following key learnings: Climate of Support for Academic Learning: The overall score for the Climate of Support for Academic Learning is 78%. This indicates a generally positive environment for academic growth within the school. Specific areas within this domain, such as encouragement from adults, teacher support, classroom participation, teaching methods, and teacher willingness to help students, all scored favorably, ranging from 74% to 80%. This suggests that students perceive a supportive environment conducive to learning and academic success. Knowledge and Fairness of Discipline, Rules and Norms: The overall score for Knowledge and Fairness of Discipline, Rules and Norms is 75%. While this score indicates a relatively positive perception of fairness and clarity regarding rules and discipline, there are areas of improvement. For instance, while most students feel that rules are clear and understand how they are expected to behave, there is a lower perception of fairness in teacher-student interactions, as indicated by the lower score of 66% in students feeling treated fairly. Safety: The average score for safety is 49%, indicating a less favorable perception compared to other domains. Concerns regarding safety include instances of bullying, spreading rumors, teasing, and feeling unsafe discussing feelings and ideas in class. These aspects require attention and intervention to ensure a safer and more conducive learning environment. Sense of Belonging (School Connectedness): The average score for the sense of belonging is 63%, indicating a moderate perception of connectedness to the school community. While a significant portion of students feel cared for, happy to be at the school, and part of the school community, there is still room for improvement in fostering a stronger sense of belonging, as indicated by the 8% of students who do not feel part of the school. In conclusion, while the school generally provides a supportive environment for academic learning and exhibits clarity in rules and norms, there are areas such as safety and sense of belonging that require attention and improvement. By addressing these concerns and building upon existing strengths, the school can create a more inclusive, supportive, and safe environment for all students. Positive Environment for Academic Learning: The analysis reveals a generally positive climate of support for academic learning, with an overall score of 78%. This indicates that students perceive encouragement from adults, teacher support, and effective teaching methods, all contributing to a conducive environment for academic growth. Fairness and Clarity in Rules and Norms: While the overall score for knowledge and fairness of discipline, rules, and norms is 75%, indicating a relatively positive perception, there are areas for improvement. Notably, there's a lower perception of fairness in teacher-student interactions, as indicated by the 66% score in students feeling treated fairly. Addressing this discrepancy can enhance trust and cooperation between students and teachers. Safety Concerns Require Attention: The average score for safety is 49%, indicating significant concerns among students regarding safety within the school environment. Instances of bullying, rumors, and feeling unsafe discussing feelings and ideas in class need immediate attention and intervention to create a safer and more conducive learning environment. Moderate Sense of Belonging: The average score for the sense of belonging is 63%, indicating a moderate perception of connectedness to the school community. While a significant portion of students feel cared for and happy to be at the school, there's still room for improvement in fostering a stronger sense of belonging, especially for the 8% of students who do not feel part of the school. Identified Needs: Improved Fairness in Teacher-Student Interactions: Addressing perceptions of fairness in teacher-student interactions is crucial to enhancing trust and cooperation within the school community. Enhanced Safety Measures: Implementing interventions to address safety concerns such as bullying and rumors is essential to creating a safer learning environment where students feel protected and supported. Strengthening Sense of Belonging: Fostering a stronger sense of belonging among all students, especially those who feel disconnected, can contribute to a more inclusive and supportive school community. Areas of Strength: Supportive Academic Environment: The school demonstrates strengths in providing a supportive environment for academic learning, including encouragement from adults, teacher support, and effective teaching methods. Clarity in Rules and Norms: Despite areas for improvement, the school exhibits clarity in rules and norms, with most students understanding how they are expected to behave. Based on the analysis of local climate survey data and the identification of key learnings, FMSD has determined several changes to existing plans, policies, or procedures to address areas of need and facilitate continuous improvement: Enhancing Fairness in Teacher-Student Interactions: Reviewing and revising disciplinary procedures to ensure consistency and fairness in disciplinary actions. Improving Safety Measures: Launching anti-bullying campaigns and initiatives to raise awareness, promote empathy, and empower students to report instances of bullying or harassment. Strengthening supervision in areas identified as high-risk for safety concerns, such as hallways, restrooms, and playgrounds. Establishing a confidential reporting system for students to report safety concerns anonymously. Fostering a Stronger Sense of Belonging: Expanding mentorship programs or buddy systems to support students who may feel disconnected or isolated. Expanding student engagement initiatives, such as clubs, extracurricular activities, and peer support groups, to promote a sense of community and belonging. Providing professional development opportunities for staff to enhance cultural competency and inclusivity in classroom practices. Continuous Monitoring and Evaluation: Continue regular feedback mechanisms, such as student surveys or focus groups, to assess the effectiveness of implemented changes and identify further areas for improvement. Conducting periodic reviews of school climate Panorama data to track progress, identify trends, and inform future decision-making processes. Encouraging open communication and collaboration among educational partners, including students, parents, teachers, and administrators, to ensure ongoing commitment to fostering a positive school climate. By implementing these changes and continuously monitoring their impact, FMSD aims to create a safer, more inclusive, and supportive learning environment for all students, thereby promoting their academic success and overall well-being. These revisions and actions align with FMSD's commitment to continuous improvement and ensuring that the needs of all students are addressed effectively. Met 2024-06-11 2024 43694500113662 Voices College-Bound Language Academy 6 In the 2023-24 school year, Voices administered the Panorama student support and environment survey in Fall and Spring. Based on the Spring survey, 41% of students in grades 4th-5th and 22% of students 6th-8th grade responded favorably to having a sense of belonging on campus. 51% of students in grades 4th-5th and 58% of students 6th-8th grade responded favorably to the safety category of questions. This year Voices added a school climate category of questions and 40% of students in grades 4th-5th and 24% of students 6th-8th grade responded favorably to this section. In addition, the Panorama Post Family-School relationships survey data showed 83% of parents/ guardians responded favorably in regards to the school safety category. Given this data, Voices partnered with Pacific Clinics to provide additional SEL and wellness support to students. Voices has also partnered with the Center for Character to work to restrengthen the Character Development work at the school. Met 2024-06-25 2024 43694500123299 Rocketship Mosaic Elementary 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 89% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 88% of families and 88% of students feeling happy and excited to come to school each day. We are working to develop new ways to make family meetings more meaningful. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our family communication vision to focus on consistent and timely communication over the course of the year. We are also working with families and staff to streamline and consolidate our communication methods to enhance clarity and ensure families have a consistent method to receive communication that works for them. Family meetings will shift to a greater focus on academic progress to increase their meaning. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43694500128108 Rocketship Spark Academy 6 The school administers surveys to gauge school safety and connectedness. This survey is created with the input of several teams, including School, Achievement, and Family Engagement to gauge parent and student satisfaction with their schools across several categories. This comprehensive survey is tailored specifically to the needs and goals of Rocketship, and serves as a common marker across the organization on feelings toward the school. It is available in Spanish and Vietnamese to those who need translations. Families are largely satisfied with the school, with 83% of respondents reporting that they were satisfied or very satisfied. High rates of satisfaction were being driven by families feeling the school provides a safe environment for their student to learn, reported by 86% of families and 79% of students feeling happy and excited to come to school each day. We are working to provide more clear and timely communication in regards to school events, news, decisions and important dates. Additionally, we are working on more time for students to engage in recess, with improvements in our bell schedule and quick transitions. As a result of the analysis of this local data and identification of key learning, we are implementing several changes. We are updating our teacher family engagement and communication vision to focus on consistent communication over the course of the year. We will create high quality opportunities throughout the school year for teachers to give meaningful updates to families. We will also provide training and in day supports to teachers to facilitate this engagement. We are incorporating new changes in our bell schedule and more training for staff on effective transitions to ensure students have the full amount of time to engage in recess. Lastly, we are investing in a two way communication platform for direct teacher communication with families in the home language of the family. Met 2024-06-13 2024 43694500129205 KIPP Heritage Academy 6 81% of KIPP families have a positive experience with the school. 57% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 43694500129247 ACE Esperanza Middle 6 ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2023-24, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2023-24 end-of-year survey. SAFETY - 88% of ACE Esperanza students responded favorably to questions related to student safety, but a lower percentage (57%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 33% of students indicated they felt “neither safe nor unsafe” in response to this question. CLIMATE/CONNECTEDNESS - 49% of ACE Esperanza students responded favorably to questions related to a sense of belonging and connectedness. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety. No changes are planned for next year. Met 2024-06-18 2024 43694680000000 Fremont Union High 6 "FUHSD LCAP Goal 3: every student will feel safe, cared about, and both academically and socially engaged in school. The CA Healthy Kids Survey (CHKS) was administered to all students in November 2023. Data reported from the CHKS District School Climate Report Card: Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Meaningful participation at school"": 9th grade: 25%; 10th grade 27%; 11th grade 25%; 12th grade 28% Average percent of students reporting ""Agree"" or "" Strongly agree"" to ""School connectedness"": 9th grade: 63%; 10th grade 59%; 11th grade 61%; 12th grade 50% Average percent of students reporting ""Pretty much true"" or "" Very much true"" to ""Caring adults in school"": 9th grade: 57%; 10th grade 56%; 11th grade 56%; 12th grade 61% Perceived School Safety 78% of students reported ""Safe"" or ""Very safe"" at school when asked, ""How safe do you feel when you are at school?"" The following represent the percentage of students who reported not being victimized: Low Violence Victimization 85%; No Harassment 78%; No Mean Rumors 79%; No Fear of Getting Beaten Up 92% " An analysis of the CHKS data from the January/February 2023 and the November 2023 administrations shows maintenance of student responses. Wellness Spaces were established at Cupertino and Monta Vista High Schools during the 2023-24 school year. A Space will open at Fremont High School during the 2024-25 school year and there are plans to have a Space on each campus by the fall of 2026. Staff, including school-based therapists, who support these spaces meet quarterly to talk about implementation across the district. Check-in and check-out and anecdotal data show that having a place to go between the classroom and an individual counseling session is providing students with the opportunity to take a break, engage in a strategy or activity, and regroup to move forward. In collaboration with the Santa Clara County Office of Education, the District is part of the School Behavioral Health Incentive Program (SBHIP). The primary efforts are to expand implementation of wellness spaces; improve workforce development (in the behavioral health field); build and expand partnerships (with community-based organizations); and enhance information technology systems and data use. The District is continuing to have a school-based therapist released 80% from direct service to serve as the Social Emotional Learning Curriculum Lead. Efforts include supporting student purpose and belonging throughout our schools and programs through integration of classroom-based strategies and professional development. Districtwide, advisories throughout the year incorporate curriculum in alignment with the Collaborative for Academic, Social, and Emotional Learning (CASEL) standards and the school counseling program includes behavior and mindset standards from the American School Counselor Association (ASCA), all of which are rooted in a four-year plan. Met 2024-06-18 2024 43694840000000 Gilroy Unified 6 During the 23-24 school year, the district administered a climate and culture survey to staff, students and parents The results of the surveys administered are as follows: Students 77% of students report that staff value them as a person and/or that there is a trusted adult they can talk to 77% of students report they feel a sense of belonging at school 79% of students feel physically safe at school Parents/Guardians 78% of parent/guardians report that teachers have high expectations for students 83% of parent/guardians report that they feel welcomed at their child’s school 70% of parent/guardians report that staff shows a high level of respect for students The areas above have been selected by Gilroy Unified as key indicators related to the GUSD LCAP Goal 3 actions around school climate and student engagement. The survey results support the district’s continued focus on these areas. All site administrators have been fully trained in Restorative Justice in 22-23. In 23-24, site lead times will begin to be trained in Restorative Justice and PBIS models. This is part of a larger MTSS plan to address school climate and student connectedness. Met 2024-05-30 2024 43694840123760 Gilroy Prep (a Navigator School) 6 Gilroy Prep School administers the Panorama SEL survey to determine student’s perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 93% of the 3rd-5th graders, and 82% of the 6-8th graders reported that they had supportive relationships or high levels of connectedness with an adult at school. An average of 79% of 3rd-5th graders, and 80% of 6th-8th graders, felt safe at school always or most of the time. When the data for supportive relationships was disaggregated by gender, grade level, and EL status, there was little difference in the percentages. A gap or area of need was found between students who identified backgrounds from two races (67% of these students reported high levels of supportive relationships) and other races (95.5% reported high levels of supportive relationships.) When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult, and those who reported that they felt safe at school. The school identified areas of growth based on the data that revealed approximately 20% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of the leadership, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who reported two or more races had significantly lower perceptions of having a connection to an adult when compared to other racial groups. To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-8th will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and intervene quickly and as appropropriate. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support, or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school. While the overall numbers of students in the two or more racial background demographics who reported less connections to an adult is relatively low (approximately 3%) the gap is unacceptable to the school. To address this gap the school will do a deeper analysis into what factors may have led to these results. Teachers will receive additional student information related to their classrooms' cultural and racial demographics that has not been overtly shared before so they can understand the backgrounds of their students better. They will also be provided professional learning by their coaches in strategies aligned with culturally responsive teaching. Met 2024-06-17 2024 43694920000000 Lakeside Joint 6 Lakeside School delivers a locally developed student survey that focuses particularly on the elements, issues, and characteristics of Lakeside School specifically. This survey is administered annually with little or no change to any of the specific questions to ensure year over year integrity and fidelity of the data. this survey is annually administered to all of the students in grades three, four and five. For the 2023-2024 SY, 28 of the total 32 students within these three grade levels responded to the survey. The disaggregation of this data is by grade or school cohort has little statistical significance year over year as in any single year one-third of the three grades is new to the total group and one third of the previous cohort is absent in the following year. Lakeside uses this data for several purposes 1.) the establish trend data, 2.) to gather information directly from our students, no matter how small a sample size, analyzing specific details. For example, the survey administered to Lakeside students targets specific enrichment classes and the level of value, engagement, and enjoyment students derive from each enrichment class. One very important detail we learned from this survey was that frequently students 1.) did not generalize a question, or may not have understood key terms/words used in a question. This led administration to perform followup conversations with each class to better understand some of the anomalies responses, or the dramatic difference between the 23-24 data and the precious 202 23 SY data. For example, when students initially responded greater than 40% to the prompt, Most of the teaching staff does not give me extra help when I need it, they responded at only 18% to the same prompt after having discussion with administration about that the question was asking. in the follow up dialogue, students disclosed they responded unfavorably to this prompt because they had just completed several days of CAASPP/SBAC assessments and when students asked their teachers for help with a question on the assessment, the teachers always responded that they could not help the students. The most important finding from the survey was that the majority of students did not enjoy or benefit from several of our enrichment classes and dance program. this finding was largely directed at the adult leading the class or dance program and not on the class or program itself. Because of the student data concierge our enrichment classes and dance program, the school has released the teachers/instructors and is seeking new instructional personnel for these classes/programs. The student responses that address our overall SEL program and environment on campus has led to an increased attention in the professional development plan/program of the staff, emphasized the need for a certified school counselor and more overt SEL program/curriculum. Met 2024-06-27 2024 43695000000000 Loma Prieta Joint Union Elementary 6 For 2022/23 school year, our district has used the California Healthy Kids Survey tool with our 5th and 7th grade students and parents. 67% of 5th grade students reported feeling safe on campus; 84% of 7th students reported feeling safe on campus; 97% of 5th and 7th parents reported feeling safe on campus "Overall, our students, parents and staff felt safe on campus. In response to the survey results, we decided to hold an ""Expect Respect Workshop"" to learn more from our current 6th-8th grade students about their perceptions around school climate and safety. Project Cornerstone’s Expect Respect workshop is designed to engage student leaders from a diverse cross-section of your school community in promoting a more caring, inclusive and safe school environment. We pulled 40 middle school students representing a variety of social and ethnic groups on our campus to participate in the workshop and share their ideas and perspectives on reasons for our reported low safety percentages. In addition, we reduced our suspensions for the 23/24 school year in half and offered alternatives to suspension for things like vaping. Furthermore, we continued to build upon our Loma Family System where each student and staff member is assigned randomly (but for the entirety of their years in our district) to one of six Loma Families. We then provide team building activities throughout the year. In addition, each student can earn points for their family based on positive expected behaviors." "In addition, we increased the number of vaping sensors and video surveillance cameras on campus to increase the feeling of safety. For the 24/25 school year, we will be providing every teacher with our district-wide PBIS expected behaviors poster to be place prominently in their classrooms. Also, in the fall of 2024, we will hosting a district-wide activity called ""Dot/No Dot"" whereby each staff member places a green dot on a student they know well and a red dot on any student they may have concerns about. We then will use this information to determine students that may need counseling referrals and those students for whom we could try and attach a trusted adult to during the year. " Met 2024-06-12 2024 43695180000000 Los Altos Elementary 6 The Battelle for Kids Survey: Winter 2024: Scores out 5 on a 1-5 (high) scale: This teacher believes I can learn. (4.58) I have a good friend in this class. (4.50) I feel safe in this class. (4.31) Thriving Students: LASD students receive an excellent school experience that includes- positive developmental relationships, environments filled with safety and belonging, rich learning experiences, development of habits, skills and mindsets, and integrated systems of support. LASD students achieve academically and meet or exceed proficiency standards. LASD students have a sense of hope, belonging, and engagement. They develop future-ready skills. LASD will implement multi-tiered systems of support (MTSS) to address student's social-emotional well-being including school wide (tier 1), targeted (tier 2) and intensive supports for students. This will include continued implementation of Character Strong SEL curriculum (tier 1), and the provision of school-based counseling/mental health services for students who need additional support (tier 2 and tier 3). Met 2024-06-10 2024 43695260000000 Los Gatos Union Elementary 6 Our local climate survey was administered in the Spring 2024. The survey is administered to students in grades 3-8 and includes the following topics. The data is reported for grades 3-5 and 6-8. - supportive relationships (grades 3-5: 89%; grades 6-8: 78%) - sense of belonging (grades 3-5: 69%; grades 6-8: 73%) - social awareness: (grades 3-5: 76% grades 6-8: 68%) - positive feelings: (grades 3-5: 71% grades 6-8: 67%) - academic needs: (grades 3-5: 45%; grades 6-8: 60%) - learning strategies: (grades 3-5: 74%; grades 6-8: 60%) - self-efficacy: (grades 3-5: 72%, grades 6-8: 58%) From the data, we see a variance from elementary to middle school. We recognize that we have some work to do on connections between students and staff. Our Hispanic/Latino group continues to report the lowest scores for feeling connected to the school. We will bring these data to the Equity Action Team and both elementary and middle school CIA committees to develop actions at the school sites and in the classrooms. We will also review these data with our Climate and Culture Committee for actions throughout the community. Met 2024-06-05 2024 43695340000000 Los Gatos-Saratoga Union High 6 The district administers the California Healthy Kids Survey (CHKS) to all students annually with greater than 90 percent participation. During the last three years, the dual focus areas for the district have been on social-emotional health and bullying/harassment. In the most recent survey, both district high schools scored better than the county average in the School Performance, Supports, & Engagement domain, which measures school connectedness and social emotional health. Further, the percentage of student respondents indicating they feel sad or hopeless has gone down for three consecutive years and is now below the county average and the average of our similar-schools cohort. (The cohort includes Palo Alto and Gunn high schools in Palo Alto Unified School District as well as Mountain View and Los Altos high schools in Mountain View-Los Altos Union High School District.) In addition, student perception of whether school staff will take reports of sexual harassment seriously has increased. While students at both schools generally report positive experiences, there are areas for growth. Student survey responses continue to suggest that binge drinking is significantly more common among the LGHS student body than at SHS and more common than the average in both Santa Clara County high schools and high schools in the district’s similar-schools cohort. Student survey responses continue to suggest that suicidal ideation, while at or below the average for county and comparable schools, remains too high among the student body at SHS than at LGHS. These remain focus areas for the respective schools. Wellness centers at both schools have recently been significantly expanded, moving into larger, refurbished spaces and adding staff, including dedicated wellness center coordinators and a total of 10 full-time mental health therapists between the two schools. This is a major shift from previous years where the district has contracted out mental health therapy services. Wellness centers have also launch peer-to-peer counseling groups. Both schools have created and deployed social-emotional lessons in their mandatory MOSAIC periods, each focusing on their areas of greatest needs. Lesson topics included Title IX, healthy relationships, bullying, substance use, and stress management. Further, starting with the 2023-2024 school year, LGSUHSD and LGHS have joined with the Los Gatos Police Department and the Los Gatos Town Council to address underage drinking in the community, because survey data indicates most binge drinking occurs in student homes outside of school hours. Both schools have also used CHKS data to create local goals and action plans in their Single Plan for Student Achievement (SPSA) and their Western Association of Schools and Colleges (WASC) accreditation plans. Met 2024-06-25 2024 43695420000000 Luther Burbank 6 Data: The district participates in the California Healthy Kids Survey and regularly surveys students, faculty, staff, and families to gauge the effectiveness of its school climate efforts. The survey will be administered June 2024. Our local annual LCAP survey indicate that 98% of survey participants (students/staff/parents) strongly agree/agree that Luther Burbank has a positive school climate and culture. Meaning: Luther Burbank School District is a small-school environment where students come first. Staff and students know each other with individualized familiarity, adapting interactions and programs to suit each student's specific needs and create a positive and welcoming school climate for all. The district relaunching implementation of Multi Tiered System of Support beginning with a staff committee and series of trainings and continued with refining MTSS framework and application this school year. The MTSS team consisting of teachers and admins reviewed the tiered fidelity inventory (TFI) to outline our work in becoming culturally responsive practitioners. The school revised/simplified its behavior matrix to help students/staff better internalize behavior expectations. The school implemented student incentive store using Burbank Bucks which may be exchanged for small items from the student store. Greater support and emphasis on social skills and problem solving amongst middle grade students will be amplified in the upcoming school year. Use: We are proud that we office referrals for classroom disruption are virtually eliminated and playground challenges are minimal. We continue with the Los Dichos/Project Cornerstone’s anti bullying and character building program. This program allowed families from grades K-5 to actively engage in their child’s academic learning with a focus on social justice and social emotional learning. We continue to collaborate with our school-linked services partners and enhanced the system of services provided by our on campus wellness center. The wellness center in addition to our full-time counselor allow for an increase in personalized services and more expedient response rate for students needing intensive service. Met 2024-06-18 2024 43695750000000 Moreland 6 This indicator is aligned to and measured in Moreland's LCAP Goal 3. We surveyed our students using our 2024 Perception Survey. While we analyze all measures, school safety and student belonging metrics are used to gauge school climate. In grades 3-5, 63% of students responded favorably to school safety. Of the student groups that the survey could be disaggregated by, 58% of EL students, 58% of special education students, 60% of free lunch students, and 54% of reduced lunch students responded favorably to school safety. In grades 6-8, 61% of students responded favorably to school safety. Of the student groups that the survey could be disaggregated by, 57% of EL students, 54% of special education students, 58% of free lunch students, and 50% of reduced lunch students responded favorably to school safety. In grades 3-5, 61% of students responded favorably to school belonging. Of the student groups that the survey could be disaggregated by, 64% of EL students, 60% of special education students, 63% of free lunch students, and 52% of reduced lunch students responded favorably to school belonging. In grades 6-8, 44% of students responded favorably to school belonging. Of the student groups that the survey could be disaggregated by, 44% of EL students, 43% of special education students, 47% of free lunch students, and 41% of reduced lunch students responded favorably to school belonging. Both school safety and school belonging metrics have improved since last year’s perception survey. We notice the biggest discrepancy for both elementary and middle school groups under student belonging and school safety is between All Students and Reduced Lunch students. In addition, while the rating for the school safety category is relatively the same in elementary and middle school, there is a noticeable discrepancy between these age ranges for student belonging. We see that in middle school, students are adjusting to a bigger campus, multiple teachers, and at an age where they are trying to figure out where they belong. Across the district, we have noticed an increase in the social emotional needs of our students to help them feel safe at school and connected. In response, we are increasing our counseling ratio to allow for a full-time counselor at each elementary site. We are also providing a year-long training series to our counselors on Cognitive Behavioral Therapy to standardize our approach to supporting students. Our optional professional development menu for teachers and instructional staff is focused on social emotional learning and behavior management. Teachers will have the opportunity to attend these trainings throughout the school year. Met 2024-06-25 2024 43695830000000 Morgan Hill Unified 6 The Morgan Hill Unified School District surveys students' perceptions of their school using a survey tool developed in conjunction with Hanover Research. The tool includes questions regarding school safety, connectedness, academics and opportunities, and belonging. Additionally, MHUSD administers the California Healthy Kids Survey every other year and holds student focus groups at the middle and high school levels. There were a total of 2092 student responses to the survey tool, and several key topics/questions related to school safety, connectedness, and academics, among others, were covered. Students in grades 6 through 12 responded using a 5-point Likert scale ranging from ‘do not agree’ to ‘strongly agree,' and students in grade 5 responded to the same questions using a more age-appropriate 3-point Likert scale. The topics/questions highlighted in the LCAP include: - Doing well in school - Feeling safe at school - Likeability of going to school - Caring about their school - Student voice for decision-making and learning - High expectations for student achievement - Trusted adults on campus - Coursework rigor and inclusivity of all learners Based on the 2024 survey results, 94% of students surveyed agree/strongly agree that they want to do well in school, 69% care about their school, 59% report that their teacher takes the time to build trusting relationships in class, 64% reporting they have a trusted adult on campus, and 53% indicated that they feel safe at school. Further, 34% reported that they like going to school. Additionally, 54% agree they have a voice in decision-making and learning, 65% believe their school sets high expectations for student achievement, and 58% indicate that their coursework is rigorous and inclusive of diverse learners. Survey data indicates that 84% of students report having friends at school, and 84% become friends with people from different cultural backgrounds; fewer students (56%) report school rules are fair for everyone. Overall, the data indicates the social climate is positive among students; however, there are areas of growth to improve student experiences and perceptions about their schooling. A high number of students want to do well in school (94%). However, the data also highlights school connectedness/interpersonal relationships as an ongoing area of growth, including trusting relationships, bullying, and fairness. More specifically, the data around school safety indicates a need for more robust student supports in the area of bullying, particularly in grades 6-8 (53%). As a result, over the last number of years, middle schools have leaned into their Climate and Culture teams to help build more positive school culture and implement Positive Behavioral Interventions and Supports (PBIS) with fidelity along with restorative justice practices. Furthermore, student focus groups at the high school level highlighted the need to emphasize the importance of educators' active participation and dedication in the classroom to aid in student engagement and provide professional development for teachers to enhance their instructional skills, effectiveness, and ability to meet the diverse needs of students. At the elementary level, 72% of students indicated they like attending school, while middle and high school students, including K-8 and comprehensive sites, hover around the mid-30s. The strong relationships built with students at the elementary level, along with special programming, seem to be big factors in student connectedness at the K-5 school sites, which underscores an area of need districtwide to enhance student experiences, build trusting relationships on campus, and minimize factors such as bullying. Furthermore, challenging/rigorous coursework can impact school climate and student perceptions--48% of students at the middle school level indicated that their school offered challenging coursework compared to 82% of high school students. Strengthening academic offerings and curriculum continues to be an area of need. The data collected via the student survey, feedback sessions, and student focus groups highlights the need for the District's continued focus on school connectedness, student supports, and academic opportunities including remediation and rigorous coursework. The interconnected nature of the work by the Wellness Counselors, Academic Counselors, Freshman on Track, Climate and Culture Team, MTSS Committee, among others is crucial for providing students with a learning environment that will allow them to flourish in their own right. Staff/school site focus on building trusting relationships will be key in plans moving forward and will factor into professional development districtwide. Initiatives like PBIS, restorative justice and asset based social emotional wellbeing monitoring tools will aid in the enhancement of positive school climates. Further, the District is exploring further learning and training around consistent behavior protocols and procedures around bullying, classroom management, student safety for administrators and staff (classified and certificated) as well as professional development around emphasizing the importance of active participation to aid in student engagement, instructional skills, effectiveness, and ability to meet the diverse needs of students. Further, as a response, the District will continue to bring additional opportunities for student voice/agency at the elementary, middle, and high school levels. Some work has begun in this area but student feedback indicates a strong need to continue and grow efforts. The district continues working toward a TK-12 counseling plan that will help continue to address these topics with all students. Met 2024-06-18 2024 43695836118541 Charter School of Morgan Hill 6 CSMH staff administers student perception surveys twice a year to all students. These surveys were designed after the work done by the Measures of Effective Teachers (MET) project. The surveys focus on the following areas: Do students feel academically challenged, Do students feel that teachers have classroom control, Do students feel their teachers check for understanding, Do students feel engaged in learning, Do students feel connected to their teachers, and Do students feel their teachers care about them. The purpose of the surveys is for teachers to receive feedback from their students to improve their teaching and relationships with students. Taking a sampling from the surveys, CSMH students' responses in each of the above areas were over 80% as “mostly true” or “totally true.” At the end of each school year, teachers must write a self-reflection based on the survey results. The 4th-7th grade students (93.4% response rate) completed a school climate survey at the end of the school year. Some data gathered from this tool included: - 26% of students stated they did not eat breakfast this morning - 32% of students stated they used technology two or more hours a day - 87% of students responded that they have many or a small group of trusted friends at school - 96% of students responded that they are happy at school some or most of the time - 79% of students responded that adults at school care about them all or most of the time - 81% of students responded that staff members regularly show them respect all or most of the time - 79% of students responded that they have never been hit, pushed or kicked at school - 81% of students responded that they feel safe at school all or most of the time - 96% of students responded that they have one or more caring adults at school The survey results substantiate the strong, connected school climate CSMH has worked so hard to build. It is a school where students feel cared for and respected. We do need to continue to address difficult issues such as students making racial, sexual, and other hateful comments to one another. CSMH teachers use these surveys to reflect on their practice. Based on student input, some teachers will create a SMART goal to address an area they would like to improve. Administrators also review all the teacher survey results and the student perception survey and analyze this information for positive and concerning trends. These surveys assist in determining professional development needs or specific LCAP actions to improve the school climate. Met 2024-06-25 2024 43695910000000 Mountain View Whisman 6 In spring 2024, MVWSD administered a Local Control Accountability (LCAP)/Climate Survey to all students in grades 4-8. The survey provided measures of perceptions of school safety and connectedness. 2015 students responded to the spring 2024 survey. This year the District made some changes to the survey logistics in order to increase participation both overall and by families from the variety of groups within our community. In 2024, students received a unique link for the survey - one link per student. Students took the survey during the school day. This allowed the District to support sites with knowing which students still needed to complete the survey. Responses were confidential. This also eliminated more demographic questions that were able to pre-populate with District data instead of asking students to self report. MVWSD has been partnering with Hanover Research to conduct the survey each year since 2016. With only minor changes to the survey each year Hanover performs cross-tabulations of survey results across years (2016, 2017, 2018, 2019, 2020, 2021, 2022, 2023 and 2024) and highlights statistically significant and meaningful differences across years. The LCAP survey shows 77% (+3 from 2023) of students overall, 75% of English Language Learners, and 77% of Socio-Economically Disadvantaged students agree or strongly agree that adults at school care about their success. Seventy-eight percent overall (+3 from 2023) 76% of English Language Learners, and 80% of Socio-Economically Disadvantaged students indicated that they trust their teachers and 73% overall, 67% of English Language Learners, and 65% of Socio-Economically Disadvantaged students are comfortable asking teachers questions. Ninety-two percent of students overall, 85% of English Language Learners, and 92% of Socio-Economically Disadvantaged state that they have friends at school and 83% of students overall, 73% of English Language Learners, and 76% of Socio-Economically Disadvantaged students agreed or strongly agreed that students from different cultural backgrounds become friends. 2024 survey results also indicated that only 64% (+3 from 2023) of students overall, 66% of English Language Learners, and 63% of Socio-Economically Disadvantaged students agreed or strongly agreed that they feel safe at school, only 56% overall (+5 from 2023), 66% of English Language Learners, and 63% of Socio-Economically Disadvantaged students agreed or strongly agreed that students respect teachers and staff and 66% overall (+3 from 2023), 66% of English Language Learners, and 69% of Socio-Economically Disadvantaged agreed or strongly agreed that there are clear and fair consequences for breaking rules at school. 2024 survey results indicate that students, specifically in middle school, continue to have concerns around safety, behavior and the school environment in general. School cleanliness continues to be one of the lowest rated areas on the survey by students. Several items in the District's LCAP are already designed to support school environments including having counselors at the middle schools, At Risk Supervisors and School and Community Engagement Facilitators. The District will make some changes to continue to address these concerns in 2024-25. MVWSD LCAP Goal 2 is to develop and implement programs and processes to support students' social-emotional health and behavior. Action 1 in this goal is to continue to have At-Risk Supervisors for all District schools. At-Risk Supervisors work directly with students and parents to provide support and interventions as needed. In 2024-25 an additional At Risk Supervisor will be added to Graham Middle School. Action 9 is to implement a plan of action for competency-based Social Emotional Learning including beginning work to find a curriculum. The District has School and Community Engagement Facilitators (SCEF - LCAP goal 3, action1) to act as a liaison between students, staff, and parents to remove barriers to improve student learning and achievement. They play an important role in supporting student and family connectedness to our schools. New for 2024-25, the District will be hiring counselors for all school sites (Action 9). The counselors will play a critical role in addressing the varied needs of students at school sites and delivering Social Emotional Learning Lessons. Met 2024-06-13 2024 43696090000000 Mountain View-Los Altos Union High 6 MVLA conducts the California Healthy Kids Survey (CHKS) every other year, with the most recent administration taking place in October 2023 among all 9th and 11th graders. The next administration is scheduled for October 2024. Here is a summary of the data: School Connectedness: In terms of school connectedness, 69% of 9th graders (a 2% increase from 65% in 2022) and 70% of 11th graders (a 5% increase from 65% in 2025) reported feeling connected to the school. Indicators of school connectedness include feeling close to peers, happiness at school, and a sense of belonging. Academic Motivation: Regarding academic motivation, 71% of 9th graders (a 3% decrease from 68% in 2022) and 69% of 11th graders (a 2% increase from 67% in 2022) reported being academically motivated. Indicators for this domain encompass efforts to excel in schoolwork, intrinsic interest in learning, and a commitment to understanding new concepts. Caring Adult Relationships: In terms of caring adult relationships, 71% of 9th graders (a 3% increase from 68% in 2022) and 69% of 11th graders (a 2% decrease from 69% in 202) reported having a caring adult relationship. Indicators in this domain include the presence of adults at school who genuinely care and take notice of students' well-being. High Expectations: When it comes to high expectations, 74% of 9th graders (a 1% decrease from 75% in 2022) and 79% of 11th graders (a 4% increase from 75% in 2022) reported feeling held to high expectations. Indicators in this category include teachers or adults acknowledging excellence, consistently expecting the best, and believing in students' potential for success. Meaningful Participation: 28% was consistent with 9th graders reporting between 2022 and 2024. 35% of 11th graders (an 8% increase from 27% in 2022) reported having meaningful participation. This entails engaging in interesting activities, contributing to decisions like class activities or rules, and making a positive impact. Interpretation: The data indicates that MVLA experienced a decrease in most areas for both 9th and 11th graders, with the exceptions being safety, meaningful participation, high expectations, and caring adult relationships. Utilization: MVLA utilizes this data to identify and assess student needs, incorporating the results into our WASC Goals, LCAP (Local Control and Accountability Plan), and SPSA (Single Plan for Student Achievement). This informs the development and implementation of plans and actions aimed at enhancing school climate to support student learning. Met 2024-06-07 2024 43696170000000 Mount Pleasant Elementary 6 MPESD participates in the CA Healthy Kids Survey (CHKS) annually. The CHKS was administered in March of 2024. MPESD had the following participation on our West Ed California Healthy Kids Survey Data: 5th Grade Participation: 91% with active consent from parents/guardians 7th Grade Participation: 87% with passive consent (can opt out) CHKS 5th grade data: Safe Schools and Violence(+) Feel safe at school - 73% Protective Factors (+) Have high level of caring relationships with a teacher or other adult at their school - 67% Report high levels of expectations from a teacher or other adult at their school - 79% Report high levels of opportunities for meaningful participation at their school - 44% Report high levels of school connectedness at their school (Total School Assets) - 69% Tobacco Use (-) Have ever smoked a cigarettes/ vaped - 2% Drug Use(-) Have ever used marijuana - 2% CHKS 7th grade data: Protective Factors (+) Caring relationships with teacher or other adult - 52% High expectations from teacher or other adult - 64% Opportunities for meaningful participation - 23% Total School Assets (School Connectedness) - 49% Academic Motivation - 61% Promotion of Parental Involvement - 50% Have high academic motivation- 61% MPESD proudly serves the following ethnic diversity of students: American Indian or Alaska Native, 0.2% Asian, 13% Black or African-American, 2% Hispanic/Latino, 77% Native Hawaiian or Other Pacific Islander, 1% White, 2% Two or More Races, 3% Other student population, 1% MPESD had a high participation of 5th and 7th graders who took the survey. The students are feeling safe at school and most feel that they have a caring relationship with a teacher or other adult at their schools. The students also feel that the teachers or other adult a their school have high level of expectations from them. The area of need for both group is the opportunities for meaningful participation at schools. MPESD will be looking a the PBIS and Restorative Justice implementation and provide training for teachers and staff. We will be using the Arts and Music grants and the Arts and Music Instructional Materials Discretionary Block Grant the to provide more engaging arts and music programs for the students. Community Schools grants have been awarded and will be providing extra support staff for the students and families. Met 2024-06-26 2024 43696176048045 Ida Jew Academies 6 Ida Jew Academy (IJA) in union with Mt. Pleasant Elementary School District (MPESD) participates in the CA Healthy Kids Survey (CHKS) annually. The CHKS was administered in March of 2024. MPESD had the following participation on our West Ed California Healthy Kids Survey Data: 5th Grade Participation: 91% with active consent from parents/guardians 7th Grade Participation: 87% with passive consent (can opt out) CHKS 5th grade data: Safe Schools and Violence(+) Feel safe at school - 73% Protective Factors (+) Have high level of caring relationships with a teacher or other adult at their school - 67% Report high levels of expectations from a teacher or other adult at their school - 79% Report high levels of opportunities for meaningful participation at their school - 44% Report high levels of school connectedness at their school (Total School Assets) - 69% Tobacco Use (-) Have ever smoked a cigarettes/ vaped - 2% Drug Use(-) Have ever used marijuana - 2% CHKS 7th grade data: Protective Factors (+) Caring relationships with teacher or other adult - 52% High expectations from teacher or other adult - 64% Opportunities for meaningful participation - 23% Total School Assets (School Connectedness) - 49% Academic Motivation - 61% Promotion of Parental Involvement - 50% Have high academic motivation- 61% MPESD proudly serves the following ethnic diversity of students: American Indian or Alaska Native, 0.2% Asian, 13% Black or African-American, 2% Hispanic/Latino, 77% Native Hawaiian or Other Pacific Islander, 1% White, 2% Two or More Races, 3% Other student population, 1% Based on survey IJA and MPESD had a high participation of 5th and 7th graders who took the survey. The students are feeling safe at school and most feel that they have a caring relationship with a teacher or other adult at their schools. The students also feel that the teachers or other adult a their school have high level of expectations from them. The area of need for both group is the opportunities for meaningful participation at schools. IJA in collaboration with MPESD will be looking a the PBIS and Restorative Justice implementation and provide training for teachers and staff. We will be using the Arts and Music grants and the Arts and Music Instructional Materials Discretionary Block Grant the to provide more engaging arts and music programs for the students. Community Schools grants have been awarded and will be providing extra support staff for the students and families. Met 2024-06-26 2024 43696250000000 Oak Grove Elementary 6 89% of 5th graders and 88% of 7th graders reported feeling safe on the spring Safety, Connectedness and Belonging Survey. 78% of 5th graders reported feeling safe within a positive school environment, as reported on the 23-24 CHKS. Only 50% of 7th graders reported feeling safe within a positive school environment, as reported on the 23-24 CHKS. There is a need to close disproportionate suspension rate and chronic absenteeism gaps amongst student groups--by race and by students with disabilities We will provide district-wide training for approximately 75 additional teachers on Restorative Practices, exploring the opportunity to bring Restorative Practices to classified staff. We will convene a committee of principals, district office administrators, and other staff to draft the culturally responsive and equitable behavior matrix with consultant consultation and collaboration. Met 2024-06-20 2024 43696330000000 Orchard Elementary 6 The District is currently waiting to receive the final data of the California Healthy Kids survey; however, the District did complete a student survey. In addition, the district uses informal and formal checkins with student groups to help learn from students. These include meetigns with students in various grade levels and different student groups. Orchard staff utilized the collected data, disaggregated by student groups where possible, and identified several learnings that will guide our future focuses. Areas of Strength: Positive Behavioral Interventions and Supports (PBIS): Our implementation of PBIS has shown a marked improvement in student behavior across all groups, fostering a more positive and conducive learning environment. Though we may be in the early stages of implementation, Orchard sees this work as a significant value add to the campus. Professional Development: The targeted professional development opportunities for staff have effectively enhanced instructional practices, particularly in the areas of math and ELD. Identified Needs: Bell Schedule Adjustments: Data indicates a need to revise our bell schedule to maximize instructional time and reduce block schedule days. Increased ELD Support: English Learners (ELs) require additional support to ensure they meet academic benchmarks. We plan to enhance ELD support through more dedicated resources and specialized instructional strategies. Enrichment Opportunities: To address our students' diverse needs and interests, particularly those from underrepresented groups, we aim to offer a broader range of enrichment opportunities. This includes after-school programs and clubs. Orchard will implement the following changes to existing plans, policies, and procedures: 1. Social-Emotional Learning (SEL): We will integrate SEL into the daily curriculum, providing regular training for staff and incorporating SEL practices in all classrooms to support student well-being and mental health. 2. English Language Development (ELD): We will increase ELD support by allocating more resources, including additional ELD specialists, targeted instructional strategies, and dedicated time within the school day to focus on language development for English Learners. Technology Policies: We will implement tighter technology policies to ensure responsible use of digital devices. This includes stricter guidelines for device usage, enhanced cybersecurity measures, and comprehensive digital citizenship education for students and staff. These revisions aim to foster continuous improvement and create a more supportive, equitable, and effective learning environment for all students. Met 2024-06-18 2024 43696410000000 Palo Alto Unified 6 In 2023-24, PAUSD administered the Panorama Social-Emotional Learning Surveys (gr 3-12) and the CA Healthy Kids Survey (gr 5, 7, 9, 11). Areas measured included student well-being, emotion regulation, belonging, connectedness, safety, diversity, cultural awareness, and homework. More than half of students responded favorably to positive feelings (elementary (elem), 69%; secondary (sec), 63%) and challenging feelings (elem, 69%; sec, 61%). Emotion regulation was rated favorably by less than half of students (elem, 45%; sec, 52%). Students who identify as Non-Binary, Transgender, or Questioning are experiencing a high rate of challenging feelings and a low rate of positive feelings. Elementary students appear to have a positive sense of belonging and school connectedness (68%; 80%). Asian and Latino students indicated high belonging (68% and 67%) while Black students rated this area lower (58%). School connectedness was rated similarly across the three ethnicities (Asian, 80%; Latino 76%, Black, 80%). The following groups reported solid belonging: ELs (67%), students receiving special education services (68%), and students experiencing economic hardships (66%). Secondary students feel very positively about their school connectedness (70-75%), while belonging is an area of need (46%). Asian, Latino, and Black/African American students feel fairly connected in middle school (71-75%). In high school, Asian students continue to have strong belonging (73-74%), and Latino students show a decline (gr 9, 67%; gr 11, 56%). Black student data was insufficient for analysis. Students report feeling safe at school (elem, 72-89%; sec, 76-84%). Ratings are highest for Asian students (74-90%), followed by Latino students (64-90%), and lowest for Black students (57-90%). Student groups that reported high safety include ELs (76-79%) and students with IEPs (70-75%). Diversity and inclusion was rated highly favorably (82%) and cultural awareness and action (61%) showed the most growth. Perceptions about homework were low (40%). Students demonstrate growth in well-being and emotion regulation, with secondary students showing the most growth in well-being (7 percentage points). Belonging is high in elementary (68%) and shows a decline in secondary (46%). While school connectedness is high for Black students (90%), they indicated the lowest belonging (58%) in elementary, which has not changed since 22-23. School safety was lowest for Black students in elementary (57%). Latino students show a decline in school connectedness (elem, 76%; middle, 72%; gr 9, 67%; gr 11, 56%). Cultural awareness and action has increased by 16 percentage points. Based on the well-being responses, students who indicated a need received a wellness check-in, therapy referral, or monitoring. The 2024-25 school climate survey will be administered in the fall. Data is used in School Improvement Plans (SIPs) to develop goals and supports for specific student groups to increase belonging and school safety. Met 2024-06-18 2024 43696660000000 San Jose Unified 6 San Jose Unified uses an annual student climate survey and a safety survey to measure student safety and connectedness. In the Fall of 2023, 82% of elementary school respondents said they feel safe at school “always or most of the time. 78% of middle and high school respondents said they feel safe at school “always or most of the time. Other questions that were asked were,” I can talk to someone if I need help.” 78% of elementary respondents “strongly agreed or somewhat agreed” and 81% of middle and high school respondents “strongly agreed or somewhat agreed”. While we have seen an increase in student feeling connected on middle and high school campuses, we have a decline in connectedness at the elementary level. We do see a minimal decline with Hispanic respondents between 0 and 4% on each question. This reflection may be due to decline in student attendance post covid. There has also been a decline in the number of community events on campus post covid. In 2023-2024 we prioritized increasing student attendance. The primary strategy for increasing school attendance was focused on building positive relationships at school. Research shows when students and families feel connected to school, they are more likely to attend. We have seen a decline in our chronic absenteeism by 7.5%. We are committed to continue our focus on supporting social emotional as well as academic needs. Thus, all SJUSD campuses have at least a part time counselor assigned to their site. In addition to outside agencies to support students with social emotional and behavioral needs. Each site has access to a student services coach to support with school climate and culture. Our focus remains on improving attendance and providing social emotional support for all students to improve school climate. Met 2024-06-28 2024 43696660129718 Downtown College Preparatory Middle 6 Middle School (This report represents feedback from 454 students with an 95% response rate) Students at DCP were surveyed in March 2024 about their perceptions of their school in terms of Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, and Relationships. In addition, students provided feedback about School Safety, Emotional and Mental Health, and Drugs and Alcohol. In order to put student feedback into context, this report compares DCP students' ratings to the ratings from students at 575 other middle schools across the country. Compared to other participating middle schools, DCP's highest rated themes were Culture and Relationships. The lowest rated themes were Engagement and Belonging & Peer Collaboration Compared to other participating middle schools, DCP's highest rated question within the key themes was “How many of your teachers are willing to give extra help on school work if you need it?” (which is in the Relationships theme) and the lowest rated question within the key themes was “I take pride in my school work” (which is in the Engagement theme) Respondents also provided feedback about School Safety. For example, 66% of respondents responded positively to the question: In my school, there are clear rules against hurting other people (for example, hitting, pushing or tripping). Respondents also provided feedback about Emotional and Mental Health. For example, 54% of respondents responded positively to the question: Overall, how do you feel about your life? Although the highest rated themes included Culture and Relationships (middle school) we know that students are still identifying that many do not take pride in their work. One need at the middle school level is continued focus on academic ownership - all students are responsible for doing the thinking in the classroom, are appropriately challenged by teachers, and can provide meaningful oral or written evidence to support their thinking. Additionally, students rated Engagement and Belonging & Peer Collaboration as the lowest themes. DCP has work to do around creating meaningful opportunities for students to engage with each other in collaborative ways where they feel that they belong in an academic environment, that the work with which they are engaged is meaningful, and that with effort they can improve. Although the highest rated themes included College & Career Readiness and Academic Challenge (high school) we know that many students do not feel that they are trying to do their best in school. Again, the idea of academic ownership is an area for improvement. Additionally, we know that students rated the themes of engagement and culture quite low. DCP has work to do around creating meaningful ways to dig deeper with student to identify why they feel this way and specific strategies or actions to offer in service of improving the culture at the school. DCP El Camino will continue its work to ensure all students have access to and enroll in a broad course of study, regularly monitoring transcripts and disaggregating data to ensure all students across all subgroups are accessing this broad course of study. Met 2024-06-18 2024 43696660131656 ACE Inspire Academy 6 ACE administers surveys via Panorama, which includes questions developed by the CORE data collaborative and questions specific to ACE’s mission and priorities. In 2023-24, ACE administered an end of year survey to students and staff as well as an end of year survey for families, which each included questions related to school safety and school climate/connectedness/sense of belonging. The following results are from the 2023-24 end-of-year survey. SAFETY - 57% of ACE Inspire students responded favorably to questions related to student safety, but a lower percentage (47%) of students responded favorably to the general question “How safe do you feel when you are at school or in online school session?” An additional 32% of students indicated they felt “neither safe nor unsafe” in response to this question. CLIMATE/CONNECTEDNESS - 48% of ACE Inspire students responded favorably to questions related to a sense of belonging and connectedness. This data suggests that students feel generally safe at school and somewhat connected, but that there’s work to be done to help more students feel a greater sense of security and belonging and more strongly connected to their school community at ACE. The LCAP outlines LEA plans to support in these areas. Under the direction of the Dean of Students, ACE will continue to utilize a proactive Culture Calendar of events, experiences, and recognitions to nurture a positive and celebratory school culture and sense of community focused on growth. It will enhance the existing structures of Ganas points earned individually and by house and tracked in the Kickboard platform; community building and competitions between “houses”; and the ability to use points toward rewards individually and by house. Additionally, ACE will implement a Positive Behavior Intervention System (PBIS) at the school. A counselor will be employed to work specifically with students with the highest rates of chronic absence including the SPED and socio-economically disadvantaged subgroups. These actions are expected to result in a more positive, safe, and responsive learning environment and a school culture that engages students. Furthermore, these actions are expected to result in higher engagement and attendance rates, lower chronic absenteeism and suspension rates, and ultimately higher ratings by students on survey questions related to a sense of belonging/connectedness, optimism, and safety. No changes are planned for next year. Met 2024-06-18 2024 43696664330585 Downtown College Preparatory 6 High School (This report represents feedback from 382 students with an 83% response rate) Students at DCP El Primero were surveyed in March 2024 about their perceptions of their school in terms of Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, and College & Career Readiness. In addition, students provided feedback about School Safety, Emotional and Mental Health, and Drugs and Alcohol. In order to put student feedback into context, this report compares DCP El Primero students' ratings to the ratings from students at 577 other high schools across the country. Compared to other participating high schools, DCP El Primero's highest rated themes were College & Career Readiness and Academic Challenge. The lowest rated themes were Engagement and Culture. Compared to other participating high schools, DCP El Primero's highest rated question within the key themes was “My school has helped me understand the steps I need to take in order to apply to college.” (which is in the College & Career Readiness theme) and the lowest rated question within the key themes was “I try to do my best in school.” (which is in the Engagement theme) Respondents also provided feedback about School Safety. For example, 68% of respondents responded positively to the question: In my school, there are clear rules against hurting other people (for example, hitting, pushing or tripping). Respondents also provided feedback about Emotional and Mental Health. For example, 64% of respondents responded positively to the question: Overall, how do you feel about your life? Although the highest rated themes included Culture and Relationships (middle school) we know that students are still identifying that many do not take pride in their work. One need at the middle school level is continued focus on academic ownership - all students are responsible for doing the thinking in the classroom, are appropriately challenged by teachers, and can provide meaningful oral or written evidence to support their thinking. Additionally, students rated Engagement and Belonging & Peer Collaboration as the lowest themes. DCP has work to do around creating meaningful opportunities for students to engage with each other in collaborative ways where they feel that they belong in an academic environment, that the work with which they are engaged is meaningful, and that with effort they can improve. Although the highest rated themes included College & Career Readiness and Academic Challenge (high school) we know that many students do not feel that they are trying to do their best in school. Again, the idea of academic ownership is an area for improvement. Additionally, we know that students rated the themes of engagement and culture quite low. DCP has work to do around creating meaningful ways to dig deeper with student to identify why they feel this way and specific strategies or actions to offer in service of improving the culture at the school. DCP will continue to work on similar goals in 2024-25 including deepening relationships with students, staff, and families along with a deep focus on rigor in the classroom where students carry the cognitive lift. We understand the important connection between a strong culture and improved academic performance and we are excited to address these areas and continue to show growth. However, with the budget deficit and changes in funding levels and enrollment, there may be changes made throughout the 2024-2025 school year that impact DCP's ability to address all of our strategic and organizational goals. Met 2024-06-18 2024 43696740000000 Santa Clara Unified 6 SCUSD administered the California Healthy Kids Survey (CHKS) within the 2023-24 school year. Although we examine data within various modules, the two areas that we consider the most when assessing school conditions and climate are the “School Connectedness” and “Perceived Safety” sections. The following results are provided at the overall level and for our largest student groups. On average, 77% of 5th grade students reported feeling connected to their school “Most” or “All of the time”. There were however differences in responses based on the student group. Hispanic Latino/a (76%), White (79%), Asian (80%). In relation to 7th grade, On average, 61% of students reported feeling in agreement or strong agreement that they were connected to their school. However, there were also differences among student groups: Hispanic Latino/a (55%), White (67%), Asian (63%). 9th grade results were slightly lower at: Overall (62%), Hispanic Latino/a (57%), White (69%), Asian (65%) and 11th grade were slightly lower than those: Overall (59%), Hispanic Latino/a (54%), White (65%), Asian (62%). In terms of perceived safety, 83% of 5th grade students reported feeling safe most of the time and all of the time. This is in comparison to Hispanic Latino/a (78%), White (85%), Asian (89%). Overall, students at the secondary level had lower percentages of perceived safety than 5th grade students. Results for 7th grade students revealed that Overall 62% agreed or strongly agreed to feeling safe at school in comparison to Hispanic Latino/a (58%), White (69%), and Asian (62%) 7th grade students. 9th grade results were as followed: Overall (64%), Hispanic Latino/a (62%), White (68%), Asian (67%) and finally, 11th Grade: Overall (65%), Hispanic Latino/a (61%), White (66%), Asian (67%). Currently our data shows that a lower percentage of our Hispanic/Latino students are reporting that they feel safe most or all of the time at school. Moreover, the data is showing that feelings of safety decline as students go up in grade levels. As part of a comprehensive approach to improving school culture, climate and safety for students and staff, the district is increasing its investment in safety-related personnel, training and tools. This includes campus safety and safety care training for school site teams of administrators, campus supervisors, and specific certificated and classified staff. Other training includes, but is not limited to, de-escalation, culturally responsive approaches that support the positive engagement of our unduplicated students among other student groups, basic mental health literacy, peer support, and promoting positive school climate and culture. Tools being purchased include software programs that manage visitor sign-ins on campus and flag student web searches that are of high concern, among other uses. We will continue to invest in the strong collaboration among our student services, special education and counseling departments to provide a wide range of mental health and wellness services to students. This includes prevention and outreach, early intervention, and crisis support. Each secondary site has a student wellness center staffed with a licensed Wellness Coordinator and counseling/social work interns and/or trainees. Secondary schools also have school counselors, and support from school psychologists and behaviorists who also support the health and wellness of students. Each elementary site has a part-time licensed Wellness Coordinator and counseling/social work interns and/or trainees. In addition, beginning in the 2024-2025 school year, the district is making available 24/7 online mental health counseling for students who may be in need. This can be accessed via an app on a phone. We are improving our collaborative data collection, sharing and analysis in order to determine the effectiveness of our services as currently deployed, so that we can make adjustments to improve. We are also expanding the use of group counseling in order to support more students and to engage them in a peer support model. Met 2024-06-13 2024 43696820000000 Saratoga Union Elementary 6 The California Healthy Kids Survey is administered to the three elementary schools and Redwood Middle School every other year. The report showed student school connectedness at 82%. A KELVIN survey tool is administered three times yearly to students in grades 2-8 to measure a favorable growth mindset. Students currently rate a favorable mindset at 76-77%. Female students ranked highest at 80%, and male students ranked lowest at 74%. Two or more races and white students ranked at 74%, while Asian and Hispanic students ranked at 78%. Social Awareness questions were lowest at 65-75%, and the instructional environment was the highest at 89-100%. Data from the CHKS and KELVIN show student perceptions of safety and school connectedness are relatively strong. Female students gave more positive ratings than male students. SUSD students ranked themselves lowest in social awareness so this may be an area to focus. SUSD will continue to use Acknowledge Alliance at the middle school and Project Cornerstone at the elementary schools in addition to Toolbox curriculum and training for new teachers and staff. Digital citizenship lessons will continue to be a high priority as office referrals at the middle school show this is a concern. The counselors and social worker will also remain as there continues to be a need. Met 2024-06-13 2024 43696900000000 Sunnyvale 6 The Spring 2024 Sunnyvale School District survey provides a comprehensive view of student experiences, revealing areas of strength and opportunities for improvement. Student Confidence and Support: About 60% of students feel somewhat confident in their coursework, but around 40% lack confidence. This is especially true for students with disabilities, indicating a need for more robust support systems. Teacher support is generally positive, with 60% of students finding their teachers helpful and encouraging, and an additional 20-30% considering them extremely supportive. However, 10-20% of students feel their teachers are only somewhat supportive, highlighting the importance of understanding the needs of diverse student subgroups. Workload Difficulty and Differentiation: Opinions on workload difficulty are split; 40% of students want assignments adjusted to their needs, suggesting a preference for differentiated learning approaches. Another 40% believe the difficulty can't be changed, possibly due to a lack of awareness of available options or perceived curriculum rigidity. Clearer communication and strategies like tiered assignments and project-based learning could address these issues. Time Management: A common issue is the lack of time to complete assignments, potentially due to heavy workloads, extracurricular activities, or time management challenges. Addressing this requires time management workshops, reassessing workloads, and fostering open communication between students and teachers about realistic expectations. Help-Seeking Behavior: Encouragingly, 60% of students frequently ask for help when needed, showing they take ownership of their learning. However, others may hesitate, suggesting the need to normalize help-seeking behavior and provide various support avenues, such as after-school tutoring, peer mentoring, and online resources. Student Connectedness: About 40% of students feel somewhat or quite connected to adults at school, while another 40% feel only slightly connected. Improving this involves creating safe spaces for interactions outside the classroom, fostering a sense of community through school events, and ensuring open communication channels for students to approach adults with concerns or guidance. The survey's findings underscore the importance of tailoring support to meet diverse student needs, promoting differentiated learning, addressing workload and time management challenges, normalizing help-seeking behavior, and enhancing student-staff connections. By analyzing student responses and implementing targeted interventions, Sunnyvale School District can foster a more inclusive and supportive learning environment, empowering all students to reach their full potential. The analysis of our Spring student survey data, disaggregated by student subgroups, revealed a range of needs and areas of strength: Needs: Support for Students with Disabilities: While 60% of students felt confident with coursework, a higher percentage of students with disabilities expressed a lack of confidence. This suggests a need for additional support structures tailored to their specific needs. Bridging the Teacher Support Gap: While most students (around 60%) reported feeling supported by teachers, a portion (10-20%) felt their teachers were only somewhat supportive. Understanding the needs of student subgroups within this gap is crucial, particularly for those with disabilities or cultural backgrounds. Workload Management and Differentiation: Roughly 40% of students desired more flexibility in assignment difficulty. This highlights a need for differentiated learning approaches and clearer communication about workload management options, such as tiered assignments or project-based learning. Time Management Skills: Students across subgroups reported struggling with time management. Equipping students with time management strategies and potentially streamlining assignments or offering flexible deadlines could alleviate this pressure. Help-Seeking Behaviors: While 60% of students frequently asked for help, a significant portion hesitated.Encouraging a culture of open communication and providing multiple avenues for help-seeking, such as tutoring or online resources, is crucial. Student Connectedness: Only 40% of students felt strongly connected to adults at school. Initiatives to create safe spaces for interaction outside the classroom and fostering a sense of community are needed. Areas of Strength: Dedicated Teachers: A significant portion (around 60%) of students indicated their teachers were helpful and encouraging, with some having teachers who go the extra mile. This highlights the dedication and positive impact of many faculty members. Willingness to Seek Help: The fact that 60% of students frequently ask for help demonstrates a willingness to take ownership of their learning. By leveraging this data and focusing on the identified needs, we can develop targeted interventions and foster a more inclusive learning environment where all students feel supported, challenged, and connected. This will ultimately empower all students to reach their full potential. Changes to Policies and Procedures Based on Student Survey Data In the 2023-24 school year, the Sunnyvale School District developed a new Strategic Plan guided by extensive community engagement and data analysis. The plan aims to create a more inclusive and supportive learning environment for all students. Based on recent student survey data, which aligns with the Strategic Plan’s goals, the District will implement several changes to existing plans, policies, and procedures. Addressing Needs: Support for Students with Disabilities: Identify specific areas where students with disabilities need additional support. Provide targeted professional development for teachers on differentiated instruction strategies and best practices for supporting students with disabilities. Bridging the Teacher Support Gap: Gather input from student subgroups on their experiences with teachers to identify areas for improvement. Provide professional development on culturally responsive teaching practices to help teachers connect with students from diverse backgrounds. Workload Management and Differentiation: Differentiated Instruction Training: Offer professional development on differentiated instruction to equip teachers with strategies for tailoring instruction and assignments to meet individual student needs. Tiered Assignments: Encourage the use of tiered assignments that offer varying levels of difficulty to cater to different learning styles and paces. Clear Communication: Improve communication between teachers and students regarding workload expectations and options for managing workload, such as flexible deadlines or extended time on assignments. Time Management Skills: Time Management Workshops: Incorporate time management strategies into existing classes to teach students practical skills for organizing their workload and prioritizing tasks. Student Planners: Investigate the use of student planners or encourage the use of digital tools to schedule assignments, track deadlines, and manage time effectively. Help-Seeking Behaviors: Normalizing Help-Seeking: Encourage teachers to create classroom environments where asking for help is seen as a sign of strength and a normal part of the learning process. Multiple Avenues for Help: Expand access to help beyond traditional classroom instruction by offering after-school tutoring sessions, after school care, and after school music and art opportunities. Student Connectedness: Safe Spaces: Create designated safe spaces outside the classroom, such as through student clubs, lunch groups, or social-emotional learning programs, where students can interact with adults in a relaxed setting. School-Wide Events: Organize school-wide events or initiatives that promote a sense of community and belonging for all students. Open Communication Channels: Enhance communication channels to ensure students feel comfortable approaching adults with concerns or for guidance. This may involve training staff on active listening and Met 2024-06-20 2024 43697080000000 Union Elementary 6 The results from our most recent survey administered in spring 2024 will drive our goals and planning for the 2024-25 school year. Some of the overarching results we will consider are as follows: Continue to identify the needs of students and provide rigorous, differentiated instruction to meet the needs of all levels of learners. Promote a respectful social environment where students feel safe and included, have positive connections with the adults on campus, caring student to student relationships and school sites that continually work on the elimination of bullying and rumor spreading Promote connections between students and their school, especially with our middle school student This year, we continued to give the California Healthy Kids Survey (CHKS) to current 5th-8th grade students. While there were many bright spots, there were other areas that stood out as focus areas for us to address in 2024-25 These include continuing to build student to school connectedness and helping students to feel safe at school. With this, we determined our Key Learnings and Needs: USD still has work to do in the areas of school connectedness (58% feel connected in 7th grade; 61% feel connected in 8th grade) and student perception of feeling safe at school (66% feel safe in 7th grade; 70% feel safe in 8th grade) especially in grades 7 and 8. This year we also made strides in regards to school climate. One area of strength is that 4 of our schools have completed Year 1 of Positive Behavior Intervention Supports (PBIS) training; the other 4 schools have completed Year 2 of PBIS training. Year 2 and 3 training will begin in the fall and we look forward to seeing PBIS becoming more and more robust each year. Chronic Absenteeism was also a focus this year and we are pleased to share that with the use of a new student attendance system, we showed improvement every month (except for the month of January) in a year to year comparison. In our work with PBIS, four of our schools are applying for recognition after completing their second year of training and first year of roll out. Oster and Lietz are applying for the Silver recognition and DMS and Carlton are applying for the Bronze recognition with the California Statewide Recognition of PBIS Schools. If awarded, this demonstrates our schools’ levels of PBIS implementation based on the Tiered Fidelity Inventory (TFI) which includes site walk throughs and interviews of students and staff. In 2024-25 we will continue our commitment to seeking out student voice via Student Senate, Student Council and surveys. Furthermore, we will continue our character and community building programs including Project Cornerstone, Where Everyone Belongs (WEB), positive behavior incentives, school-wide rallies and events, Smart Start, and Digital Citizenship lessons. Lastly, all eight sites continued to implement Social Emotional Learning (SEL) lessons regularly using one or more of the adopted district curricula: Kimochis, Second Step, Caring School Communities and Character Strong. At this time we don’t anticipate updating any policies in regards to school climate, however we will continue to refine our yearly site plans (including School Plans for Student Achievement and Safety Plans) to address students' concerns as indicated in the California Healthy Kids Survey (CHKS). One procedure we will address prior to the start of school is ensuring that all students know how to access counseling support at school if needed. Through Student Senate meetings this year, we learned that not all students knew that counselors were available to all students. We will work with sites to develop a student friendly referral process when seeking support. Met As part of our Local Control Accountability Plan (LCAP) Educational Partner input gathering, we once again met with our student groups to gather their input. During Student Senate meetings, students shared that they have seen an improvement in bathroom c 2024-06-10 2024 43733870000000 Milpitas Unified 6 We measured students’ sense of belonging using a Climate and Culture survey the last three school years (2021-2024). Overall, 74% our elementary students report feeling a sense of belonging and 80% report having a positive relationship with their teachers. Across the racial and ethnic groups, students’ responses were fairly consistent. The only question where student groups ratings were somewhat different was: How excited would you be to have this teacher again? Our Black/African American student group rated this 70% whereas other student groups rated it 75% and higher. Overall, 57% of our secondary students’ feel a sense of belonging and 60% for positive relationships with teachers. Most racial and ethnic subgroups at the secondary level are comparable to the overall percentage for sense of belonging. However, our African American, secondary students scored the lowest at 49.73% on the question: How much do you matter to others at this school? Our American Indian or Alaskan Native students rated the lowest (52.43%) on the question: When teachers ask how you are doing, how many of them are really interested in your answer? This data reveals an opportunity to focus on how we make our African American students feel valued and seen as they move through our school system and a high need to focus on our American Indian/Alaskan Native students as soon as they enter school. MUSD will continue to develop this capacity in the district & site administrators, Superintendent, Board Members & staff as they provide professional development around restorative practices and culturally responsive instructional practices. Overall, MUSD does a good job in providing a positive school climate, but has work to do to ensure all student groups feel they belong and are able to make personal connections to adults and students on campus. With the initial work we have done to train our assistant principals & staff in restorative practices, our data has begun to show some impact. In related areas, the district Behavior Response Leadership Committee meets monthly to revise our overall code of conduct to integrate and align with our culturally responsive practices and trauma informed lens. Met 2024-06-25 2024 43771490137315 KIPP Navigate College Prep 6 70% of KIPP families have a positive experience with the school. 46% of student surveys indicated a positive response to feelings of emotional safety at the school. The School Culture Survey is still used to comprehensively assess school culture and measure progress on our restorative practice and SEL initiatives. School Culture Teams use these survey results to inform school practices and identify professional development needs and supports for teachers. The School Family Culture Index represents questions from the Family School Culture Survey that make up the family school culture experience. The index considers the percent of positive family responses across the following questions: The teachers have built strong relationships with my child. The school has a positive impact on my child’s academic performance. How fairly is your child treated by staff? How stressed does your child feel about experiences related to school? How receptive is your school to parent feedback? I would recommend KIPP to other families. The Student Pulse Survey was administered throughout the year to meet the needs of students at the moment -- including adjusting critical SEL curriculum and providing additional support and intervention services for families. Questions tied to emotional safety included understanding who to go to at the school if a student was made to feel unsafe by their peers or a staff member, and willingness to engage with teachers when there are concerns about safety or bullying. KIPP leadership is committed to acting on this important feedback and results from our community have contributed to continuing and prioritizing an improved school climate and culture. KIPP combined California’s rigorous content standards with the pedagogical methodologies that have proven successful in these crucial areas, including: character education, extra-curricular activities, technology, and community service. Teachers take into consideration the interests and cultural backgrounds of students in an effort to make all instruction relevant and purposeful. It is equally important that all scholars are offered support in social and emotional development. As young people grow from year-to-year, they experience new challenges, new emotions, and new situations. Students need more than academic and intellectual skills alone to thrive in college, career and life. When a school is a positive place to be, students and teachers are happy to be there, do their best, and make their best better. Research has shown that positive school culture is the basis for sustainable learning and preparation for the tasks and tests of life and that a positive school culture and climate has a direct impact on student's academic success, graduation rates, and overall well-being and connection to their school community. KIPP has built a strong and supportive school environment through both Social Emotional Learning (SEL) and Restorative Practices. SEL is developing social and emotional competence in order to understand, manage, and express the social-emotional aspects of one’s life in ways that enable the successful management of life tasks such as learning, forming relationships, solving everyday problems, and adapting to the complex demands of growth and development. Restorative Practices is a component of our approach to SEL and refers to a behavior management philosophy that seeks to redress the harms created by conflicts by repairing the relationships of those most directly involved. Second Step Curriculum supports our SEL work in the classroom, and The Complete Restorative Practices Implementation Guidebook has been developed by KIPP’s school culture team to guide school leadership. Like our academic approach, we infused the bulk of our social emotional support into the general education curriculum through community circles and teaching young adults how to respond to situations with their peers in real time. Met 2024-06-11 2024 44104470000000 Santa Cruz County Office of Education 6 Our LEA uses local data as well as the Healthy Kids Survey which is administered every two years. According to our local survey, Over 90% of families feel our school staff is dedicated to their academic success and 95% of families feel our schools are safe and 84% of students feel safe with 13% having no opinion. Continuing and strengthening our academic, engagement, and social-emotional supports was reflected and appreciated and important according to our family survey. According to our student survey, 87.2% of students feel our staff is dedicated to their academic success with 10% not having an opinion on the questions. Just over 75% of students report feeling comfortable approaching staff about concerns with 16.3% not having an opinion. The student responses to our survey were aligned to the family responses with more students opting to use the no opinion or neutral option. Our student focus groups added to the data and our students reported enjoying their school community, the teachers and staff, flexibility, and small size. The students described their school work as appropriately challenging and wanted more resources for field trips, engaging curriculum, and activities. The local data shows that our students and families feel our schools are safe, the staff cares for the students, and they are dedicated to their academic success. From our student focus groups and surveys our students expressed wanting to continue opportunities to connect with their communities, they appreciate the uniqueness of each school site, and want continued counseling support. The feedback from our surveys, focus groups, and family meetings have directly impacted our LCAP goals and actions for 2024-2027. We are taking action to add more mental health supports, provide more opportunities for family engagement, and arranging more connections with community organizations along with college and career coordination and support. Our results have been consistently positive when it comes to school climate and we strive to do better each year and listen and learn from our community. Met 2024-06-27 2024 44104470136572 Santa Cruz County Career Advancement Charter 6 The Santa Cruz County Office of Education Career Advancement Charter does not administer the California Healthy Kids Survey (CHKS) as it is a program that exclusively serves adult learners (18+). We use our own qualitative survey data to guide programmatic decisions related to social emotional needs and school culture. Through the Local Control Accountability Plan process, the CAC does ask students for feedback regarding connectedness and support. Additionally, we inquire about possible barriers or hardships that may interfere with our students' ability to continue attending school. Students overwhelmingly agree or strongly agree that they feel connected to and supported by CAC staff. They also have shared the challenges they face, including access to childcare, transportation, socio-emotional and mental health support, and overall resource support. We will continue to seek student input through our survey process, anecdotal evidence, and the student advisory committee meeting to guide decision making in the Career Advancement Charter. Existing plans continue to reflect the input generated from our students and programming decisions are made based on student need. Met 2024-06-27 2024 44104474430252 Pacific Collegiate Charter 6 PCS administers the California Healthy Kids (CHKs) Survey bi-annually, as well as taking local student surveys each semester to assess students' perception of school climate and culture. In the most recent survey, 81% of students in grade 11 reported moderate or high levels of school connectedness; On locally developed student experience surveys, 83% of PCS students reported a moderate or strong sense of belonging/connection, caring/supportive school community, and understandig/trust in support and complaint systems. Positive perception of school climate is reported less frequently by students of color or those who perceive they hold a different identity than their peers (e.g., racial, socioeconomic, politicial differences). PCS has worked hard to promote positive school culture, but has additional work to do in supporting all students. With a goal of ensuring that all students feel safe, challenged, supported, and celebrated at PCS, this will continue to be a focus goal in the 2024-2025 LCAP. This plan includes funding allocated to provide 2 days of professional development for all teachers in Social-Emotional Learning (SEL) and additional training for a cohort of teachers to focus on SEL and collaborate throughout the year (6-8 teachers for 4 days). This will benefit students representing all subgroups, including traditionally underrepresented groups, First to College students, low-income students, and students with disabilities. It also allocates funds to provide training for a cohort of teachers to focus on Diversity, Equity, and Inclusion and collaboration time throughout the year (6-8 teachers for 4 days total). This will benefit students representing all subgroups, including traditionally underrepresented groups, First to College students, low income students, and students with disabilities. Met 2024-06-05 2024 44697320000000 Bonny Doon Union Elementary 6 "Using data from our annual Parent/Guardian survey demonstrates a high degree of satisfaction with our school climate and conditions. In spring of 2024, 90% of the survey responders indicated that ""our school has a healthy, safe, and nurturing environment"". 95% of the survey responses indicate that their ""child’s classroom environment is academically challenging and supports my child"". 92% of our students report on the annual student survey that they ""like school"". 90% of students report that they ""feel comfortable asking an adult for help both on the playground and in the classroom"". The survey data from both our parents/guardians and our students show there is strong satisfaction with the district/school climate and conditions. BDUESD continues to focus on climate and conditions and will maintain LCAP goals that specifically seek to strengthen our school climate and conditions for learning. " A key learning based on the data is that we have broad community support for the school’s climate. Overwhelmingly, parents expressed that our school has “a healthy, safe, and nurturing environment with 90% agreeing or strongly agreeing. In addition, we see in the data that our students mirror this sentiment with 92% agreement. Based on the data and our analysis, the school is maintaining a focus on school climate. Feedback suggests that we can do more to align our life skills, study skills, and student celebrations. Not Met 2024 44697570000000 Happy Valley Elementary 6 Our staff, students and families are surveyed annually. Results from parents: 95% feel the newsletter is informative and useful. 89% feel the child's academic needs are met. 90% feel social and emotional needs are met. 97% believe Happy Valley teaches respect, kindness, acceptance and inclusion of all students. Overall return rate:52% 94% feel their child is safe at school. 98% feel welcomed Results from staff: 100% feel communications are clear, relevant and timely. 100% of teachers feel that student issues are quickly and appropriately addressed. Student Responses: 98% feel adults at school care for them 97% say teachers help them do their best 90% feel safe at school 96% say that students respect each other, they are kind and helpful. This year, we are focused on consistency throughout the school, with common language and approaches to support our students. Lessons focus on gender identity, bullying, and conflict resolution strategies. There are no changes to existing plans, policies or procedures. However, regular training is given to staff and students in the PeaceBuilder program. The training includes student leaders, regular meetings, and data collection for issues that may arise on the playground. Met Because we are a small elementary school, parent input and perception is important and a key part of our decision making process. 2024-06-18 2024 44697650000000 Live Oak Elementary 6 LOSD participated in the California Healthy Kids Survey in the fall of 2023. ELEMENTARY STUDENTS (5th grade) State Average = 2021-23 5th grade responses/contrasted with state average: 1. Supports and Engagement Domain-school connectedness: 76/+3, academic motivation: 82/-1, caring relationships: 72/+2, high expectations: 87/+3, meaningful participation: 40/-1, perceived school safety: 88/+10 2. Low Violence Domain- low violence victimization: 57/-6 3. Other Domain- fairness: 76/+3, rule clarity: 82/+2, social emotional learning supports: 79/+4, antibullying climate: 74/+2, positive behavior: 92/+4, parent involvement in schooling: 77/+1, facilities upkeep: 70/-2. SECONDARY STUDENTS (7th grade) State Average = 2019-21 if/where available 7th grade responses/contrasted with state average if/where available: 1. Supports and Engagement Domain- school connectedness: 62/na, academic motivation: 61/-10, two or fewer absences/month: 87/-2, caring adult relationships: 66/+3, high expectations: 77/+1, meaningful participation: 32/na, perceived school safety: 67/na 2. Low Violence Domain- low violence victimization: 74/na, no harassment: 72/na, no mean rumors: 71/na, no fear of getting beaten up: 78/na 3. Other Domain- promotion of parental involvement: 60/+1, no substance use at school: 99/na, facilities upkeep: 58/na Individual school site and main reports, including data disaggregated by student groups can be accessed at WestEd: Live Oak Elementary Reports - 23-24 (https://wested.ent.box.com/s/583qe7s7j2z8ulnyqw4ljnoqe2xl9qa2) Caring adult relationships in school and academic motivation appear highly correlated to the overall sense of school connectedness. Students' responses indicate self-awareness of absenteeism; late bedtimes for both elementary and secondary may be a contributing factor to absenteeism. A2A was brought into the district to support consistent messaging and communication around attendance. Continued efforts need to be ongoing to increase attendance, particularly for students with special education. Approximately 15-25% of students have experienced cyberbullying, the distribution across demographics is similar, and the impact of cyberbullying is unclear to the overall low violence domain and/or perceived school safety survey items. 5%-7% of elementary and secondary students indicate that either most or all of the time or 2-4+ times they are subjected to school violence or victimization. The [re]launch of PBIS and roll-out of MTSS is anticipated to continue to positively impact behaviors impacting a sense of school safety, such as the spreading of rumors, being called bad names or the target of mean jokes. Continued education around social media and cyberbullying. Continued efforts and consistent communication about the importance of attendance. Met 2024-06-26 2024 44697650100388 Tierra Pacifica Charter 6 DATA: This year the 3rd and 6th grade classes were surveyed. There were a total of 32 respondents. Subgroups are smaller than 11 students, so will not be reported. Areas of strength in the lower grade were: student connectedness, enjoyment of learning, feeling safe at school, understanding that differences are appreciated and valued at school, and knowing how to get help with conflicts. Areas of strength for the older grade were: student connectedness, learning about self and others, feeling safe and that teachers are approachable and fair, knowing where to get help for conflict, and feeling mutual respect between students and teachers. Math, Art, Electives and Field Trips were the top rated subjects by the 6th graders. MEANING: Most students feel connected and safe at school. Music and Spanish classes were rated the lowest by all respondents when asked to rate their classes by enjoyment. The school is focusing more on visual arts next year. USE: Prop 28 money will pay for more visual arts instruction for grades 1-8. Met 2024-05-28 2024 44697730000000 Mountain Elementary 6 DATA Mountain Elementary School District uses Kelvin Pulse to collect local climate data for students in 3rd-6th grade.. We have no statistically relevant student subgroups. Experiences with Culturally/Linguistically Responsive Environments *This school is a safe and welcoming place for people of all backgrounds and cultures: 91 % favorable *Adults at school believe I can do great things: 88% favorable *Adults at school encourage me to work hard so I can be successful: 84% favorable *At this school, students of different backgrounds and cultures treat each other with respect: 84% Resources for Coping *I can stay focused on my hopes and dreams, even when things get hard: 81% *I have skills to deal with difficult people and situations:74% Safety and Connection *Adults at my school care about me: 91% *Adults at my school take action when students are being mean: 68% *The rules at my school are the same for everyone: 67% Experiences with Culturally/Linguistically Responsive Environments *There are many ways for me to be a leader at school: 79% *My school cares about what I think and what I have to say: 76% *Adults at my school have asked me how they can help me learn: 74% Emotional Experiences *I felt kindness, care, or concern for others: 93% *I felt grateful, thankful, or appreciative: 85% *I felt joy or happiness: 83% *I felt proud, strong, or determined: 80%. *I felt down, sad, or hopeless: 59% Student data shows that Mountain Elementary School students have strong connections with adults on campus and are encouraged to do their best at school. They believe their voice matters and that adults care about their thoughts and feelings. Survey results also show that student care and concern for others is strong and they are experiencing an upward trend in resiliency. They report high levels of feeling kindness, gratitude, appreciation, joy and happiness. The data related to feeling down, sad or hopeless seems high relative to the other data points in this section which suggests a misunderstanding of the question. Mountain Elementary has invested in a Social Emotional Learning Program, RULER, to support students' development in many of these areas. Initial data shows the preliminary implementation has been successful and emotional experiences, resources for coping and connection An area of concern is student perception that the rules are inconsistent and not enforced fairly. Additionally, students do not feel that adults take proper action when other students are being mean. MESD will respond to these concerns by providing more recess supervision, provide training for classified staff to support the resolution of student conflict, behavior management and positive discipline measures. Additionally MESD will ensure our student behavior expectations and rules are disseminated regularly and reviewed with students to ensure consistent messaging. An identified area of concern is student perception that the rules are inconsistent and not enforced fairly. Additionally, students do not feel that adults take proper action when other students are being mean. MESD continues to be successful in creating a climate where students feel seen by adults on our campus. MESD will respond to these concerns by providing more recess supervision, provide training for classified staff to support the resolution of student conflict, behavior management and positive discipline measures. Additionally MESD will ensure our student behavior expectations and rules are disseminated regularly and reviewed with students to ensure consistent messaging. Mountain Elementary has invested in a Social Emotional Learning Program, RULER, to support students' development in many of these areas. Initial data shows the preliminary implementation has been successful and emotional experiences, resources for coping and connection. We will expand RULER to include family education nights to better include parents and guardians in the important work we are doing related to resilience, feeing of belonging and Social Emotional growth. Met 2024-06-13 2024 44697810000000 Pacific Elementary 6 After experimenting with official surveys and finding that our numbers of participants rendered our results statistically invalid, we resorted to soliciting input directly from students via letters and conversations. The results indicated no problems with substances or violence, but rather an intense focus on improving the playground opportunities. The vast majority of students also felt heard and cared for by adults. Problems that were identified were already known and being addressed. Needs were very specific and targeted. They were also already known. Some needs we are able to address, but others are out of our realm and difficult to meet. We will continue to seek additional funding to meet the needs of our families. Met 2024-06-12 2024 44697990000000 Pajaro Valley Unified 6 The Youth Truth Survey data for Pajaro Valley Unified School District provides insights into various aspects of school climate and conditions, disaggregated by different student groups. Engagement Students: 40% positive, a decrease of 10 percentage points from the previous survey. Relationships Students: 36% positive, a decrease of 8 percentage points. Culture Students: 29% positive, a decrease of 8 percentage points. Education Quality Expectations Students: 61% positive, a decrease of 4 percentage points. Respect for Students Students: 59% positive, a decrease of 7 percentage points. Respect for Staff Students: 30% positive, a decrease of 5 percentage points. Respect for Different Backgrounds Students: 66% positive. Discipline Fairness Students: 32% positive, a decrease of 8 percentage points. Belonging Students: 44% positive, a decrease of 5 percentage points. Specific Subgroup Analysis: Hispanic/Latino Students: Engagement: 41%, Relationships: 35%, Culture: 28%, Academic Challenge: 54%, Belonging: 43%. White Students: Engagement: 42%, Relationships: 37%, Culture: 30%, Academic Challenge: 56%, Belonging: 45%. Female Students: Engagement: 38%, Relationships: 34%, Culture: 27%, Academic Challenge: 52%, Belonging: 42%. Male Students: Engagement: 42%, Relationships: 37%, Culture: 31%, Academic Challenge: 57%, Belonging: 46%. Non-Binary Students: Engagement 36% positive, Relationships 32% positive, Culture 24% positive, Belonging 39%. The data shows a mixed picture with some areas of improvement, such as staff engagement and discipline fairness, while other areas, such as student engagement and respect for staff, have seen declines. Key Learnings from the Youth Truth Survey Data for Students by Ethnicity, English Learners, and Students with Disabilities Areas of Strength Respect for Different Backgrounds: Overall Positive Response: 66% Academic Challenge: Hispanic/Latino Students: 54% positive White Students: 56% positive Other Ethnic Groups: Similar trends with slight variations English Learners: 50% positive Students with Disabilities: 52% positive Students generally feel adequately challenged academically, indicating that the curriculum is perceived as rigorous and engaging. Belonging: Hispanic/Latino Students: 43% positive White Students: 45% positive Other Ethnic Groups: Similar trends English Learners: 40% positive Students with Disabilities: 41% positive Many students feel a sense of belonging in their school environment, though this area has room for improvement. Identified Needs Engagement: Hispanic/Latino Students: 41% positive White Students: 42% positive Other Ethnic Groups: Similar trends English Learners: 35% positive Students with Disabilities: 33% positive There was a significant decrease in engagement across all groups, indicating a need to improve student engagement overall. Relationships: Hispanic/Latino Students: 35% positive White Students: 37% positive Other Ethnic Groups: Similar trends English Learners: 30% positive Students with Disabilities: 28% positive This represents a need to strengthen relationships between students and their teachers. Culture: Hispanic/Latino Students: 28% positive White Students: 30% positive Other Ethnic Groups: Similar trends English Learners: 25% positive Students with Disabilities: 24% positive There is a need to improve the overall school culture to make it more supportive and respectful. Discipline Fairness: Hispanic/Latino Students: 30% positive White Students: 34% positive Other Ethnic Groups: Similar trends English Learners: 27% positive Students with Disabilities: 26% positive Concerns about the fairness of disciplinary actions highlight a need for more equitable discipline practices. Non-Binary Students: Engagement: 36% positive Relationships: 32% positive Culture: 24% positive Belonging: 39% positive Respect for Different Backgrounds: 55% positive Discipline Fairness: 27% positive Non-binary students reported lower levels of positive experiences in multiple areas, indicating a need for targeted support to ensure inclusivity and equity. Based on the analysis of the Youth Truth Survey data, several key areas of need have been identified. Pajaro Valley Unified will be developing and implementing the following: 1. Improve Student Engagement Actions: Revisit Classroom Instruction Methodology: Integrate more interactive and student-centered teaching methods to increase engagement. Student Voice: Create more opportunities for students to provide feedback on their learning experiences and participate in decision-making processes. 2. Strengthen Relationships Between Students and Teachers Actions: Professional Development: Provide teachers with training focused on building strong, supportive relationships with students. Regular Check-Ins: Implement regular one-on-one check-ins between teachers and students to address any concerns and build rapport using Sown to Grow. 3. Enhance School Culture Actions: Cultural Competency Training: Offer professional development for staff on cultural competency, inclusive practices and Ethnic Studies. Celebration of Diversity: Organize events and activities that celebrate the diverse backgrounds of students and staff. Inclusive Policies: Review and update school policies to ensure they are inclusive and promote a respectful and supportive school environment. 4. Ensure Fair Discipline Practices Actions: Review Discipline Policies: Conduct a thorough review of current discipline policies to identify and address any biases, Align PBIS practices Restorative Practices: Implement restorative justice practices to address conflicts and disciplinary issues in a fair and equitable manner. Data Monitoring: Regularly monitor discipline data to ensure fairness and equity across all student groups. 5.. Foster a Sense of Belonging Actions: Community Building Activities: Organize activities and events that promote community building and inclusivity among students. Advisory Programs: Implement advisory periods where students can discuss their feelings of belonging and receive support. Recognition Programs: Recognize and celebrate the achievements and contributions of all students to foster a sense of belonging and pride. 6. Encourage Speaking Out Against Racism/Sexism/Homophobia Actions: Anti-Racism Training: Provide anti-racism/sexism/homophobia training for all staff and students. Reporting Mechanisms: Establish clear and accessible mechanisms for reporting incidents of racism and discrimination. Awareness Campaigns: Launch awareness campaigns to educate the school community about the importance of speaking out against racism/sexism and promoting diversity and inclusion. Met 2024-06-24 2024 44697990117804 Ceiba College Preparatory Academy 6 Ceiba conducts an annual climate survey, called the Healthy Kids Survey, to assess school conditions and climate. The survey includes indicators such as student engagement, safety, school connectedness, and overall satisfaction. This analysis includes overall scores and disaggregated data by student groups, providing insights into the experiences of different demographics within the school community. Overall Survey Scores The most recent climate survey results indicate the following overall scores for all students: School Engagement: 78% School Safety: 82% School Connectedness: 74% Overall Satisfaction: 76% These scores suggest a generally positive perception of the school environment, with safety being the highest-rated aspect and school connectedness showing room for improvement. Disaggregated Data by Student Groups The survey data has been disaggregated to understand the experiences of different student groups, focusing on factors such as race/ethnicity, socioeconomic status, English language proficiency, and students with disabilities. Here are the key findings: 1. Race/Ethnicity Hispanic/Latino Students: School Engagement: 75% School Safety: 78% School Connectedness: 70% Overall Satisfaction: 72% White Students: School Engagement: 80% School Safety: 85% School Connectedness: 78% Overall Satisfaction: 79% Asian Students: School Engagement: 82% School Safety: 88% School Connectedness: 80% Overall Satisfaction: 81% 2. Socioeconomic Status Low-Income Students: School Engagement: 72% School Safety: 76% School Connectedness: 68% Overall Satisfaction: 70% Non-Low-Income Students: School Engagement: 84% School Safety: 88% School Connectedness: 80% Overall Satisfaction: 82% 3. English Language Proficiency English Learners: School Engagement: 68% School Safety: 70% School Connectedness: 62% Overall Satisfaction: 65% Fluent English Proficient Students: School Engagement: 80% School Safety: 85% School Connectedness: 78% Overall Satisfaction: 79% 4. Students with Disabilities Students with IEPs: School Engagement: 65% Page 25 of 36 2024-25 Local Performance Indicator Self-Reflection for Ceiba College Preparatory Academy 2024-25 Local Performance Indicator Self-Reflection for Ceiba College Preparatory Academy Page 26 of 36 School Safety: 68% School Connectedness: 60% Overall Satisfaction: 63% Students without IEPs: School Engagement: 80% School Safety: 84% School Connectedness: 76% Overall Satisfaction: 78% Analysis of Specific Survey Items In addition to the overall scores, specific items from the survey provide further insights into the school climate: 1. Sense of Belonging: A question on whether students feel like they are part of the school community received an overall positive response rate of 72%. 2. Perception of Teacher Support: The item measuring students' perception of teacher support had an overall positive response of 80%. Notably, English Learners rated this aspect lower at 68%, indicating a need for targeted support. 3. Bullying and Harass The analysis of the survey data and additional tools has revealed several strengths in the LEA, including a safe and supportive school environment, strong student-teacher relationships, and high levels of engagement among many student groups. However, there are critical areas that require attention and improvement. The need to enhance school connectedness, provide targeted support for low-income students and English Learners, address mental health concerns, and bolster academic support for underrepresented groups is paramount. Moving forward, Ceiba will focus on implementing targeted strategies to address these identified needs, ensuring that all students feel connected, supported, and equipped to succeed academically and socially. By leveraging the insights gained from this data analysis, Ceiba is committed to fostering an inclusive and supportive educational environment for every student. d on the analysis of local data and the identification of key learnings, Ceibahas determined several necessary changes to existing plans, policies, and procedures to address the identified areas of need. These changes aim to foster continuous improvement and ensure that all students receive equitable support and opportunities for success. 1. Enhancing School Connectedness Policy Changes: Advisory Programs: Implement or expand advisory programs to provide consistent mentorship and support for students, fostering stronger relationships and a sense of belonging. This will be done between HS and MS Peer Mentorship: Establish peer mentorship programs that pair upper-grade students with underclassmen to create a supportive network and enhance school connectedness. Action Steps: Conduct regular training sessions for advisors and mentors to equip them with the skills needed to support students effectively. Monitor and evaluate the impact of these programs through surveys and focus groups to ensure they are meeting the needs of students, particularly those who feel less connected. 3. Support for English Learners Policy Changes: Bilingual Education: Expand bilingual education programs to provide more comprehensive support for English Learners. Family Engagement: Increase efforts to engage families of English Learners through translated materials, workshops, and regular communication. Action Steps: Continue professional development for teachers on instructional strategies for English Learners. Continue with two parent liaison position to facilitate communication and support between the school and families of English Learners. 4. Mental Health and Bullying Prevention Policy Changes: Mental Health Services: Expand mental health services by hiring additional counselors and creating partnerships with local mental health organizations. Bullying Prevention Programs: Implement comprehensive bullying prevention programs that include training for staff and students. Action Steps: Increase the number of on-site counselors and provide regular mental health workshops for students. Continue implementation of a school-wide bullying prevention curriculum, incorporating input from students, parents, and staff. Provide motivational speakers periodically to inspire students to do the right thing 5. Academic Support for Underrepresented Groups Policy Changes: Targeted Interventions: Develop targeted academic interventions for underrepresented groups, including personalized learning plans and additional instructional time. Professional Development: Offer ongoing professional development focused on culturally responsive teaching practices. Action Steps: Utilize data to identify students who need additional academic support and create individualized intervention plans. Schedule regular professional development sessions on culturally responsive teaching and inclusive practices. Revisions and Decisions for Continuous Improvement Data Monitoring and Evaluation: Regularly monitor an Met 2024-06-18 2024 44697994430229 Pacific Coast Charter 6 The disaggregated local climate survey data provides a clear picture of the current school climate and highlights areas where specific student groups may need additional support. The overall scores are encouraging, but targeted interventions are necessary to address the disparities revealed by the data. Our LEA is committed to using this data to inform policies and practices that enhance school safety and connectedness for all students. The Sown to Grow program will function as a school wide screener for social-emotional supports in the 2024-2025 school year. The analysis of our local climate survey data has highlighted both strengths and areas for growth. By addressing the identified needs and building on our strengths, our LEA is committed to creating a safer, more inclusive, and connected school environment for all students. For a detailed breakdown of the data. School counselor and site staff will review data and target key supports for individual needs and group needs. The changes to our plans, policies, and procedures are designed to address the areas of need identified through our analysis of local climate survey data. By focusing on enhanced safety measures, comprehensive anti-bullying initiatives, expanded mentorship and support programs, continuous feedback mechanisms, and inclusive policies, our LEA is committed to fostering a positive school climate that supports the success and well-being of all students. For further details on the specific changes and implementation plans. Continuous improvement will take place in a process of inquire through surveys, and listenings sessions to direct and inform action steps. Met 2024-06-27 2024 44697994430245 Diamond Technology Institute 6 Key findings from annual Youth Truth Survey: STUDENT RESULTS 1. Engagement is in the 70th percentile. 2. Academic Challenge is in the the 86th percentile. 3. Culture is in the 80th percentile. 4. Belonging and peer collaboration is in the 92rd percentile. 5. Relationships are in the 73rd percentile. 6. College and Career Readiness is in the 97th percentile. 7. School Safety is in the 88th percentile. FAMILIES 1. Engagement is in the 70th percentile. 2. Culture is in the 90th percentile. 3. Communication & Feedback is in the 82nd percentile. 4. Relationships are in the 90th percentile. 5. Resources is in the 86th percentile. 6. School Safety is in the 85th percentile. STAFF 1. Engagement is in the 86th percentile. 2. Culture is in the 88th percentile. 3. Professional Development & Support is in the 96th percentile. 4. Relationships are in the 82nd percentile. 5. School Safety is in the 74th percentile. Engagement: Students feeling like they do their best in school Academic Challenge: Continued PD for teachers and targeted for new teachers. Belonging & Peer Collaboration: Students feeling a sense of being themselves around others. Relationships: Teachers building strong connections and high expectations for student outcomes College & Career Readiness: Developing skills and knowledge for success in college level courses, Areas of focus and continuous improvement are planned for the following areas: Goal#1: Student Achievement -Rigorous and relevant standards based curriculum -Targeted academic intervention -Student centered instruction -Integration among disciplines -Provide above and beyond classroom experiences -monitoring student growth -Supporting teacher collaboration and professional development Goal #2: Equitable Learning Environments -Providing highly qualified teacher -Quality instructional materials -Facilities -Equitable access to learning, technology, materials -Healthy living environments Goal #3: Meaningful Partnerships -School climate -Continuous parent communication and participation -Industry and community partnerships -Student efficacy -Safe environments and academic/behavioral supports Met 2024-05-28 2024 44697996049720 Linscott Charter 6 Local tool used via Google Forms - The survey was given at 3-4, 5-6, and 7-8 grades. 3rd/4th grade responses relating to climate: 98.3% feel happy to be a Linscott student 82.8% know that their teacher cares about them 98.3% feel safe at school 5th/6th grade responses relating to climate: 96.5% feel happy to be a Linscott student 91% know that their teacher cares about them 94.7% feel safe at school 7th/8th grade responses relating to climate: 96.5% feel happy to be a Linscott student 73.2% know that their teacher cares about them 94.7% feel safe at school Overall, the climate data reflects a positive school environment where students feel happy and safe. However, there is a need to address the declining perception of teacher care among older students to ensure consistent support and engagement throughout their school experience. Efforts to enhance teacher-student relationships, particularly in the higher grades, will be essential in maintaining a cohesive and supportive school climate. To address identified needs, our LEA will implement a positive reward-based system for 7th and 8th graders, shifting from punitive policies to restorative practices. This change aims to strengthen teacher-student relationships and increase student engagement. Teachers will receive professional development on effective communication and fostering positive classroom environments, while mentorship programs will pair older students with staff mentors for additional support. Regular surveys and feedback mechanisms will be used to monitor the effectiveness of these initiatives, ensuring continuous improvement based on data-driven decisions. These efforts aim to create a supportive and engaging school environment for all students. Met 2024-06-19 2024 44697996049829 Alianza Charter 6 "In February 2024, Alianza middle school students participated in the Youth Truth Survey, providing valuable insights into various aspects of their school experience. This comprehensive survey covered themes such as Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, and Relationships. The responses from Alianza students were compared against those from 573 other middle schools nationwide, offering a comparative perspective that highlights both strengths and areas for improvement. Comparative Percentile Rankings • Engagement: 56th percentile • Academic Challenge: 48th percentile • Culture: 68th percentile • Belonging & Peer Collaboration: 67th percentile • Relationships: 35th percentile Key Findings Strengths 1. Culture and Belonging & Peer Collaboration: Alianza students rated the school highly in terms of Culture and Belonging & Peer Collaboration, ranking in the 68th and 67th percentiles respectively. These results indicate a strong sense of community and positive peer interactions. 2. School Safety: In terms of School Safety, 75% of respondents agreed that ""In my school, there are clear rules against hurting other people (for example, hitting, pushing, or tripping)."" This response suggests that students generally feel safe and recognize the school's efforts to maintain a safe environment through clear and enforced rules. Areas for Improvement 1. Relationships: The Relationships theme received the lowest rating, placing Alianza in the 35th percentile. This indicates a significant area of concern, as students feel their teachers are not sufficiently supportive. 2. Academic Challenge: Alianza's rating in Academic Challenge was below the median, placing the school in the 48th percentile. This indicates that students may not be feeling adequately challenged academically, which can affect their overall academic growth and motivation. Addressing this area could involve enhancing curriculum rigor and providing more opportunities for students to engage in challenging academic activities. 3. Emotional and Mental Health: Feedback on Emotional and Mental Health showed that 64% of students responded positively to the question: ""Overall, how do you feel about your life?"" While a majority feel content with their overall well-being, this percentage indicates room for improvement in supporting students' mental health and emotional well-being. Recommendations The data from the Youth Truth Survey underscores the need for Alianza to focus on improving relationships between students and teachers. The low rating in the Relationships theme, particularly regarding teacher support for academic needs, is a critical area that requires attention. Strengthening these relationships can foster a more supportive and effective learning environment. " "In February 2024, students at Alianza participated in a comprehensive survey, The Youth Truth Survey, to provide insights into their school experience, focusing on various themes including Engagement, Academic Challenge, Culture, Belonging & Peer Collaboration, Relationships, School Safety, and Emotional and Mental Health. This report not only presents the feedback from 269 students but also contextualizes their responses by comparing them to those from 573 other middle schools across the nation. Key Findings Highest Rated Themes Culture Belonging & Peer Collaboration Alianza students rated Culture and Belonging & Peer Collaboration highest compared to other middle schools. Within the Culture theme, the standout question was: ""I think my classmates want to do well in school,"" which received particularly high ratings. Lowest Rated Themes Relationships Academic Challenge The lowest ratings were given to the Relationships and Academic Challenge themes. Specifically, within the Relationships theme, the question: ""How many of your teachers are willing to give extra help on school work if you need it?"" received the lowest rating among key questions. School Safety In terms of School Safety, a significant portion of students felt positively about the clarity of school rules against physical harm: 75% of respondents agreed that ""In my school, there are clear rules against hurting other people (for example, hitting, pushing or tripping)."" Emotional and Mental Health Feedback on Emotional and Mental Health indicated that: 64% of students responded positively to the question: ""Overall, how do you feel about your life?"" Response Rate and Demographics The survey achieved an impressive response rate of 105%, which likely resulted from enrollment fluctuations rather than duplicate responses. This high engagement indicates strong student interest in providing feedback about their school experience. Analysis of Specific Items A detailed analysis of specific survey items reveals: Highest Rated Question: ""I think my classmates want to do well in school"" (Culture theme). Lowest Rated Question: ""How many of your teachers are willing to give extra help on school work if you need it?"" (Relationships theme). Conclusion The survey results highlight Alianza's strengths in fostering a positive Culture and promoting Belonging & Peer Collaboration among students. However, there are notable areas of improvement, specifically students sense of belonging." To address these issues, Alianza should consider the following recommendations: Professional Development: Implement professional development programs for teachers focused on building stronger, more supportive relationships with students. This training can include strategies for effective communication, empathy, and providing personalized academic support. Regular Communication: Encourage regular, meaningful communication between teachers and students to better understand and address individual needs. This can involve one-on-one meetings, feedback sessions, and the use of student surveys to continuously monitor and improve the teacher-student relationship. Curriculum Enhancement: Enhance the curriculum to increase academic rigor and provide more opportunities for students to engage in challenging academic activities. This can include advanced coursework, project-based learning, and extracurricular academic programs. By prioritizing these areas, Alianza can enhance the overall school climate, leading to improved student engagement, academic achievement, and well-being. Addressing these key areas will help ensure that students feel supported, challenged, and connected within their school community, fostering a positive and productive learning environment. Met 2024-05-30 2024 44697996119077 Watsonville Charter School of the Arts 6 The local climate survey data at Watsonville Charter School of the Arts (WCSA) provides valuable insights into the overall school climate and specific aspects of student experiences. The Youth Truth Survey is one such survey used to assess various dimensions of school climate, including safety, engagement, and connectedness. Overall Score: All Students: The overall score for all students on the Youth Truth Survey indicates a positive school climate, with the majority of students reporting feelings of safety, belonging, and support within the school community. Disaggregated Data by Student Groups: English Learners: English Learners generally report positive perceptions of school climate, although there may be variations in feelings of connectedness and engagement based on language proficiency and acculturation levels. Students with Disabilities: Students with disabilities may have unique experiences within the school environment, with the survey data providing insights into their perceptions of safety, support, and inclusion. Socioeconomically Disadvantaged Students: Socioeconomically disadvantaged students' responses may reflect additional challenges or barriers they face, highlighting areas where targeted support and resources may be needed to address equity gaps. Subset of Specific Items: Bullying and Harassment: Analysis of specific items related to bullying and harassment provides insights into the prevalence and impact of these behaviors on student well-being and perceptions of safety. School Connectedness: Items related to school connectedness offer valuable insights into students' sense of belonging, relationships with peers and adults, and overall engagement in school activities. Additional Data Collection Tools: In addition to the Youth Truth Survey, WCSA may use other data collection tools such as student focus groups, parent surveys, and staff feedback mechanisms to gather comprehensive insights into school conditions and climate. These tools allow for a more nuanced understanding of the factors influencing student experiences and inform targeted interventions and support strategies to promote a positive and inclusive school climate for all students. Through the analysis of data at Watsonville Charter School of the Arts (WCSA), several key learnings have emerged, shedding light on both identified needs and areas of strength across student groups: Identified Needs: Achievement Gaps: Disaggregated data reveals persistent achievement gaps among student groups, particularly in English Language Arts (ELA) and Mathematics. Addressing these gaps requires targeted interventions and support tailored to the unique needs of each student subgroup. English Learner Support: English Learners may require additional support in language acquisition and academic content to ensure equitable access to educational opportunities and promote academic success. Socioeconomic Disparities: Socioeconomically disadvantaged students face additional barriers to academic achievement and social-emotional well-being, highlighting the need for targeted resources and support services to address equity gaps. Inclusive Practices: The data underscores the importance of fostering inclusive practices that promote a sense of belonging and support for students with disabilities, ensuring their access to a supportive learning environment. Areas of Strength: Arts Integration: The school's commitment to arts integration serves as a strength, fostering creativity, engagement, and interdisciplinary connections among students across all demographics. Positive School Culture: A positive school culture contributes to a supportive and inclusive environment where students feel valued, respected, and motivated to succeed academically and personally. Community Engagement: Strong partnerships with families, community stakeholders, and educational partners provide valuable support and resources to enhance student learning and well-being. Data-Informed Decision-Making: The use of data disaggregated by student group enables targeted interventions and informed decision-making to address the diverse needs of the student population and promote equitable outcomes for all students. By leveraging areas of strength and addressing identified needs, WCSA can work towards fostering an inclusive and supportive learning environment that promotes academic achievement and well-being for all students, regardless of background or circumstance. In response to the identified need to address chronic absenteeism at Watsonville Charter School of the Arts (WCSA), the LEA has determined several changes to existing plans, policies, or procedures necessary to support improvement in this area: Implementation of an Attendance Campaign: WCSA will launch an attendance campaign aimed at promoting the importance of regular attendance and increasing daily attendance rates among students. This campaign may include targeted messaging, incentives for improved attendance, and educational outreach to families on the impact of absenteeism on student learning. Utilization of Office Staff for Student Follow-Up: The LEA will leverage office staff to regularly check up on tardy, late, or absent students. This proactive approach will involve reaching out to families to inquire about reasons for absences, offer support and resources to address barriers to attendance, and provide encouragement and reinforcement for regular attendance habits. Data Monitoring and Analysis: WCSA will enhance its data monitoring and analysis efforts to track attendance patterns and identify students at risk of chronic absenteeism. By regularly reviewing attendance data disaggregated by student group, the LEA can identify trends, patterns, and areas of concern that require targeted interventions and support. Family Engagement and Support: The LEA will strengthen its efforts to engage families in supporting student attendance by providing resources, information, and strategies to promote regular attendance habits at home. This may include workshops, parent education programs, and outreach efforts tailored to the specific needs and circumstances of families. These revisions and actions align with WCSA's commitment to continuous improvement and its proactive approach to addressing areas of need identified through data analysis. By implementing targeted strategies to address chronic absenteeism, WCSA aims to improve student attendance rates and support student success and achievement. Met Watsonville Charter School of the Arts (WCSA) believes that its Positive Behavioral Interventions and Supports (PBIS) plan, centered around the House System and Micro-Communities, plays a crucial role in fostering a positive school climate. Through team-b 2024-05-14 2024 44698070000000 San Lorenzo Valley Unified 6 BCE 4th Grade students responded as follows. 96% feel teachers care about them. 88% feel safe at school. 82% believe they are treated fairly by adults at school. 77% enjoy attending school. 76% feel they belong and are included at school. 65% feel they are a part of the school. 50% feel they have been called a name or felt excluded because of race, ethnicity, gender identity, sexual orientation, religion, difference, disabilities, or some other reason. SLVE 4th Grade students responded as follows. 81% feel teachers care about them. 73% feel safe at school. 70% believe they are treated fairly by adults at school. 68% enjoy attending school. 68% feel they belong and are included at school. 67% feel they are a part of the school. 40% feel they have been called a name or felt excluded because of race, ethnicity, gender identity, sexual orientation, religion, difference, disabilities, or some other reason. SLVMS 6th Grade students responded as follows. 77% feel teachers care about them. 68% feel safe at school. 71% believe they are treated fairly by adults at school. 54% enjoy attending school. 60% feel they belong and are included at school.58% feel they are a part of the school. 53% feel they have been called a name or felt excluded because of race, ethnicity, gender identity, sexual orientation, religion, difference, disabilities, or some other reason. SLVHS 12th Grade students responded as follows. 80% feel teachers care about them. 75% feel safe at school. 82% believe they are treated fairly by adults at school. 47% enjoy attending school. 60% feel they belong and are included at school. 47% feel they are a part of the school. 36% feel they have been called a name or felt excluded because of race, ethnicity, gender identity, sexual orientation, religion, difference, disabilities, or some other reason. This survey data reveals areas of need and strength. Areas of need include; - many students have felt excluded due to demographic factors - only 47% of high school students enjoy attending school - only 47% of high school students feel they are a part of the school Areas of strength include; - most students feel teacher(s) care about them - most students feel safe at school - most 4th and 6th grade students enjoy attending school - most students feel they belong and are included at school - most 4th and 6th grade students feel they are a part of the school. The district has received a three year Anti-Bias Grant to address the exclusion some students feel based on race, ethnicity, gender identity, sexual orientation, religion, learning difference or disability. This training for staff, students, and families is an action in goal 2 of the district LCAP. Additionally, secondary fieldtrips, assemblies, and speakers were added as an action to goal 2 of the LCAP to help address the low percentages of theses students enjoying school and feeling they are a part of the school community. Met 2024-06-12 2024 44698070110007 Ocean Grove Charter 6 In the Spring of 2024, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Some of these areas included if they felt their teachers gave them feedback on their schoolwork and cared about how they do in school, if they felt they had a voice in determining learning content and opportunities, if they felt safe at school events, and felt successful at school in general. In looking at prior year data, this has been consistent each year with low levels of fluctuation for most items. Our lowest-scoring item continues to center around whether the students felt there were opportunities to participate in school-sponsored activities, with 46% of Ocean Grove students feeling there are opportunities most or all of the time. These activities include field trips, park days, family days etc. This is understandable as post-Covid limitations continue to affect options in some service areas, as well as access to transportation to get to events over a wide service area. Additionally, these events rely on staff coordination, which has been impacted in part with time spent on mandatory synchronous instruction requirements. However, despite this low result, Ocean Grove offered more school-sponsored activities than the previous school year. Met 2024-06-04 2024 44698074430179 SLVUSD Charter 6 In 2024 we received 22 referrals for counseling in the first semester, of which 10 students were enrolled. We logged 108 minor behavior incidents from August to April. 4 of these incidents involved racism. The student SEL survey indicated that 18% of middle schoolers have experienced Bias/Stereotype threat, and 17% of high schoolers have experienced the same. Attendance per ADA was 97.3% for the first 8 months of 2023-24; however our Chronic Absenteeism metric in 2022-23 was 14.9%, with white students showing red on the dashboard at 14.7%, and students with disabilities and hispanic students in the 20's (not sufficient numbers to warrant a color on the dashboard, but still very concerning.) Our Student SEL survey for middle school reflected a Sense of Belonging/School connectedness of 89% compared to our high schoolers (42%). The District Parent Survey reflected that 92.25% of parents agree or strongly agree that their student feels emotionally safe at school and 98.7% agree or strongly agree that their student feels physically safe. It is clear that operating a school without the support of a counselor or mental health specialist is challenging, although Charter had the help of a MHT on Mondays for servicing students with IEPs who had counseling services, and this person helped a great deal with critical cases and with providing linkage for families to county resources. Data also reflects that we are not capturing all race-based/bias-related behavior incidents as students are reporting higher percentages than are reflected in behavior logs. Attendance percentages remain high for our Average Daily Attendance reporting; however 14.9% chronic absenteeism is a high number affecting two of our underrepresented sub groups more than our dashboard-indicated white students (since there were not enough students within those subgroups to report a color). Our Sense of Belonging metric showed a stark difference between our middle and high schoolers with regard to school-connectedness. Safety (emotional and physical) continues to get high scores from parents and students alike, although it is useful to note that the Kelvin SEL survey that was administered in 2023-24 will not be used again as it was difficult for students to access, and the data should be interpreted with this in mind. "We were unable to fill our Mental Health Specialist position in 2023-24, and ended up successfully partnering with a county-based program called ""Companion Project"" who supported our most critical counseling needs. We have successfully hired a 0.6 FTE Mental Health Specialist (MFT) who will be able to serve students 1:1 and in groups as well as support teachers with social-emotional curriculum for the upcoming school year, so we expect to be able to serve every student who is referred. We expect this additional staff member to be able to address many of the minor behaviors that arise, and having someone to talk to or to reflect with during a crisis will hopefully contribute to a reduction in chronic absenteeism caused by school avoidance/ anxiety. District-wide, staff are moving into a year-long training on ""Culturally Responsive Teaching and the Brain"" along with anti-racism and ant-bias training with a consultant company. We will be tracking incidents of racisim and stereotype threat in a more systemic way as well. We will also be exploring the adoption of an anonymous reporting system for students to report bullying (for racist or other types of harassment). In our high school, to improve our students' sense of belonging, we will be continuing our focus on community-building in the form of field trips and outings, spirit days, group cooking projects from the food garden, and integrating the high schoolers with the elementary students for items like tutoring, classroom support or lunchtime support. A bonding Adventure Camp will take place in September for these students." Met 2024-06-05 2024 44698150000000 Santa Cruz City Elementary 6 "Santa Cruz City Schools administers a Student LCAP Survey and a Social Emotional Health Survey to students in grades 4 - 12. DATA: On the elementary (grades 4 & 5) student LCAP survey, students overwhelming agreed to the following: -""When academics are challenging, I feel my school supports me well to do better and improve"" -""When I have problems or challenges, I feel that there are adults at the school to help and support me"" -""I feel that teachers and administrators care about all students"" -""I feel connected and engaged with school” Key learnings from this data assert that our elementary school sites are caring and supportive places for students. Additionally, students feel that adults care about them and are there to help them, even with personal challenges. Additionally, students feel connected with their school, which then supports their learning and social emotional health. Additionally, on the Social Emotional Health Survey, a majority of students felt that “good things will happen to them at school."" An area of growth was identified on the LCAP survey, where Self-identified English Learners did report that they felt they did not get enough support to learn and improve their English." MEANING: Santa Cruz City Schools has been working diligently to implement the MTSS Framework for all students which includes strong, tiered support for students both academically and emotionally. Our focus on intervention and supports in both of these areas through the additional of embedded and after school interventions, as well as a Social Emotional curriculum (Second Step), as well as our trained PBIS coaches, RtI Coordinators and academic paraeducators show that we are making a positive impact on students. Challenges face include the hiring and maintenance of Classified staff for paraeducator positions. Additionally, it is clear that English Learner students feel they are not getting enough support, and this needs to be investigated and acted upon. USE: Santa Cruz City schools is seeing positive results at the elementary level. We have seen an increase in positive responses to questions on both surveys. As a result, we will continue to implement actions in this area with fidelity. Additionally, even with the sunsetting of COVID resource money, we will continue to prioritize the maintenance of PBIS Coaches as well as the Second Step curriculum. One area that we will work to expand is student and parent education in the area of social emotional health through our partnership with Monarch Services and the implementation of a guaranteed, viable and updated sexual education program for the upper elementary grades (adopted in 23-24). Though English Learners have expressed they need more support, we are seeing improvement at sites where there is a formal focus on English Learner professional development for teachers. We will continue this focus with the implementation of the updated and adopted English Learner Action Plan. Met 2024-06-12 2024 44698230000000 Santa Cruz City High 6 "Santa Cruz City Schools administers a Student LCAP Survey and a Social Emotional Health Survey to students in grades 4 - 12. DATA: Secondary students reported the following on the Student LCAP Survey: Secondary Student LCAP Survey: ""I feel connected and engaged at school"": 61% ""I feel that the school recognizes and values student accomplishments"": 59% ""When I have problems or challenges, I feel there are adults at the school to help and support me"": 59% ""I feel that teachers and administrators care about all students"": 58% The following was reported on the Secondary Social Emotional Health Survey: ""I am satisfied / very satisfied with my school experience"": 50% ""I usually expect to have a good day"": 66% ""I feel I belong to a community"": 64% " MEANING: Though there is an increase in positive responses over the last three years, secondary student well-being and engagement data is lower than elementary data, and families, students and staff have expressed that students need more social emotional support. Challenges at the secondary level understandably reflect the tumultuousness of adolescence, and these survey results show that a concerted effort around student well-being is an important facet of our MTSS framework. Additionally, trauma, homelessness and substance use are impacting our secondary students at a higher rate, creating more needs and challenges. Also, COVID resource money will be sunsetting at the end of this school year though student need remains high. Planned and expanded services to support students’ mental health are detailed in the next section. USE: Santa Cruz City Schools have identified the following in order to provide a robust social emotional health program for secondary students: -Maintenance of full-time Social Emotional Counselors, Social Workers/Interns. -Implementation of PBIS at the high school level in 24-25. -Exploration and pilot of a social emotional curriculum at the high school level. -Expanded student education in the areas of suicide prevention, consent, and substance use. -Parent education on health related issues including vaping, drug use, suicide prevention, cybersafety, and family communication. -Refinement of PBIS, Trauma Informed Instruction and Restorative Justice systems. -Work with community agencies through the County Schools Integrated Behavioral Health Initiative. -Implementation of Secondary Wellness Centers and provide secondary food pantries supported by community agencies. -Continued implementation of the Thriving Youth Community Grant to address student substance use at our secondary sites. Met 2024-06-12 2024 44698234430187 Delta Charter 6 Delta issues an annual climate survey to staff, students, and parents. In the 23-24 SY, 65% of students took the survey. Of the students surveyed, 99% said that they feel safe or mostly safe at school and 87% of students indicated that they had one or more adults at school that they could talk to. 96% of students surveyed indicated that they feel academically successful at Delta. When asked about the ways in which Delta could improve, several students mentioned hearing students using unsafe/unsupportive language as a concern. Based on the student concerns around safety and language, staff created a Commitment to Safety document and presented it school-wide. The document has been added to the enrollment packet and will be presented school-wide again at the start of the 24-25 school year. Delta's Commitment to Safety document has been adopted by several schools in the county. Met 2024-06-11 2024 44698490000000 Soquel Union Elementary 6 Local climate survey data, including available data disaggregated by student groups, are used to inform our district processes and policies. Using surveys that provide an overall score, such as the California Healthy Kids Survey, provides some limitations in data, as such we report the overall score for all students as well as available student group scores. When asked ... What do you like most about school? Socializing and friends: 79% Physical Education: 77% Recess/ Lunch: 74% Teacher: 51% Reading 46% Creating: 40% Learning New things: 39% Low items were, and are our challenges moving into the year ahead Time for Self-reflection: 4% Writing: 1% At school, I mostly feel...(students could choose more than one) Tired: 72% Happy: 66% Smart: 43% Respected: 41% Silly: 40% Excited: 36% Bored 36% Understood: 26% Capable: 21% Sad: 14% Lonley: 14% Worried 8% The were no students, even in open comments, who commented that school safety was a concern to them. Key learnings, including identified needs and areas of strength determined through the analysis of data are as follows: -When need a focus on students on students who feel tired, sad, lonely, and/or worried. -Safety was not reported as a concern. -Half of students reported that one of their favorite things at school was their teacher. Changes to existing plans, policies, or procedures that the LEA determines are necessary to address areas of need identified through the analysis of local data and the identification of key learnings. -Involve staff, including counselors, in data and planning for the deeper implementation of SEL. -Use COST (coordinated services teams) as a means to intervene with students who lack a sense of belonging in school. Met 2024-06-26 2024 44754320000000 Scotts Valley Unified 6 SVUSD, in partnership with all four schools, provided families an opportunity for written input via survey. This year had the highest response rate with the total being 35%. Families reported the following: a) Parent Engagement Surveys Overall Return Rate: 35% - Students and staff have a positive, caring relationship: 85% - Teachers initiate contact regarding Academics: 42% - Teachers initiate contact regarding Behavior: 52% - Participation in child's education: 73% - Safety on Campus: 72% - High Standards for academic performance for all students: 68% Due to the limited number of students in sub-categories, the data is not disaggregated in the same way. In reviewing parent surveys, there is an overwhelming response of students and staff having a caring, positive relationship. This is further observed in other questions that include students' comfortability in approach staff with concerns, or feeling their needs are met. Families also have a positive correlation with feeling they can participate in their child's education. This area is marked with a 73% overall. When drilling into the data, Middle School marked the lowest approval rating in this area, which tracks with the increased desire for independence of students. This will be an area of focus for staff and families to find the balance of support and independence in learning. An area of need is in the contact regarding both academics and behavior. While elementary reported that their teachers contacted more often, there was consistent concerns that families do not know how their children are doing both academically and behaviorally. This will be a focus for the 2024.25 school year, increasing communication both in how teachers will provide input (via newsletter, graded work sent home, Synergy), and in regularity. b) The percentage of the cohort of students in Grades 7, 9, and 11 who report having caring adult relationships: 7th: 62% 9th: 55% 11th: 55 The percentage of the cohort of students in 5th, 7th, 9th, & 11th grade who feel connected at school: 5th - 78% 7th- 62% 9th- 55% Over time Mental Health Chronic Sadness: 7th 25% 9th- 37% 11th -52% Social Emotional Distress: 7th - 13% 9th - 35% 11th - 47% Life Satisfaction: 7th- 68% 9th - 61% 11th - 34% c) 75% of K-8th grade teachers are implementing ReThink Ed. Overall Indicators for SEL competency: 3rd Grade: 53% Average/High Skills 4th Grade: 57% Average/High Skills 5th Grade: 62% average/high skills 12th Grade 47% Average/High Skills In looking at the social-emotional data, students' reporting they feel connected at school continues to drop as students get older. As well, both emotional distress & chronic sadness are at a concerning level. This is an area of focus for the district. This year the School District adopted a new SEL curriculum which supports increasing SEL competency in students. The goal will be to increase students' skills in these areas to support their feelings of connectedness and overall. "In reviewing the data, the district has determined that the development of Positive, Caring Relationships is considered a strength. The district sees that students need additional support in SEL as well as communication to families about students academics and behavior. These areas are going to be an area of focus moving forward and they are addressed in the LCAP under Goal 2: ""Ensure school and classroom environments provide Social-Emotional Learning (SEL)+ and support for the whole child."" The information was clear in regards to areas of need. Students in secondary need greater attention to their mental health, which was evident with the feedback on chronic sadness and emotional distress. There needs to be an increase of communication to families regarding academic and behavioral supports that will be provided as well." The district has outlined plans to address areas of concern within the LCAP under Goal 2. With the adoption of the RethinkEd Curriculum, the district will align data collections to check on student mental health and determine what additional supports students need. Sites, with counselors leading the effort, will provide units and lessons tailored to student needs which is gathered based on check-ins within the curriculum. Sites will also develop supports for families to increase access to the online Syngery Portal. This is the primary support for families to check their child's progress in academics. Families will receive training in how to access their child's records so they can have a better communication level with their teachers. The schools will also provide consistent information about what families can do to contact teachers, as well as what type of communication families can expect so there are clear expectations around behavior and academics. Met 2024-06-18 2024 44754320139410 California Online Public Schools Monterey Bay 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 44772480000000 SBE - Watsonville Prep 6 Watsonville Prep School administers the Panorama SEL survey to determine student’s perceptions of school safety and their connectedness to an adult, in addition to monitoring the skills of self-efficacy and self-regulation. The key learnings from the Panorama survey data are based on the following results: 88% of the 3rd-4th graders reported feeling a connectedness to an adult and 65% of 3rd-4th graders felt safe at school always or most of the time. When the data was disaggregated by gender, grade level, race, and EL status, there was little difference in the percentages amongst the students reporting high levels of supportive relationships and connections with an adult . A gap or area of need was found between students who were identified as receiving free lunch ( 90% of these students reported high levels of supportive relationships) and those receiving reduced lunch (72% of these students reported high levels of supportive relationships.) When analyzing the data for areas of strength and areas of growth, the areas of strength were in the high percentages of students who reported they had a positive connection to an adult. The data was moderately positive about those who reported that they felt safe at school. The school, however, identified areas of growth based on the data that revealed approximately 35% of students reported feeling safe only sometimes, rarely, or not at all. Because school safety is a primary concern of the leadership, they seek to have 100% of students reporting that they feel safe at school. An additional area of growth was identified in the disaggregated data related to connectedness to adults. Students who receive reduced price lunches had significantly lower perceptions of having a connection to an adult when compared to students who received free lunches. To address school safety, and subsequently increase the numbers of students who report feeling safe at school on the Panorama Survey, the school will implement several actions. All teachers in grades K-5th will administer weekly social emotional surveys that specifically ask students if they feel safe, and if someone has done an action that the student considers harmful or inappropriate to them. This data will provide the site leadership, teachers and counselors information so they can investigate any reports of unsafe situations, and appropriately intervene quickly. The school will also use the weekly social emotional survey data to identify students who may be in need of more structured social skills support, or who would benefit from a referral to an outside mental health agency. The school also plans to implement daily community meetings in each classroom using a structured social emotional learning curriculum to guide the meetings. These daily meetings, in addition to teaching students strategies to increase their feelings of safety at school, i.e. how to identify and report unsafe behavior, will also serve to promote student connections to the adults at school. To address the gap reported by the students who receive reduced price lunches, the school will do a deeper analysis into what factors may have led to these results. It will be a challenge to uncover the complex factors that students from lower socioeconomic backgrounds experience, particularly between those who receive free lunch, and those who qualify for reduced lunch. At the onset of school teachers will receive additional student information related to their classrooms' cultural demographics, including socioeconomic data. This data, though available, was not shared with them in a purposeful manner prior to this year. The data will help them understand the backgrounds of their students better, and allow them to address some of the gaps that may exist in students feeling connected to an adult. Teachers will also be provided professional learning by their coaches in strategies aligned with culturally responsive teaching. Met 2024-06-17 2024 45104540000000 Shasta County Office of Education 6 "SCOE participates in the CA Healthy kid survey annually. Students in grades 5,7,9,10,11,and 12 participate in the survey. According to these results students indicated that they feel safe at school, they are connected to staff and motivated. We have also added the additional tool of Kelvin. This collects pulses on student perceptions. Of students who participated in the Kelvin survey, 87% agreed with the statement, “It is easy to talk to teachers at my school."" While 75% of students agreed with the statement, ""Students at my school respect one another."" Attendance rates have increased at both Independent Study and Excel Academy 91.54% and SCIS - 88.93%. SCIS continues to provide a wellness center where students can receive counseling support, one-on-one tutoring support, and attend monthly student wellness awareness topics. The wellness center includes a PositiviTEA bar, sensory items, and other social-emotional supports. There were over 300 student visits to the wellness center for the utilization of the tools and supports. These spaces of sensory support and social-emotional regulation are in beginning phases at Juvenile Court School. Both Excel and SCIS are utilizing outside sensory and learning spaces, which have added additional safe spaces for students to receive outside education, counseling, and a proactive social environment." During the 2023-24 school year, all program staff participated in training related to Restorative Justice Practices and de-escalation techniques. In addition, staff has continued to receive support related to the trauma-informed practices training from previous years. The SART and PBIS team works with school site administrators to review data, analyze trends, and discuss best practices for student support. Juvenile Court School, SCIS, and Excel Academy have community school grants. These grants support the program’s efforts to build capacity for coaching and implementation of PBIS to improve outcomes for all students. Based on the positive outcomes, these services will continue to provide additional resources for students identified as English Learners, Foster Youth, Low Income, and academically challenged. SCOE provides a comprehensive and tiered approach that starts with whole-school support for academic recovery, behavior interventions(PBIS), and positive messaging regarding the importance of attendance(SART). Actions have been added to increase engagement events for positive attendance and achievement. Met 2024-06-26 2024 45104540111674 Chrysalis Charter 6 Chrysalis uses quarterly KELVIN surveys to keep a pulse on student climate. In addition to this format, yearly student climate surveys are given and classroom teacher survey are given twice each year. All data is reviewed and used to make meaningful decisions. Overall, our use of restorative justice and PBIS has been well received by students. Our student climate survey had 88% of our students feeling connected at school and 77% feel that conflict is resolved effectively, a 15% increase. We are going to keep on doing what we have been doing! Met 2024-06-06 2024 45104540129957 Northern Summit Academy Shasta 6 Our surveys and all feedback from students and families indicate that the school climate is welcoming, supportive, and better for them than previous educational options. Information was gathered with written surveys, oral interviews, and audio/video street data collection. Areas of strength include academic support, safe accepting climate, and acceptance of student voice. Area of need is more CTE pathways and field trips. NSA is beginning a CTE Food Service Pathway for fall of 2024 school year. NSA is working towards acquiring more field trip vehicles. Met 2024-06-25 2024 45104540132944 Redding STEM Academy 6 April 2024: Student surveys were sent to third through eighth grade students. 122 out of 128 students responded. (95% of the students) Based on data from CALPADS, 74 students (60%) are socioeconomically disadvantaged and 21 students (17%) have been identified with a disability. Based on TOMS data regarding ethnicity, 62% are white, 16% are two or more races, 12% are Hispanic, and the rest of the ethnicities are less than 5% of the student population. In other data from TOMS: 2% are homeless, 2% are reclassified fluent English proficient, and 0% are migrants. When considering how to sort through the data, the team focused on the student groups who comprise a larger portion of the overall population and who have struggled based on the CA Dashboard. The groups that were separated by ethnicity were not in the red or the orange, so the decision was made to focus on the socioeconomically disadvantaged and students with disabilities because both groups were in a red in one category on the Dashboard. It should be noted that RSTEM is a small school. For all school data, 12 students represents 10% of the population. For socioeconomically disadvantaged students, 7 students represents 10% of the surveyed student group. For students with a disability, 2 students represents 10% of the surveyed student group. Each question had a “neutral” answer (left out for brevity). Here is a sample of the data that was collected: I feel I belong at this school. It works for me. All School: 69% agreed, 4% disagreed Socioeconomically Disadvantaged: 69% agreed, 3% disagreed. Students with Disabilities: 62% agreed, 5% disagreed. I feel safe at school. All School: 56% agreed, 9% disagreed Socioeconomically Disadvantaged: 57% agreed, 5% disagreed. Students with Disabilities: 58% agreed, 10% disagreed. My teacher treats me with respect. All School: 90% agreed, 2.5% disagreed Socioeconomically Disadvantaged: 89% agreed, 1% disagreed. Students with Disabilities: 86% agreed, 5% disagreed. My teacher believes I can learn. All School: 87% agreed, 1.6% disagreed Socioeconomically Disadvantaged: 89% agreed, 3% disagreed. Students with Disabilities: 86% agreed, 10% disagreed. I am a good student. I work hard and I feel successful All School: 73.8% agreed, 8% disagreed Socioeconomically Disadvantaged: 67% agreed, 12% disagreed. Students with Disabilities: 52% agreed, 15% disagreed. Students are respectful to each other at this school. All School: 27% agreed, 28% disagreed Socioeconomically Disadvantaged: 22% agreed, 29% disagreed. Students with Disabilities: 34% agreed, 29% disagreed. I have not been bullied this year. All School: 57.4% agreed, 27.9% disagreed Socioeconomically Disadvantaged: 53% agreed, 31% disagreed. Students with Disabilities: 47% agreed, 34% disagreed. I have good friends at this school. All School: 83% agreed, 2.4% disagreed Socioeconomically Disadvantaged: 85% agreed, 1% disagreed. Students with Disabilities: 92% agreed, 0% disagreed. When the team analyzed this data, several positive patterns were noted. For the most part, students feel a sense of belonging at RSTEM. They feel safe. The adults at RSTEM are making a positive impact in their lives. Most of the students are trying to do well in school, and almost everyone agreed that they have good friends at school. Overall, the students feel like RSTEM is a good school. There are some areas of concern regarding peer interactions. This year, 28% of students report that students are not respectful to each other. The prior year, 33% reported that students were not respectful. Additionally, 27.9% of students indicated that they had been bullied this year. The prior year, 35% of students said they had been bullied. Looking at these trends, we can see some improvement in student interactions, but not as much as we had hoped. This will continue to be an area of growth on the LCAP. When looking at the data for socioeconomically disadvantaged students and students with disabilities compared to the general population, the trends in the data are similar. Both groups were generally positive about feeling a sense of belonging and safety. They are favorable toward the adults who work with them and they report having good friends. Socioeconomically disadvantaged students were more likely to feel that students are not respectful to each other and students with disabilities were more likely to feel bullied. These will be areas that our team will focus on to bring positive changes for these students. The teachers discussed the data and are aware of the needs of our students with disabilities and those who are socioeconomically disadvantaged. They will be working to address these students so that they feel connected, heard and encouraged. They also talked about creating service projects and adding more field trips to build empathy for others. In an effort to positively influence peer relationships on campus, school culture will continue to be a focus on the LCAP. RSTEM will to use the social emotional learning program, Character Strong, to build character and to help students with their relationships. 2023-24 was the first year of implementation with this program. The team is hopeful that, in time, it will bring positive results in student behaviors. Teachers will participate in professional development to grow their skills in supporting students' social-emotional needs, including but not limited to: trauma informed training, restorative practices, and de-escalation techniques (CPI training). The team will revise the Positive Behavior Interventions System (PBIS) system to help students become reflective friends who problem solve together. A social emotional support person will be hired to assist students' with their social skills development. This person will work with the school psychologist to deliver lessons that are developmentally appropriate based on a needs assessment that will be delivered to students multiple times a year. They will work on class-wide, small group and individual skills as needed. Met 2024-06-12 2024 45698560000000 Anderson Union High 6 A Local Climate survey was sent to all AUHSD stakeholders and community members in the winter of 2024. Below are the questions that were asked in the survey My school promotes a culture of academic and career preparation excellence My school offers a rigorous course of study that includes enrichment opportunities and elective offerings Technology used in the classroom is improving the quality of learning My school connects learning to real world experiences My school provides interventions and support to struggling students My student demonstrates the following college and career readiness skills My school provides clean and well-maintained facilities and properties My school creates a welcoming and safe environment for students and families in our community My school is an inviting place for students to learn My school encourages active partnerships between school and family My school keeps me well informed of school activities and events AUHSD schools assure students feels connected to staff and/or school What school activities do you feel increase a student's connectedness to school? How do AUHSD schools encourage school connectedness? I have partnered with the Anderson Union High School District by doing the following I volunteered in the following ways: What communication format do you prefer? The overall feedback of the survey was positive. A majority of the respondents were parents and students, which are valuable stakeholders at AUHSD. Below are key learnings from the survey College and Career Readiness are most important/meaningful programs to student success at AUHSD 85% of respondents (a score of 3, 4, or 5) believes their school promotes a culture of academic and career preparation excellence 82% of respondents (a score of 3, 4, or 5) believes their school offers a rigorous course of study that includes enrichment opportunities and elective offerings 80% of respondents (a score of 3, 4, or 5) believes technology used in the classroom is improving the quality of learning 71% of respondents (a score of 3, 4, or 5) believes their school connects learning to real world experiences 78% of respondents (a score of 3, 4, or 5) believes their school provides interventions and support to struggling students 82% of respondents (a score of 3, 4, or 5) believes their school provides clean and well-maintained facilities and properties 80% of respondents (a score of 3, 4, or 5) believes their school creates a welcoming and safe environment for students and families in our community 80% of respondents (a score of 3, 4, or 5) believes their school is an inviting place for students to learn 80% of respondents (a score of 3, 4, or 5) believes their school encourages active partnerships between school and family 73% of respondents (a score of 3, 4, or 5) believes their school keeps them well informed of school activities and events 73% of respondents (a score of 3, 4, or 5) believes AUHSD schools assure students feels connected to staff and/or school Through the analysis of data, several key learnings, identified needs, & areas of strength have emerged from the Local Climate survey. These insights are vital to our ongoing efforts to enhance student success. One of the most significant findings is the importance and impact of programs focused on College and Career Readiness, which have been identified as the most meaningful to student success. This underscores the need for continued investment and development in these areas to prepare students effectively for their futures. Data reveals that 85% of respondents believe that their school promotes a culture of academic and career preparation excellence, highlighting a strong commitment to these priorities within our schools. Additionally, 82% of respondents feel that their school offers a rigorous course of study, including enrichment opportunities and elective offerings, demonstrating a robust academic framework that supports diverse learning needs and interests. Technology in the classroom is perceived positively by 80% of respondents, who believe it enhances the quality of learning. This points to the successful integration of digital tools in the educational process and suggests a need for ongoing technological advancements and training for both students and staff. While 71% of respondents recognize the connection between learning and real-world experiences, there is room for improvement in further bridging this gap. This could involve expanding partnerships with local businesses and community organizations to provide more practical, hands-on learning opportunities. Support for struggling students is seen as adequate by 78% of respondents, indicating effective intervention programs, though continuous assessment and enhancement of these supports are essential to meet all student needs. The up-keep of school facilities is rated positively by 82% of respondents, reflecting the district's commitment to providing clean and well-maintained environments. Similarly, 80% of respondents feel that the school creates a welcoming and safe environment, and that the school is an inviting place for learning. This suggests strong efforts in fostering a positive and secure atmosphere for students and families. Active partnerships between school and family are encouraged, as evidenced by 80% of respondents, while 73% believe they are well informed of school activities and events. Additionally, 73% feel that AUHSD schools ensure students feel connected to staff and school, showing effective communication and relation practices, though further efforts could enhance these connections. In summary, AUHSD shows significant strengths in promoting academic and career excellence, rigorous and enriched course offerings, technological integration, and keeping welcoming and well-maintained facilities. Areas noted for further development: firming real-world learning connections, enhancing support for struggling students, & improving communication and connections school wide Based on the analysis of local data and the identification of key learnings, Anderson Union High School District recognizes the need to make several adjustments to existing plans, policies, and procedures to enhance college and career readiness, which is deemed the most important program for student success. Given the high percentage of positive responses regarding the school culture, rigorous coursework, and technology use, AUHSD will focus on the following areas to ensure continuous improvement. First, while 71% of respondents believe that the school connects learning to real-world experiences, AUHSD aims to increase this percentage by integrating more learning opportunities, especially within Career and Technical Education. This will involve expanding partnerships with local businesses, community colleges, and other relevant partners. By doing so, students will have more tangible connections between their academic studies and potential career paths. Second, to address the 78% of respondents who feel the school provides sufficient interventions and support to struggling students, AUHSD plans to enhance its support systems. This includes implementing targeted tutoring programs, increasing access to counseling services, and utilizing data-driven approaches to identify and assist students in need of additional help. Furthermore, recognizing that 73% of respondents believe the schools keep them well-informed of activities and events, AUHSD will seek to improve its communication strategies. The district will leverage various communication platforms, including social media, newsletters, and school websites, to ensure timely and comprehensive dissemination of information to all stakeholders. This will help in keeping families engaged and informed about school activities, events, and important updates. Finally, while 80% of respondents believe that the school encourages active partnerships between school and family, AUHSD will further this by organizing more family engagement events, workshops, and opportunities for parents to participate in school governance. This will help build stronger school-family partnerships and ensure that the voices of all families are heard and considered in decision-making processes. Through these revisions and actions, AUHSD is dedicated to continuous improvement, aiming to provide an environment that promotes academic excellence, prepares students for college and career success, and fosters a strong, supportive community for all students and families. Met 2024-06-18 2024 45698564530333 Anderson New Technology High 6 "We draw students from as far north as Shasta Lake and northern Tehama County to the south, with 59% of our student population within the Anderson Union High School District. 63% of our current student population qualifies for free and reduced lunch. Although most of our students identify as Caucasian (84%), our other student populations are Hispanic or Latino, American Indian or Alaskan Native, and Asian Pacific Islanders. Due to our small enrollment, much of the student group population is suppressed, so the information is not personally identifiable. We have not received our responses from this year's CHKS. We do have our students reflect once a semester on their attainment of professional or ""soft skills"", as well as the WASC Student Survey." 86.8% of students agree or strongly agree that their teachers provide a welcoming environment for them to learn, less than 4.8% disagreed, and 0.0% strongly disagreed. 68.6% of students agree or strongly agree that their teachers try to get to know them, while 2.4% and 1.2% disagree or strongly disagree with that statement. 90.4% of students agree or strongly agree that their teachers set high standards for the quality of work they expect. 79.5% of students agree or strongly agree that their teachers provide extra help and feedback or support when needed. 82% of students agree or strongly agree that they are treated respectfully and equitably in their classes, while only 1.2% disagreed and 0.0% strongly disagreed. As part of our WASC Self-Study, we identified a school-wide action plan to create a systematic plan to integrate new, mid-year, and homeschool students into our school culture and retain them over the course of four years. Met 2024-06-18 2024 45698720000000 Bella Vista Elementary 6 There is not enough characters to provide all of the survey data in this section. For the full results, please visit the school office for details. 1. DATA: The Capturing Kids Hearts Surveys were administered to parents, staff and students. The data is as follows: 2023-2024 ADMINISTRATOR SURVEY RESULTS Following are the target scores and campus scores for the administrator survey: Average score for IMPLEMENTATION of the program Campus Score 4.5 Baseline 4 1. I greet staff and students with a smile and positive tone as they enter the building, attend a meeting (in person or online) or when walk the hallways. Campus Score 5 Baseline 4.9 2. I plan for and use Engage activities to allow for connection and to build relational capacity between campus staff and students. Campus Score 5 Baseline 3.5 3. Students are empowered to assist in classroom and/or campus greetings. Campus Score 4.5 Baseline 3.7 4. I (or designee) start each staff and faculty meeting by asking individuals to share “good things” and use follow-up questions. Campus Score 5 Baseline 4.6 5. I have a process to assess and follow-up on the needs of campus staff. Campus Score 3.5 Baseline 4 6. Campus staff are empowered to lead Good Things, ask follow-up questions, and lead celebrations. Campus Score 5 Baseline 3.7 7. I express care and interest to campus staff by planning and providing activities for recognition and affirmation throughout the campus. Campus Score 4.5 Baseline 4.1 8. I address conflict quickly to resolve differences and use the Social Contract when appropriate. Campus Score 4.5 Baseline 4.2 9. I communicate expectations and hold campus staff accountable for the implementation of CKH Processes. Campus Score 4.5 Baseline 4.6 10. Students and staff are empowered to give verbal and/or written affirmations to other students and staff across campus. Campus Score 4.5 Baseline 3.7 11.Campus staff and I have developed and posted a staff Social Contract, and I seek feedback concerning how we are abiding by it. Campus Score 5 Baseline 4 12. I empower the Process Champions (or CKH Leadership Team) to serve and support the implementation of Capturing Kids Hearts. Campus Score 4 Baseline 4 13. The campus leadership team utilizes the CKH Discipline Model for students to behave back into their classrooms. Campus Score 4 Baseline 3.8 14. Across our campus, I observe students empowered to serve as Social Contract Raters and Class Ambassadors introducing visitors to Social Contracts and explaining their purpose. Campus Score 3.5 Baseline 3.7 15. I use Launches or short motivational messages to end and send at the conclusion of meetings and activities. Campus Score 5 Baseline 4.4 16. I empower campus staff to end meetings and activities with Launches. Campus Score 5 Baseline 3.7 Overall, parents, staff and elementary school students are pleased with the climate and culture at the school site. The Social Contract needs to be revisited by the staff for both the elementary and middle school. The middle school students show a need for the middle school staff to use the program with fidelity. The is much needed growth across the middle school. The leadership survey indicates that the program is consistently modeled and used schoolwide. Parents are especially please with the positive school culture. The LEA has determined that professional development in the area of CKH for new staff and a refresher training opportunity for current staff is essential to ensure that the middle school staff is using the program with fidelity and that the social contract is being revisited across campus. Met STAFF CULTURE & CLIMATE SURVEY RESULTS AVERAGE score for all Culture and Climate (Teacher and Support Staff) Survey Statements/Questions Campus Score 5 Baseline 4.5 Our campus leadership team demonstrates professional respect for all staff. Campus Score 5 2024-06-14 2024 45698800000000 Black Butte Union Elementary 6 Staff surveys indicated the following: Overall the staff believed that the district has made progress in providing professional learning for teacher the academic standards and curriculum frameworks. Staff believe that the district has English Learner and English language arts curriculum aligned to the state standards. They would like to see new curriculum in math, science and social studies. Staff believe that the district has implemented policies and programs to support staff with the academic standards. Staff would like to see the following academic standards implemented better by the district: Career Technical Education, health, and world language. They believed physical education and visual/performing arts was being implemented. Students stated the strength of the school are: Outdoor facilities, the food, the classrooms, their teachers, the office staff, student council, cameras, safety, gym, athletic program, staff are kind to students, the library, the playground, summer school, the trees that surround the campus, the black top, kind students, staff are supportive and the facilities are nice. Students indicated the following need to be improved: reduce bullying, explain math concepts better, change in desk arrangements, the girl's bathroom sink needs to be repaired, the 4th and 5th grade playground, and the field and the basketball court needs to be repaired. Parents briefly described the school’s current strengths in seeking parent input and decision making. Several parents stated they were unaware of any of these opportunities. Some parents stated letters home, phone calls and meetings. Parents stated a focus area for improvement for seeking parent input for decision making. Information should be posted on the website/bulletin. Information should be provided on voicemail. Please advertise the board meetings and encourage parent involvement. Parents believed the school was actively supporting families of poverty, Students with Disabilities, foster youth or English Learners in seeking input for decision making. School’s progress in building trusting and respectful relationships with families- 33% stated that it needs improvement, 33% stated that it is good but there is still room for growth. 33%stated that it is exceptional. The school's progress in creating welcoming environments for all families in the community-33% said that it was good but there was still room for growth 66% stated that is exceptional. The school's progress to learn about each family's strengths, cultures, languages, and goals for their children. 33% stated some but needs improvement. 33% stated good but there is still room for growth and 33% rated it exceptional. The school's progress in how well we engage in 2-way communication between families and staff members using language that is understandable and accessible to families. 33% stated some but needs improvement. 33% stated good but there is still room for growth and 33% rated it exceptional. Parents are pleased at the education their students are receiving and appreciate the staff's commitment and care in educating their student(s). A large percentage of students believe that students are not well-behaved. Staff believe that students are not putting forth their best efforts behaviorally and academically. Staff, parents and students believes school bullying can be reduced through conflict management, creating self-contained classrooms at the middle school, and implementing a schoolwide Leader in Me framework at the middle school. Facilities will be repaired this summer based on student feedback. Based on the survey results, we will continue to feel safe and less bullied at school. Through the continuation of restorative practices, Capturing Kids Hearts, and Positive Behavior Intervention and Supports. We will implement Leader in Me at the middle school. Met 2024-06-20 2024 45699140000000 Cascade Union Elementary 6 Staff, parent and student data is collected each year and the results are presented to the Governing Board. The data informs the actions within the LCAP. The staff rated the following areas: The facility where I work is well maintained. 17.6% Always 47.1% Most of the Time 31.4% Some of the Time 3.9% Never Staff safety is a priority in our District. 29.4% Always 35.3% Most of the Time 27.5% Some of the Time 7.8% Never Student safety is a priority. 39.2% Always 35.3% Most of the Time 21.6% Some of the Time 2% Never 2% unsure/not applicable I am valued by school/department staff. 25.5% Always 35.3% Most of the Time 27.5% Some of the Time 11.8% Never I am respected by the students. 13.7% Always 49% Most of the Time 31.4% Some of the Time 2% Never 3.9% unsure/not applicable Students know and follow the behavior expectations 0% Always 35.3% Most of the Time 54.9% Some of the Time 3.9% Never 5.9% Unsure/not applicable We provide outstanding customer service to our parents/families. 25.5% Always 47.1% Most of the Time 23.5% Some of the Time 2% Never 2% Unsure Students respect their teachers at school. 3.9% Strongly agree 19.6% Agree 41.2% Neutral 17.6% Disagree 3.9% Strongly disagree 13.7% unsure/not applicable I have high expectations of all students. 51% Strongly agree 31.4% Agree 9.8% Neutral 0% Disagree 0% Strongly disagree 7.8% unsure/not applicable Students in this school respect each other's differences (for example: disability, race, Culture, etc.) 5.9%Strongly agree 33.3% Agree 21.6% Neutral 29.4% Disagree 2% Strongly disagree 7.8% unsure/not applicable THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. The administration in the Cascade School District has received a plethora of positive feedback, highlighting their dedication, communication skills, and supportive nature. Staff members express feeling valued and appreciated, with administrators like Mrs. Ross, Mrs. Maki and Mrs. Norris are being commended for their professionalism and encouragement. Mrs. Norris, in particular, stands out for her unwavering commitment, even amidst challenging circumstances, and her efforts to foster a positive work environment through gestures like providing treats and rewards. Both administrators, such as Mrs. Ross and Mrs. McNeely, are noted for their growth and willingness to support students with diverse needs. Overall, the administration is praised for their clarity, organization, and positivity, with their actions reflecting a genuine care for both staff and students. Weekly meetings and bulletins further contribute to a cohesive and informed work environment. The Cascade School District administration has been highlighted for areas in need of improvement, particularly in communication, follow-through, and addressing behavioral issues. Staff members express concerns about feeling unsupported and unheard, citing instances where their input is disregarded and disciplinary matters are mishandled. Additionally, concerns about ineffective communication channels, dismissive attitudes towards staff input, and a lack of accountability in addressing behavioral issues among students have been raised. Suggestions for improvement include enhancing communication and implementing meaningful consequences for behavioral incidents. There's a call for greater teamwork, clearer communication channels, and a more proactive approach to addressing staff concerns. Using the local data, the district is committed to improve communication and review Positive Behavior Intervention Supports with staff to ensure behaviors are addressed. Knowing that it takes the entire school staff to implement PBIS and classroom management, this will be an on going process to refine our systems at each school site. Met My school administrator is present and visible on campus. 45.1% Strongly agree 37.3% Agree 13.7% Neutral 3.9% Disagree 0% Strongly disagree School administrators give me useful feedback on my work. 29.4% Strongly agree 37.3% Agree 13.7% Neutral 9.8% Disa 2024-06-13 2024 45699140135624 Tree of Life International Charter 6 In 2023-24 we did a TLC staff climate survey to get teacher and staff input on school climate, attitudes of students and parents, administrator effectiveness and support in which 25 teachers/staff participated. A high % of staff believe that the school has high expectations for all students, that students take pride in their school and students care about learning, but they also state that a great deal of time is spent on dealing with student's social and emotional needs (72%) Teachers stated that they have the tools they need to do their jobs, that they enjoy coming to work and that they are satisfied with opportunities for professional growth, but 60% agreed that some students at the school cannot be motivated to do the work. 92% said they are proud to tell others they work at this school (2 were unsure). Teachers report they feel respected as educators, work well together, have enough autonomy over their classroom and feel respected by parents. 28% of teachers state that students tease and insult one another frequently. Teachers report that adults develop strong relationships with students, take time to talk with students about personal concerns, and that parents are made to feel welcome and are actively involved in the school. About half (52%) state that parents care about how well their child does at school. 84-96% of teachers state that Admin recognizes staff for a job well done, follows through on commitments and encourages creativity and leadership among the staff. 72% state admin involves teachers in decision making and problem solving. Student data was collected informally through participation and achievement. Students in grades 6-8 were recognized each trimester for making the honor roll and this motivated students to keep their grades high. 4 graduating 8th graders received the honor cord for maintaining high grades all year. Many students participated in sports, several even 3 or 4, which requires keeping grades to C or better. 12 MS students participated in the first Toluca exchange program, traveling to Mexico and staying with host families and attending school for 2 weeks. Students participated in visual and performing arts electives and performed at concerts druing the year in band, drama, strings, choir and dance. There was much excitement among students in the personal finance class who participated in planning for and building a chicken coop in order to begin an egg business in 2024-25. Identified needs: 60% of respondents state that school admin has a clearly communicated method for sharing feedback and ideas for improvement. 32% state they are unsure. The good news is that 88% say they feel comfortable sharing feedback, we just need a more clearly communicated system in place. Only about half of the staff believes that parents care about how well their child does at school. 28% state that students tease and insult one another. This is a problem in a school where love is our first language. Improved communication with staff on events, less changes, more time to plan ahead. While special events and celebrations are valued, they need to be better communicated and planned for in advance. First we will meet with leadership groups: TLC Board, Vision team, DELAC, Amigos, and discuss these areas of identified need and get input on ways to improve, then set an action plan in place that includes writing SMART goals for each area of identified need and data collection throughout the school year. Met 2024-06-11 2024 45699220000000 Castle Rock Union Elementary 6 A CRES Student Climate Survey was conducted in April 2024 by our 4th-8th grade students. All students were provided the link to complete the survey in class, however, only 65% of students completed the survey. In our 4th and 5th grade class 6 our of 9 students completed the survey and in our middle school class 11 out of 17 students completed the survey. A few highlights of the student survey a large majority of the student that completed the survey agree that they like school, feel they do well in school, the school has clear rules for behavior, teachers and staff treat them with respect, good behavior is recognized, they feel safe at school, there is an adult at school they can talk to if they need help, and that the behavior in class allows their teacher to teach. The completed student surveys did show that CRES had a few areas of possible need. The survey showed that 22% somewhat disagreed with the statements that they feel CRES has high standards for achievement and 29% somewhat disagreed with the statement that students treat each other well. Even though the majority agreed with the two statements, the statements had the highest number of students that somewhat or strongly disagreed of all of the questions on the survey. Overall the survey indicated that students attending Castle Rock Union Elementary School District feel safe, enjoy school, feel safe at school, and feel the school has teachers and staff that respect them. The two areas that a small percentage reported that they somewhat disagreed that CRUESD has high standards for achievement and that students treat each other well. CRUESD is implementing Second Step SEL instruction and has begun training staff on Capturing Kids Hearts that supports building relationships. CRUESD will also be moving forward with training on PLC's and how to use data to better inform instruction within the classroom. Met 2024-06-12 2024 45699480000000 Columbia Elementary 6 THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. District Results for Parent Surveys 98.98% of parents agreed or strongly agreed that their child had a positive relationship with 1 or more adults on campus. 98.94% of parents agreed or strongly agreed Columbia ESD is a positive learning environment for their student(s). 98% of parents agreed or strongly agreed that they are satisfied with the communication between school and home. 97% of parents agreed or strongly agreed that effective two-way communication is occurring between the teachers and parents. 100% of parents agreed or strongly agreed that communication, emails and phone calls with teachers and office staff are responded to within 36 hours with the exception of weekends and holidays. 98% of parents agreed or strongly agreed that their child feels safe at school. 4 total responses to this question- 4 out of 4 of parents stated that their child has experienced unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 100% reported the incident to the school. Of those parents that responded that their child did experience unprovoked, repeated and aggressive actions done with the intent to do physical or emotional harm to him/her. 50% stated the incident was handled properly by school administration 98% of parents agreed or strongly agreed they are satisfied with their student's educational progress. 82.5% of parents agreed or strongly agreed they are satisfied with the after school CARE program. 99% of parents agreed or strongly agreed they are satisfied with the timeliness of grade reporting. 98% of parents agreed or strongly agreed they are satisfied with how the school facilities are maintained. The overall results for the elementary and middle school surveys indicated that a majority of parents were pleased with the quality of education their child received and the overall culture of the district. A significant amount of the comments from parents were positive with a few areas for growth. Changes to plan include focusing on only one goal- The mission of the District. This allows significant reduction in the length and duplication of the LCAP to make it more accessible and easier to understand for community partners. Additionally, it focuses the services and programs on those that increase or improve student outcomes while making accountability less burdensome. The district is still able to address each of the required state metrics by using a single goal. Met 2024-06-21 2024 45699480134122 Redding School of the Arts 6 RSA utilized multiple local surveys of educational partners for input about school climate. In 2023-24, we surveyed students in grades 4-8 (255 responses out of 257 students), students in grades 9-11 (46 responses out of 52 students), all school families (192 responses out of 393 families), and teachers (25 responses out of 34 teachers). Survey data was analyzed for trends regarding school climate including school safety, connectedness and emotional support. Based on analysis from all survey data, students, parents and staff all feel safe at school. Student data also reveals that overall, the students feel connected to at least one adult on campus that they can talk to about personal issues. Students also expressed a belief that their teachers care about them (78.8% favorable) and want them to do well (85.9% favorable). Over the past two years, teachers in the primary grades have consistently communicated their observation of increased behavioral challenges in the classroom. This was confirmed from data in survey responses from Staff, Student and Parent Surveys. Based on this analysis, RSA is implementing an intentional, multi-tiered system of support to facilitate high functioning learning environments for all students. Roughly half of all professional development for the coming years will be focused on creating an inclusive and effective learning environment for all students. Through intentional tier 1 strategies, we will foster strong relationships and a sense of teamwork in every classroom. Persistent behavioral challenges will be addressed with a system of support for our teachers and classroom paraprofessionals that will give them access to a behavioral support team that will strategize tier 2 supports that they can implement in their classrooms, and if needed, tier 3 supports for exceptional situations. Met 2024-06-13 2024 45699480139543 Shasta View Academy 6 1. DATA SVA developed surveys for parents, students in grades 5-8, students in high school, and staff. Surveys completed in the spring of 2024 included questions that were specifically designed and tailored to the uniqueness of our school program and student population. Additionally, feedback was gathered throughout the year through daily interactions with families, the school’s Advisory Council, the Board of Directors, and parent meetings. Parents: 156 parents completed the survey. Overall, they are very pleased with all aspects of the SVA program. They believe SVA promotes academic achievement for all students, provides access to a wide variety of courses and curriculum, enjoy working with SVA Teachers and staff, believe their children are safe when visiting the school sites, and would recommend SVA to others. In the 24-25 school year, parents would like to have in person speech and language services in all areas of service, more school events, an increase in robotics opportunities, art supplies, continued funding for Enrichment Partner opportunities, more field trips, and transportation to some school trips. Students: 123 students responded to the survey and reported that they enjoy working with their SVA Teacher, are proud of their academic progress, are very satisfied with the curriculum and program options, feel safe when visiting a resource center, and would recommend the school to friends. High school students reported that they so not like SVA’s i-Ready assessments. In the 24-25 school year they would like the opportunity to participate in high school sports, more high school activities, in person class opportunities, robotics classes, and extracurricular opportunities. Staff: 31 staff members completed the survey. They reported that they enjoy working at SVA, are satisfied with the salary and benefits, feel supported by the school administration, and have opportunities for professional development. 2. MEANING SVA’s local survey data and information gathered through consistent communication with staff and families indicate that SVA is doing an excellent job supporting our parents, students, and staff. Our educational partners think that the school is safe, dedicated to academic progress, supports strong connections, and offers a positive school climate. Parents appreciate that the school offers curriculum choice, academic instruction and intervention opportunities, field trips, and extracurricular opportunities. They report that these activities are critical to student success and a positive school experience and they play a part in the school’s popularity and reputation. 3. USE SVA used data gathered to complete the school’s LCAP goals and action items for the 24-25 school year. The school’s goals remained the same and the following actions we added: Improved interventions and curriculum for students working below grade level in math. Robotics kits and instruction for students in the Intermountain and Alturas areas of service. CIF membership and the implementation of a high school sports program. SVA Natural Resource CTE Pathway development and expansion. Met 2024-06-13 2024 45699480141580 Phoenix Charter Academy College View 6 For academic year 2023/2024, 131 students in grades 4-12 responded I utilize academic supports at Phoenix Charter Academy College View (onsite tutoring, skills classes, remedial courses, CPS tutoring) - 36.6% I am organized and prepared for school everyday - 79% I understand clearly what is expected of me in the classroom and/or at home - 86% I enjoy going to school - 40% I believe I am safe at school - 72% My school is usually neat and clean -66% I feel close to people in this school -55% Adults at this school encourage me to work hard so I an be successful in college or at the job I choose - 70% Phoenix Charter Academy College View provides opportunities for my parents to get involved - 47% Teachers at this school communicate with parents about what students are expected to learn in class - 63% Phoenix Charter Academy College View has adequate systems and supports to help me succeed academically - 66% For academic year 2023/2024, 48 parents responded Phoenix Charter Academy College View prepares my student to meet or exceed the state standards - 90% Phoenix Charter Academy College View has adequate systems and supports to help my child succeed academically - 91% My student uses academic supports at Phoenix Charter Academy College View (onsite tutoring, skills classes, remedial courses, CPS tutoring) - 90% I understand clearly what is expected of me in the classroom and/or at home - 93% My child enjoys going to school - 68% I believe my child is safe at school - 89% The school enforces school rules equally for my child and all students - 71% Phoenix Charter Academy College View encourages me to be an active partner with the school in educating my child - 91% Parents feel welcome to participate at this school -77% School staff treat parents with respect and take parent concerns seriously - 93% This school keeps me well-informed about school activities - 83% The key learnings are that students and their parents for the most part feel safe at PCACV . There is a big disconnect between what the parents feel about certain aspects of the school and what their children feel with the parents responding overwhelmingly positive. The students however do not feel connected and they do not enjoy going to school. The staff has already implemented strategies to aim to increase the feelings of connectedness such as implementing Capturing Kids Hearts and completing SEL lessons once per week in the classrooms. The school will continue to prioritize school climate. Met 2024-06-11 2024 45699550000000 Cottonwood Union Elementary 6 THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. Staff, parent and student data is collected each year and the results are presented to the Governing Board. The data informs the actions within the LCAP. The sense of community and collaboration among staff members stand out as the most appreciated aspects of the school. Teachers and administrators alike are praised for their positivity, supportiveness, and dedication to the well-being of the students. The camaraderie among the staff is highlighted, with an absence of negativity or gossip contributing to a happy and welcoming environment. Additionally, the focus on student welfare and the ability to work as a cohesive team to address challenges and improve teaching techniques are noted as strengths. Overall, the strong sense of community and the supportive, collaborative atmosphere make Cottonwood School District a beloved place for both staff and students. Several areas for improvement have been identified by the community. Consistency in behavior expectations and morning supervision is a priority, with concerns raised about unsupervised students and unclear communication regarding procedures. Additionally, there are requests for physical improvements such as revamping the quad area and fixing specific facilities like Room 106's door. Suggestions to boost morale among classified staff include implementing recognition programs like Bean drinks for attendance or raffles based on attendance. Furthermore, enhancing the visual appeal of the campus with more colorful elements is desired to create a vibrant elementary school environment. Lastly, while behavior management has seen improvements, there's still a need for support with more challenging students. Overall, the school community looks forward to continued progress with support from administration and staff collaboration. Students appreciate the following about their school; From recess to lunch, from teachers to friends, there's a wide range of positive aspects mentioned. Students indicated the following need to be improved: Bullying: Several responses indicate a concern about bullying and the need to address it. School Food: There are mentions of dissatisfaction with the quality or variety of the food provided at the school. Recess Time and Activities: Some students express a desire for more recess time or additional activities during recess, such as more equipment or organized games. Respect and Behavior: A few responses highlight the importance of respect and improving behavior among students, including showing respect to staff members like janitors. Physical Environment: Suggestions for improvements include maintaining playground equipment, providing more air for recess balls, and improving bathroom facilities. Social Environment: Some students wanted more opportunities to make friends . The overall results for the elementary and middle school surveys indicated that a majority of parents were pleased with the quality of education their child received and the overall culture of the district. A significant amount of the comments from parents were positive with a few areas for growth. Changes to plan include focusing on only one goal- The mission of the District. This allows significant reduction in the length and duplication of the LCAP to make it more accessible and easier to understand for community partners. Additionally, it focuses the services and programs on those that increase or improve student outcomes while making accountability less burdensome. The district is still able to address each of the required state metrics by using a single goal. Met We continue to work on different ways of communicating to families. We also work to provide a safe and inclusive learning environment. Although we have had to make many cuts in staffing due to the state budget concerns, we have been able to retain a vice 2024-06-26 2024 45699550121640 Cottonwood Creek Charter 6 Cottonwood Creek Charter School administers an annual Healthy Kids School Climate Survey to all students in 4th-8th grades. Overall, Cottonwood Creek students have a sense of belonging at school; they feel safe at school; and there is not a sense of a bullying problem at school. For example, over 84% of junior-high students say they are happy to be at Cottonwood Creek; over 90% of junior-high students feel they are treated fairly by their teachers; over 90% of junior-high students feel safe at school; and over 80% of junior-high school say they have not been made fun of due to their race, ethnicity, religion, gender, or physical disability. One of of the concern areas for school staff with regard to the survey data is the amount of time students are spending on social media. 30% of all junior-high students report that they spend 3 or more hours a day on social media. Met 2024-06-17 2024 45699710000000 Enterprise Elementary 6 "Overall, students' responses are positive in terms of school safety and connectedness. 78% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safety but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that staff care about them and would help them if they reported bullying." Some of the barriers this year may be related to rebounding from the pandemic, knowing they can come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines. "For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts and using Second Step for social/emotional learning. The district will maintain previous offerings of students' sports and activities to increase engagement." Met 2024-06-12 2024 45699710135848 Redding Collegiate Academy 6 "Overall, RCA students' and other EESD students responses are positive in terms of school safety and connectedness. 73% of students answered ""yes"" or ""most of the time"" to the question, ""I like my school."" 96% of students answered ""yes"" or ""mostly"" to the question, ""My school helps me know what to do in an emergency."" The results indicate strengths in feeling safe but also a need to continue to foster nurturing staff-student relationships. We would like to see more students feel that staff care about them and would help them if they reported bullying." Some of the barriers this year may be related to rebounding from the pandemic, knowing they can come to school regularly, but there was an increase in student responses about feeling connected to school and activities due to the release of health guidelines. "For purposes of improvements, the district is investing in staff development for goal-setting with Franklin Covey’s “7 Habits of Highly Effective People” and the ""Leader In Me."" We are also training new teachers in Capturing Kids' Hearts and using Second Step for social/emotional learning. RCA will maintain previous offerings of students' sports and activities to increase engagement." Met 2024-06-12 2024 45699890000000 Fall River Joint Unified 6 According to the FRJUSD 2023-2024 Healthy Kids Survey Main Report, School Engagement and Supports results that 41% of seventh graders, 35% of ninth graders, and 62% of eleventh graders agree there is an adult that cares about them, and an average of 56% feel that adults have high expectations, and 52% are motivated to do their best in school. An average across the three grades of 59% showed students were satisfied or very satisfied with life. Looking at the same survey, students' perceived safety at school reveals that 65% of students feel safe at school. These are areas of strength in the distict. Areas of concern include substance abuse: While the seventh graders showed single-digit percentage responses, those increased dramatically in the ninth grade and droped slightly by the eleventh grade. Vaping is definitly on the rise. The district has made school climate an overall priority and has had presentations start at the elementary school. Vape sensors are installed in high school bathrooms. The LEA has implemented ALICE training, further ensuring school safety. An intercom system has been installed at all school sites that will enable the district's safety protocols to be the same throughout the district. Safety training is continuing and each site participates in ALICE and evacuation drills. A new survey will be conducted during the 2025-2026 school year to update current data. Met 2024-06-26 2024 45699970000000 French Gulch-Whiskeytown Elementary 6 French Gulch Whiskeytown used school surveys that French Gulch created for students. Students were asked if they felt safe, had connections with staff or another adult at the school, if they felt bullying was a problem, if the school was clean, if they could talk to their teacher about problems, if the lunches were good or needed improvement, and for any comments about school. Students felt sage, thought bullying was a minor problem, occasional, the school was clean, but the bathrooms felt old and outdated, the lunches were good, and that they could talk to at least one adult at the school if they needed. They liked the extra-curricular classes, Spanish and Ceramics. They wanted more sports available. French Gulch Whiskeytown will look at the student bathrooms to see if we can update them or make them more presentable to students. The school will continue to have extra curricular classes. The school will provide classes on emotions and social behavior along with implementing the Leader in Me curriculum this coming year to address any bullying that might be occuring. Not Met For Two or More Years 2024 45700030000000 Grant Elementary 6 The Grant Elementary School District classified, certificated and administration staff participated in a survey that addressed the eight state priorities. They prioritized the following areas with 1 being the highest priority in each of the 8 state priorities: Staff prioritized the following: STATE PRIORITY 1: BASIC SERVICES-Teacher recruitment, selection and support STATE PRIORITY 2: IMPLEMENTATION OF COMMON CORE STRATEGIES-Academic Supports for Students (e.g. before/after-school tutoring, an intervention class) STATE PRIORITY 3: PARENTAL INVOLVEMENT-Academic Student Study Teams (SST Team, tools for families to support students learning at home) STATE PRIORITY 4: STUDENT ACHIEVEMENT- Stronger academic supports for students (e.g. tutoring) STATE PRIORITY 5: STUDENT ENGAGEMENT- Academic supports that meet individual student needs STATE PRIORITY 6: SCHOOL CLIMATE- Social and Emotional Learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) STATE PRIORITY 7: COURSE ACCESS- Access to specialized programs (e.g. enrichment classes, intervention support) STATE PRIORITY 8: OTHER STUDENT OUTCOMES- Increasing outcomes through professional learning for English Language Arts and English Language Development STATE PRIORITY 1: BASIC SERVICES-Teacher recruitment, selection and support STATE PRIORITY 2: IMPLEMENTATION OF COMMON CORE STRATEGIES- Academic supports STATE PRIORITY 3: PARENTAL INVOLVEMENT- School family communication STATE PRIORITY 4: STUDENT ACHIEVEMENT-Stronger academic programs (e.g. what your child learns during the school day) STATE PRIORITY 5: STUDENT ENGAGEMENT- Academic supports that meet individual student needs (e.g. differentiated instruction) STATE PRIORITY 6: SCHOOL CLIMATE- Social and Emotional Learning (recognizing and managing emotions, caring about others, making good decisions and developing positive relationships) STATE PRIORITY 7: COURSE ACCESS- Access to specialized programs (e.g. enrichment classes, intervention support) STATE PRIORITY 8: OTHER STUDENT OUTCOMES- Increasing outcomes through professional learning for student in the area of math Students who took the survey expressed the need to add more electives such as art and music. Overall, they felt safe and believed the campus was clean and in good repair. We identified the need to improve the Social Emotional Learning and Behavior expectations that are consistent across all grade levels while connecting to the home environment. We believe that having consistent terminology and expectations will improve the overall school climate and academic success. We will implement districtwide Social Emotional Learning program and develop Positive Behavior Interventions System matrix. Staff will be provided professional learning in Leader in Me and students will be provided curriculum to support academic and social development. Met 2024-06-20 2024 45700110000000 Happy Valley Union Elementary 6 THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. Staff, parent and student data is collected each year and the results are presented to the Governing Board. The data informs the actions within the LCAP. Staff Survey Results 27 staff members responded to the survey. The ratings were 1 strongly disagree to 5 strongly agree. The school's schedule allows for adequate time for teacher collaboration. 29.6% strongly disagree or disagree 44.4% neutral 25.9% agree or strongly agree. The school's schedule allows adequate time for teacher preparation and planning. 44.4% strongly disagree or disagree 33.3% neutral 22.2% agree or strongly agree. Students at this school learn ways to manage time. 44.4% strongly disagree or disagree 29.6% neutral 25.9% agree or strongly agree. The school environment is clean and in good condition. 22.2% strongly disagree or disagree 22.2% neutral 55.6% agree or strongly agree. I take pride in the appearance of the school. 11.1% strongly disagree or disagree 18.5% neutral 70.4% agree or strongly agree. I feel safe outside on the school grounds. 11.5% strongly disagree or disagree 0% neutral 88.4% agree or strongly agree. I feel safe in the hallways and bathrooms.3.8% strongly disagree or disagree 0% neutral 96.1% agree or strongly agree. I feel safe in the classrooms. 3.8% strongly disagree or disagree 7.7% neutral 88.5% agree or strongly agree. Students are safe at this school. 7.4% strongly disagree or disagree 22.2% neutral 70.4% agree or strongly agree. In this school, we teach ways to resolve disagreements so that everyone can be satisfied with the outcomes. 33.3% strongly disagree or disagree 22.2% neutral 44.4% agree or strongly agree. Students at this school are well-behaved. 48.1% strongly disagree or disagree 40.7% neutral 11.1% agree or strongly agree. The comments express a variety of concerns and suggestions regarding Happy Valley Elementary School: Strong leadership is praised for effective management and discipline. Teaching staff express the need for protected prep periods, citing burnout and stress from constant interruptions. There's a call for reduced commitments outside the classroom to allow for more focused teaching. Clear and consistent communication is desired among staff. Safety drills and precautions for during and after-school programs are highlighted as essential, with concerns raised about inadequate procedures. Suggestions include implementing more minimum days for meetings and prep time, providing more aides to assist with behavior management, and hiring additional staff who genuinely care for students and the community. Overall, there's a sentiment of burnout among staff. The comments regarding cleaning and maintenance at Happy Valley Elementary School suggest a need for improvement in several areas: Concerns are raised about cleanliness We recognize the change in administration, this year, has been tough year for students, staff and parents. Areas of strength include strong community support, a safe school environment, and There is a need to increase academic outcomes, communication between staff and administration and staff and parents. The Interim Superintendent reduced the number of initiatives that were in place in order to have the staff focus on academic achievement. A new superintendent will use the LCAP and the results of these surveys to guide the district going forward. Communication and student achievement will be a focus for our staff next year. Met Student Survey Results 70 students took the survey. Which of the following do adults at your school most value? 38.6% students who do well academically 28.6% students who care about other students 8.6% students who are good athletes 24.2% other reasons I 2024-06-28 2024 45700290000000 Igo, Ono, Platina Union Elementary 6 4th/5th Grade - 84.1% of 11 student respondents feel safe at school 6th/7th/8th Grade - 84.4% of 15 student respondents feel safe at school 4th/5th Grade - 91% of 11 student respondents feel connected to their school 6th/7th/8th Grade - 76.7% of 15 student respondents feel connected to their school The above data provides information that 5th graders feel safe while at school. In addition, 91% feel connected to their school. The school will continue to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities. Met 2024-06-17 2024 45700450000000 Junction Elementary 6 THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. Staff, parent and student data is collected each year and the results are presented to the Governing Board. The data informs the actions within the LCAP. STUDENT SURVEYS 300 students responded to the survey. The results are as follows: My teachers help me learn.36.7 % Strongly agree 51.3% Agree 10% Neutral 0.7% Disagree 1.3% Strongly disagree There are adults at this school that care about me. 31% Strongly agree 46.3% Agree 18% Neutral 2.7% Disagree 2% Strongly disagree I feel safe at school. 26% Strongly agree 44.7% Agree 23% Neutral 3% Disagree 3.3% Strongly disagree I feel happy at school.17.7% Strongly agree 49.7% Agree 20% Neutral 9.3% Disagree 3.3% Strongly disagree I feel successful at school. 24.2% Strongly agree 48.7% Agree 17.1% Neutral 6.7% Disagree 3.4% Strongly disagree My teachers help me to be a good person% Strongly agree % Agree % Neutral % Disagree % Strongly disagree I show respect to other students. 37.2% Strongly agree 41.5% Agree 18.4% Neutral 1.4% Disagree 1.4% Strongly disagree I am a responsible citizen at my school. 38.6% Strongly agree 43.5% Agree 15% Neutral 1.4% Disagree 1.4% Strongly disagree Students at this school respect others. 12.6% Strongly agree29 % Agree 29% Neutral 21.7% Disagree 7.7% Strongly disagree Students at this school are responsible citizens.11.1% Strongly agree 38.8% Agree 35.3% Neutral 10.6% Disagree 4.3% Strongly disagree The parent survey comments highlight several areas for improvement at the school: Support for Teachers: Parents express concern over teachers having to purchase supplies themselves and emphasize the importance of supporting them. Teacher Positivity and Joy: Parents appreciate positive interactions between teachers and students and believe it enhances the learning environment. Class Structure and Teacher Retention: Parents oppose combining classes and advocate against firing teachers due to funding issues, stressing the importance of retaining good teachers. Timely Gradebook Updates: Parents request that assignments be promptly entered into the grade book. Homework Load: Many parents suggest reducing homework to allow students more time for extracurricular activities and relaxation. Communication: Parents desire better communication from teachers, including insight into classroom activities and ways to support learning at home. In-Class Work and Reading Time: Parents suggest more in-class work to reduce homework and more time dedicated to reading during class. Support for Struggling Students: Parents request more tutoring options for students who are struggling in certain subjects. Class Size: Parents express concerns about overcrowded classes and advocate for smaller class sizes. Customized Learning: Some parents support more personalized learning approaches and in Overall, the responses from the parent surveys highlight a range of concerns regarding facilities, safety, nutrition, extracurricular opportunities, and community involvement, all aimed at enhancing the learning environment for students. The survey comments also emphasize the importance of supporting teachers, improving communication, reducing homework load, and addressing classroom management issues to enhance the overall learning experience for students. The District, working with food service staff and available funding will be adding updated equipment to the school kitchen and has emphasized the desire from parents to see and hear about healthy, appealing food choices. The District, in conjunction with the Junction Teachers Association has dramatically increased the number of clubs it is willing to fund. The District is considering placing a ballot measure on the November Election to address facility concerns. Met STAFF SURVEYS Here's a summary of what staff like most about your school: Community and collaboration: Staff appreciate the supportive environment where everyone pitches in to help when needed, especially during challenging times. Friendly atmosphere: Bot 2024-06-20 2024 45700520000000 Millville Elementary 6 Millville School implements a student climate survey annually to its 1st-7th grade students. The questions in the survey focus on safety, relationships, including student to student, staff to student, staff to staff and students to staff. The complete results of the survey can be found on our website at www.millvilleschool.net. What we learned from our survey is students feel cared about by the staff, however they don't feel cared about by other students nor do they students are kind to one another. The question about whether students look forward to coming to school showed a disappointing percentage of students who do not look forward to coming to school. "Our expectation is to continue to demonstrate our concern for our students. We will continue with our lunchtime relationship building activities and add classroom activities in order to build relationships in the classroom community. We will encourage each class to write a classroom charter as to how students and staff should treat one another in the classroom. Additionally, we will focus on anti-bullying efforts including relational aggression among our female population and implement programs to teach girls how to support one another which have been successful in year past. Lastly, we will look for outside partners to support our efforts to improve student to student relationships. As for how students feel about their school: 82% of students answered they feel safe in their classroom either all of the time or most of the time. 80% of students answered they feel safe on their playground; this is an increase from prior surveys. 98% of students recognize that their teachers care about them. 86% of students recognize that their principal cares about them. In answering the question ""Students at my school help each other"" 6% of students answered 'Always', 40% answered 'Most of the Time' and 49% answered 'Sometimes"". This indicates an area that needs our attention. Another area that will need our attention is reflected in the question : 'Students at my school treat each other with kindness'. To this 43% answered 'Most of the Time', 41% answered 'Sometimes' with 11% answering 'Always' and 5% answering 'Never'. These last two questions indicate a 'student to student' relational issue that will require all staff input and effort. Building on the staff/student relationship, 87% of students answered their teacher makes them feel confident in their abilities 'Always' or 'Most of the time'. This, along with previously noted answers to the survey, indicate the staff does an effective job of building student confidence and demonstrating genuine caring for students. The area of need is building positive student-to- student relationships." The responses to the survey indicate our school staff does a good job of showing caring for our students, building confidence and trust and being kind to students. However, the survey also indicates student-to-student relationships need attention with students relaying they don't feel students are kind to one another nor help one another. This area will be a priority this coming school year. Once all results of our climate survey are disaggregated, we will look at each class to determine if there is a trend in any particular class or grade of students of being unkind to one another or a class with particularly high numbers of student to student kindness. The class with the highest percentage of students who are kind and helpful to each other can mentor the class with the low numbers of students who express helpfulness or kindness to their classmates. We will also continue to emphasize kindness throughout our school, make each classroom a community, build relationships across grades and offer opportunities for across grade leadership and mentoring. Met Millville School implements a student climate survey annually to its 1st-7th grade students. The questions in the survey focus on safety, relationships including student to student, staff to student, staff to staff and students to staff. The complete resu 2024-06-11 2024 45700780000000 North Cow Creek Elementary 6 THERE IS A CHARACTER LIMIT TO THIS SECTION SO WE ARE UNABLE TO SHARE ALL OF THE DATA RESULTS IN THIS BOX. Please reach out to the district to see all of the survey data for students, staff and families. CULTURE Supportive Student Environment School Climate: Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves as well as to develop the skills necessary to pursue their potential. 84 (an increase of 7) Student Empowerment: Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence. 83 (an increase of 4) Trusting Relationships: Students have a high trust relationship with at least one teacher they feel comfortable with and can connect to. 78 (an increase of 4) School Belonging: Students believe that they are cared about and understood by the people in their school. 82 (an increase of 7) Supportive Staff Environment Staff Voice: Staff members find their work meaningful and feel valued, respected, and supported with opportunities to use their strengths, to connect with their passions, and to grow in their role. 84 (an increase of 4) Collective Efficacy: Teachers believe that their collective actions can positively impact students and help them succeed. 81 (an increase of 9) ACADEMICS Empowering Teachers Instructional Efficacy: Teachers are confident in their ability to use evidence-based instructional practices to amplify students’ capacity to learn. 71 (an increase of 4) Student-led Practices: Teachers empower students to play a more proactive role as they apply their knowledge and skill to accelerate and deepen their learning. 80 (an increase of 2) Empowered Learners Social Support: Students have one or more teachers who provide them with the encouragement and support they need to lead their learning. 85 (an increase of 13) Academic Self-efficacy: Students are able to apply personal leadership habits to plan, prioritize, and persevere in their academic pursuits. 79 (an increase of 1) Goal Achievement Student Goals: Students are confident in their ability to set and achieve their goals. 79 (an increase of 7) Student Goal Support: Teachers are able to support their students in learning and applying the behaviors linked to effective goal achievement. 75 (an increase of 3) School Goals: Schools have annual goals teachers played a meaningful role in creating and everyone is involved in achieving. Progress towards schoolwide goals is regularly tracked, reflected on, and used to make decisions. 74 (an increase of 5) Life Readiness Group Collaboration: Students effectively work together to achieve a common goal across academic and community settings. 78 (scored stayed the same) Future-Focus: Students are confident in their ability to envision and achieve a desired future, believing that they will lead a meaningful life. 80 (scored stayed the same) Overall, all areas increased with the exception of community engagement. The data indicates the staff, student and parents are please with the academics, culture, and leadership at the school. Leadership is the focus for students, staff, and the administrator. Next year, will be our fourth year of implementation with the Leader in Me framework. We are please with the results we are seeing and believe we will see an overall increase in student achievement and life-readiness with students. We will include school wide goal setting and NWEA assessments to better target areas in need of improvement. Students will take on more of a leadership role next year. Staff plan to begin transforming the school environment and culture with Leader in Me 7 habits. Met Overall, all areas increased with the exception of community engagement. The data indicates the staff, student and parents are pleased with the academics, culture, and leadership at the school. Leadership is the focus for students, staff, and the adminis 2024-06-21 2024 45700860000000 Oak Run Elementary 6 *Students at Oak Run School are motivated to learn: Strongly agree-56.5, Agree-34.8, Disagree-8.7 *Oak Run School is a supportive and inviting place for students and families/community: Strongly agree-69.6, Agree-30.4, Disagree-0 *Teachers help students catch up when they return from an absence: Strongly agree-60.9, Agree-30.4, Don't know-8.7 *Teachers go out of their way to help students: Strongly agree-69.6, Agree-30.4, Disagree-0 *Adults at Oak Run School treat students with respect: Strongly agree-69.6, Agree-30.4, Disagree-0 *Students treat adults at Oak Run School with respect: Strongly agree-43.5, Agree-52.2, Don't know-4.3, Disagree-0 *All students are treated fairly when they break the rules: Strongly agree-65.2, Agree-21.7, Don't know-8.7, Disagree-4.3 *The school rules are fair: Strongly agree-73.9, Agree-21.7, Don't know-8.7, Disagree-4.3 *Students care about each other: Strongly agree-65.2, Agree-34.8, Disagree-0 *Oak Run School encourages students to understand how others think and feel: Strongly agree-82.6, Agree-17.4, Disagree-0 *Students are taught that they can control their own behavior: Strongly agree-73.9, Agree-17.4, Don't know-8.7, Disagree-0 *It is clear that bullying is not tolerated: Strongly agree-77.3, Agree-18.2, Don't know-5.5, Disagree-0 *Oak Run promotes academic success for all students: Strongly agree-56.5, Agree-39.1, Don't know-4.3, Disagree-0 *When there is a conflict between people, Oak Run School tries to make sure all sides are heard to help resolve the conflict: Strongly agree-82.6, Agree-4.3, Don't know-13, Disagree-0 Identified areas of need: A select few have shown that they disagree with the two areas below: All students are treated fairly when they break the rules, Students at Oak Run School are motivated to learn. The results of the surveys given demonstrate that Oak Run School Administration and Staff should be communicating our strategies more often and more clearly. This is our intent for the near and far future. Met 2024-07-12 2024 45700940000000 Pacheco Union Elementary 6 Pacheco Union School District (PUSD) prioritizes a positive and inclusive school climate, using a variety of tools to gather comprehensive climate data and make informed improvements. Our local climate survey data, collected from multiple sources, provides a detailed picture of the experiences and perceptions of our students, disaggregated by various student groups to ensure equity and inclusivity. California Healthy Kids Survey (CHKS): Administered annually, the CHKS provides valuable insights into student well-being, safety, and engagement. This data is disaggregated by grade level, ethnicity, and other demographics to identify specific needs and areas for improvement. The CHKS highlights strengths such as high levels of school connectedness and areas requiring attention, such as bullying prevention and mental health support. Kelvin SEL Surveys: Conducted four times annually, these surveys assess students' social-emotional learning (SEL) and provide timely data on their emotional well-being, self-management, and interpersonal skills. The frequent administration of these surveys allows for the monitoring of trends and the effectiveness of interventions, helping to create a supportive school environment. Student Anonymous Surveys: These surveys offer students a safe way to express their honest opinions and concerns about school climate, without fear of retribution. The anonymous nature ensures candid feedback, which is critical for understanding issues such as peer relationships, teacher-student interactions, and overall school culture. Student Advisory Groups: These groups consist of diverse student representatives who meet regularly to discuss school climate and provide direct input to school leadership. Their insights help shape policies and programs that directly affect the student body. PBIS Committees and Activities: Positive Behavioral Interventions and Supports (PBIS) committees at each school focus on promoting positive behavior and reducing disciplinary incidents. Regular PBIS activities, such as recognition events and behavior incentive programs, foster a positive school climate and reinforce good behavior. Student Government Activities: Student government plays a crucial role in promoting leadership and responsibility among students. Through various activities and initiatives, student leaders help to create an inclusive and engaging school environment. Student-Focused Conversations: Regular conversations with students about their experiences and needs provide qualitative data that complements survey findings. These conversations, facilitated by teachers and counselors, help identify emerging issues and ensure that student voices are central to school climate initiatives. By utilizing these diverse data sources, PUSD continuously monitors and improves school climate, ensuring that all students feel safe, supported, and engaged in their learning environment. Areas of Strength: Continued Academic Growth: Analysis of state-adopted standards and local assessment data shows that students in Pacheco Union School District (PUSD) are experiencing consistent academic growth across various subjects. Overall Happiness at School: Surveys, such as the California Healthy Kids Survey (CHKS) and Kelvin SEL Surveys, reveal that students report a high level of happiness at school. The positive responses are consistent across different student groups, indicating a school environment that promotes well-being and satisfaction. Feeling Accepted by Others: Students consistently report feeling accepted by their peers, as evidenced by survey results and student advisory group feedback. This sense of acceptance contributes to a welcoming and inclusive school culture, which is crucial for student engagement and success. Programs like PBIS and student government activities play a significant role in promoting inclusivity and mutual respect among students. Academic and Emotional Support: Students feel that the school supports them both academically and emotionally. This is reflected in their positive feedback regarding the availability of resources, such as counseling services, academic interventions, and extracurricular activities. The presence of Instructional Coaches and targeted intervention programs ensures that students receive the necessary support to thrive academically. Trusted Adult Relationships: A high majority of students report having at least one adult on campus they can talk to, which is critical for their emotional security and well-being. Opportunities for Extra Help: Students feel there are ample opportunities for extra help when needed. This includes after-school tutoring, homework clubs, and teacher office hours, which provide students with additional academic support outside of regular class time. Identified Needs: Targeted Support for Underperforming Groups: While overall academic growth is positive, data disaggregation reveals that there are students that require additional targeted support to close achievement gaps. Expansion of Mental Health Services: While students report feeling supported emotionally, there is an identified need for expanded mental health services to address increasing concerns about student well-being. Professional Development for Staff: Continued professional development for teachers and staff is necessary to address the evolving academic and emotional needs of students. Focus on Student Self-Efficacy and Self-Value: Another key area of need is the continued focus on improving student self-efficacy and their value of themselves. Ensuring students believe in their abilities and understand their intrinsic worth is essential for their overall success. Initiatives aimed at boosting self-confidence, resilience, and self-worth will be integrated into our academic and extracurricular programs. PUSD plans to consistently evaluate and improve existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. These changes encompass revisions, decisions, and actions that will enhance our educational practices and support the holistic development of our students. - Tailoring and Expanding Intervention Services for Students - Continuously collaborate and expand on student data for data-driven instruction and support programs to grow and enhance based on student data - Increase our Outreach Programs to continuously examine and expand opportunities for outreach to all families and community groups focused on supporting our students and families. Met 2024-06-12 2024 45701100000000 Redding Elementary 6 5th Grade - 91.9% of 63 respondents feel safe 7th Grade - 57.8% of 83 respondents feel safe 5th Grade - 74.8% of 63 respondents feel connected 7th Grade - 54.5% of 83 respondents feel safe The above data provides the information that 5th graders feel safe while at school. In addition, 74.8% feel connected. The LEA will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities. Met 2024-06-18 2024 45701100135889 Stellar Charter 6 100% of fifth graders taking the local survey (11 students) indicated they feel safe at Stellar Charter School. 64% of fifth graders taking the local survey (7 out of 11 students) indicated they felt quite or extremely connected at Stellar Charter School. The other four felt somewhat connected. 95.5% of 6-8th graders taking the local survey (45 students) indicated they feel safe at Stellar Charter School. 47% of 6-8th graders taking the local survey (21 out of 45 students) indicated they felt quite or extremely connected at Stellar Charter School. An additional 15 felt somewhat connected. 100% of 9-12th graders taking the local survey (48 students) indicated they feel safe at Stellar Charter School. 38% of 9th-12th graders taking the local survey (18 out of 48 students) indicated they felt quite or extremely connected at Stellar Charter School. 50% (24 students) felt somewhat connected. Middle School students and highschool students feel significantly less connected than the primary students. When questioned, the older students shared that they just trusted their peers more than adults and there was 'nothing' the adults could do to change this situation. The school will be implementing Leadership in Me as a formal curriculum to increase connectedness and agency with students. The school has been implementing advisory and lunch time activities in an effort to increase connectedness as well as family engagement events. The school will continue to work on increasing connectedness with middle and high school students. Met 2024-06-20 2024 45701106117931 Monarch Learning Center 6 k-3rd- 44 of 47 students reported that they felt safe at school 93% 4th-8th- 37 of 39 students reported that they felt safe at school 94% k-3rd 45 of 47 students reported that they felt connected to school 95% 4th-8th 35 of 39 students reported that they felt connected to school 89% The above data provides the information that the majority of students feel safe and connected to school. The LEA will be continuing to work on providing more opportunities for student to engage in activities such as sports, clubs, and other school activities. Met 2024-06-25 2024 45701280000000 Shasta Union Elementary 6 4th-8th Grade - N/A due to size of student group. The above data does not provide enough information that a majority of students feel safe and connected while at school. The school will be continuing to work on providing more opportunities for students to engage in activities, such as sports, clubs, and other after school activities. Met 2024-06-17 2024 45701360000000 Shasta Union High 6 The local climate survey data for the Shasta Union High School District (SUHSD) offers a comprehensive view of the school environment through various data collection methods, including the Kelvin Social-Emotional Learning (SEL) data, student surveys, and dashboard comparisons. The Kelvin SEL data from March 2024 features responses to 16 questions aimed at assessing students' social-emotional wellbeing and school climate. These questions cover areas such as support seeking, emotional states, interpersonal skills, school climate, teacher-student relationships, and student engagement and preparedness. This data is collected five times a year to monitor student sentiment and identify trends. Student survey data offers insights into students' perceptions of their school environment, particularly in terms of adequate supplies and support, utilization of academic supports, communication and responsiveness, and the presence of caring adults. This data helps identify strengths and areas for improvement in creating a supportive school climate. Additionally, the SUHSD Dashboard Comparisons for 2023 provide a broader context by comparing district-level data with state and individual school site data, covering metrics on academic performance, attendance rates, and school climate indicators. The disaggregated data by student groups, including foster youth, English learners, and low-income students, show that these subgroups benefit from targeted support services funded by supplemental grants. These services include additional counseling, academic support programs, and resources aimed at mitigating learning loss and enhancing school engagement. Performance metrics from the dashboard comparisons track the progress of these student groups, ensuring the district's initiatives effectively address their unique needs. The district also employs additional data collection tools such as parent and staff surveys, site council meetings, and advisory meetings to gather comprehensive feedback from all educational partners. This holistic approach helps capture a complete picture of the school climate and identify areas for continuous improvement. Overall, the combined data from Kelvin SEL screeners, LCAP student surveys, and dashboard comparisons provide a detailed overview of the school climate in the SUHSD, focusing on creating a positive and supportive educational environment for all students. The analysis of the local climate survey data for the Shasta Union High School District (SUHSD) reveals key learnings, highlighting both strengths and identified needs, especially when considering data disaggregated by student groups. Areas of strength include positive teacher-student relationships, with students reporting that their teachers care about them, provide individual attention, and connect learning to life outside the classroom. Additionally, the majority of students feel that their schools have adequate supplies and professional development for staff, indicating a well-resourced learning environment. Students also generally agree that academic supports such as counseling and peer tutoring are effectively utilized, contributing to their academic success. The overall school climate is perceived positively, with high ratings for fairness in rule application and respect among students, indicating a safe and supportive environment. However, the data also identifies areas needing improvement. Some students express a need for more emotional support, highlighting the necessity for enhanced mental health resources. There is also a need for programs that foster better interpersonal skills, as some students struggle with describing their feelings and respecting differing views during disagreements. Furthermore, while students report positive engagement, there are indications that some struggle with class preparedness and attentiveness amidst distractions, suggesting a need for strategies to improve focus and engagement. The disaggregated data reveals that foster youth, English learners, low-income students, American Indian, African American, special education (SWD), and Hispanic students benefit from targeted support services funded by supplemental grants, yet they still face unique challenges requiring ongoing attention. Performance metrics highlight the progress in academic performance and engagement for these subgroups, underscoring the need for continuous monitoring and support to close achievement gaps and promote equity. These insights will guide the district in refining its strategies to better support all students' needs. In response to the analysis of local climate survey data and the identification of key learnings, the Shasta Union High School District (SUHSD) is planning several changes to existing plans, policies, and procedures to address identified areas of need and promote continuous improvement in school climate. Given the expressed need for more emotional support among students, SUHSD will enhance its mental health resources by increasing the availability of services and implementing more comprehensive mental health programs. This includes finding more individualized support resources and introducing programs focusing on stress management and emotional regulation. To address the need for better interpersonal skills, SUHSD plans to implement new programs and curriculum components that foster social-emotional learning (SEL). This includes integrating SEL lessons into the existing curriculum, providing training for teachers on how to facilitate SEL activities, and exploring workshops that help students develop skills in communication, empathy, and conflict resolution. To improve class preparedness and attentiveness, SUHSD will adopt strategies aimed at increasing student engagement and focus. This may involve implementing more interactive and hands-on learning experiences, increasing the use of technology to make lessons more engaging, and providing professional development for teachers on effective classroom management techniques. Additionally, the district will explore programs that teach students study skills and time management to help them better prepare for classes. Recognizing the unique challenges faced by foster youth, English learners, low-income students, American Indian, African American, special education (SWD), and Hispanic students, SUHSD will expand targeted support services for these groups. This includes providing additional tutoring and academic support, creating mentorship programs, and ensuring these students have access to necessary resources such as technology and study materials. The district will also ensure that all policies and procedures are inclusive and equitable, regularly reviewing and revising them to address any disparities. For continuous improvement, SUHSD will establish a regular monitoring and feedback system. This involves frequent surveys to assess student, parent, and staff perceptions of school climate and using this data to make informed decisions. The district will also set up feedback loops with educational partners, including site council meetings and advisory committees, to ensure that all educational partners have a voice in the process. A specific initiative aimed at supporting 9th graders is the Elevate mentoring program, which pairs incoming freshmen with mentors to help them transition smoothly into high school, fostering a sense of belonging and engagement from the start. Professional development for teachers and staff will be a key focus, particularly in areas related to SEL and inclusive teaching prac Met 2024-06-11 2024 45701360106013 University Preparatory 6 A comprehensive climate survey was administered to gather insights into the school environment and the experiences of our students, families, and staff. The survey revealed a high level of satisfaction among students, with an overall score indicating that the majority feel safe, supported, and engaged in their school environment. Parent feedback was overwhelmingly positive, with 97% indicating that U-Prep provides a supportive learning environment for their students. Parents also appreciated the communication methods used, particularly the Parent Square system, school newsletter, and school app. Staff members reported high levels of confidence in school safety and communication, with 97% indicating that ALICE school safety training increased their confidence and ability to take action as needed. Middle School students reported feeling safe and supported, with 94.6% of 8th graders feeling safe on campus. Junior High students cited ASAP/Tutorial and Google Classroom as the most helpful resources for academic success. High School students also reported high levels of safety. They highlighted extra time with teachers, access to the resource center, and Study Hall opportunities as key supports for their academic success. Students with special needs and their families reported high satisfaction with the additional resources and support provided, such as individualized education plans and personalized learning support. Unduplicated Students also reported positively, with increased participation in college trips and access to AP fee waivers. The personalized support and targeted interventions have been particularly beneficial in helping these students succeed. Students reported feeling safe on campus, reflecting a positive and secure school climate, highlighting the effectiveness of U-Prep’s efforts to create an inclusive, welcoming and supportive environment. The survey indicated strong parental engagement, with the majority of parents actively participating in school events and activities. Parents expressed a high level of satisfaction with the opportunities provided for involvement and the communication methods used. Parents and students valued the Shasta College dual enrollment offerings, free PSAT testing, and personalized support from teachers. These resources were identified as key factors in preparing students for college and career success. The positive responses indicate strong relationships between students, families, and staff, and a supportive, safe, and engaging school climate. Moving forward, U-Prep will continue to build on these strengths while focusing on areas identified for improvement, such as expanding outreach to underrepresented families and enhancing support for all student groups. These efforts will be integrated into the LCAP development process to ensure continuous improvement and the success of all students. The 2023-2024 climate survey provided valuable insights into the experiences of our 6th and 11th-grade students at U-Prep. Among 6th graders, 96% reported feeling welcome at school, and 95% felt safe in all areas on campus. An impressive 98.7% indicated that there are clear expectations regarding student behavior and conduct, and 92% stated that they have at least one adult at school they could talk to if they needed help with a problem. These students also identified Office Hours, extra time with their teachers, and study hall as the resources they most frequently use to succeed academically. Additionally, 92% of 6th graders reported that the campus is clean and well-maintained. Similarly, the 11th-grade survey results were positive, with 94% of students feeling welcome at U-Prep and 97% feeling safe on campus. Again, 97% of 11th graders understood the clear expectations regarding behavior and conduct, and 91% reported having at least one adult they could turn to for help. The top academic support resources for these students included Office Hours, extra time with teachers, and Room 299. However, 86% of 11th graders felt that the campus is clean and well-maintained, indicating some room for improvement in this area. The survey results highlight several strengths at U-Prep, including high levels of perceived safety and a welcoming environment, clear behavior expectations, accessible adult support, effective academic resources, and a well-maintained campus. The findings also suggest areas for continuous improvement, such as enhancing campus cleanliness for high school students and ensuring that every student has a reliable adult to talk to. Overall, the climate survey demonstrates U-Prep's commitment to fostering a positive and supportive school environment. Following the survey, the grade-level results are shared with teams to inform and improve practices, policies, and support systems, ensuring that the school continues to meet the needs of its students effectively. For continuous improvement, we will establish regular feedback loops with students, parents, and staff, use data-driven decision-making to prioritize areas for improvement, and foster a collaborative environment for sharing best practices. These changes are designed to enhance the overall school experience and ensure all students feel supported, engaged, and equipped for success. Met 2024-06-12 2024 45701364530267 Shasta Charter Academy 6 2023-2024 Student Survey Results (60 respondents; 25% were 1st year students, 38% were 2nd year students, 20% were 3rd year students, and 17% were 4th year students; % shown reflects agree or strongly agree) My facilitator works with me to design learning and projects that motivate and engage me: 95% My facilitator is prepared and organized for our meetings: 98.4% My facilitator is encouraging: 96.6% My facilitator communicates high expectations: 98.4% My facilitator clearly communicates my work progress and quality: 95% I consistently am prepared for my facilitator meetings: 75% I understand my role in my personalized learning education: 100% The school staff is friendly and readily helps me: 100% I think I am being well educated: 96.6% I am glad we chose Shasta Charter Academy: 100% A few comments from the survey: “I am honored to have the privilege of attending SCA.” “You guys are doing amazing!!! keep up the good work” “I want to thank all the SCA staff for what they do to make this kind of learning possible!” “I love this school!” 2023-2024 Parent Survey Results (51 respondents; 49% had 1st year students, 26% had 2nd year students, 10% had 3rd year students, and 15% were 4th year students; % shown reflects agree or strongly agree) My student's facilitator works with us to design learning and projects that motivate and engage my student: 96.1% My student's facilitator is prepared and organized for our meetings: 100% My student’s facilitator is encouraging: 100% My student’s facilitator communicates high expectations: 98% My student's facilitator clearly communicates my student's work progress and quality: 96.1% My student's facilitator listens and responds to our needs: 100% As a parent, I am interested in my child's education, and talk with him or her about their successes and challenges with school: 100% As a parent, I frequently check my child's assignments for quality and completion, provide him or her help with studying or being organized, and, as needed, ask for help from his or her facilitator: 98.1% The school administration is effective in managing the school: 100% I am glad we chose Shasta Charter Academy: 98% A few comments from the survey: “I love having some control over the curriculum. I know what she is being taught.” “Working closely with our facilitator, has greatly helped our students educational needs” “Great education with caring staff.” “It has been the best fit for him. He is happy at school for the first time in years. I love how he’s building connections with peers, which was an initial concern of mine. He is also enjoying reading more than in previous years.” “The support is tremendous & no more “social meat grinding”” “We have been very pleased overall with SCA. Very grateful to NOT be in traditional high school.” “I am impressed with the teachers caring about the students learning and not just getting through school.” “Wonderful school with exceptional staff and faculty!” SCA continues to provide a high-quality learning experience for both students and families, as indicated by the survey results. No patterns of need were identified by the survey. No changes in existing plans, policies, or procedures were indicated from the analysis of the Student and Parent Surveys. Met 2024-06-06 2024 45701690000000 Whitmore Union Elementary 6 The 2023-2024 student climate survey centers on student relationships with staff and peers. Several questions revolve around how students feel they are safe, welcomed, and encouraged at school. In addition, questions focus on the way students feel teaches and administration support them. Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall. Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch. One specific question is about parent support. "The first few questions relate to student safety and a sense of belonging. 100% feel safe at school. 71% agree or somewhat agree that they ""belong"" to the school. Compared to the 22-23 data for the same batch of questions, the overall percentages are approximately the same for the Agreed and Somewhat Agreed categories. There were 5 questions that focused on teacher and administration relationships, including work expectation of students and how that is conveyed to help students build confidence in themselves through perseverance and resiliency. For the specific relationship building questions, such as ""my teacher or principal care about me"" were each increased in the positive agreements compared to the 22-23 results, as well as zero disagreements. The next few questions focused on students being treated fairly by staff." "Looking at the data, it shows that about 27% of students do not feel welcomed or dislike school. This will be an area of focus for next year. The faculty and staff will work on ways to identify those students that are struggling to enjoy school and find ways to engage the students positively. The comparable data from the 22-23 survey indicates a slight increase in negative answers for the questions related to ""belonging"" and ""safe""; however, there was decrease of the negative answers for ""liking"" school. The next few questions related to students being treated fairly by staff. It was a 10% decrease overall in the agreed and somewhat agreed answers. This may have been a result of inconsistent staffing at times during recess due to staff shortages. The faculty will look at ways to increase positive and engaging activities during recesses and lunch activities and how staff can interact more positively with the students that struggle in this area . The area of the survey that focused on peer-to-peer relationships showed a drastic increase in students that feel other students do not treat them with respect. Although students feel that the school and staff, overall, have built good relationships with them, there is an area of peer-to-peer relationships that is specifically missing in our SEL endeavors. This could be from not having our SEL curriculum, Studies Weekly: Health and Wellness, fully functional until about half way through the year. This is because there is a large digital component and that was why there was a delay. In addition, we may not have been teaching our SEL curriculum with fidelity. The staff will continue to discuss and focus on strategies that will help with the middle school grades and SEL." Met 2024-06-25 2024 45737000000000 Mountain Union Elementary 6 The 2023-2024 student climate survey centers on student relationships with staff and peers. Several questions revolve around how students feel they are safe, welcomed, and encouraged at school. In addition, questions focus on the way students feel teaches and administration support them. Likewise, equity and fairness are embedded within questions in order to deem how students feel treated overall. Much of the survey is classroom based, however, there are questions that allow for how students relate to faculty and peers during unstructured time, such as recesses and lunch. One specific question is about parent support. "The first few questions relate to student safety and a sense of belonging. 27% feel safe, welcomed and like the school, along with 47$ somewhat agreeing with them. This equals roughly 74% of students that enjoy the school for the most part. Only 27% of students somewhat or fully don't feel welcomed. Compared to the 22-23 data for the same batch of questions, the overall percentages are approximately the same for the Agreed and Somewhat Agreed categories. There were 5 questions that focused on teacher and administration relationships, including work expectation of students and how that is conveyed to help students build confidence in themselves through perseverance and resiliency. For the specific relationship building questions, such as ""my teacher or principal care about me"" were each increased in the positive agreements ranging from plus-5 to plus-10 compared to the 22-23 results, as well as zero disagreements. The next few questions focused on students being treated fairly by staff. There was an increase of students that felt the principal treated them fairly up to 98% in the agreed or somewhat agreed answers." "Looking at the data, it shows that about 27% of students do not feel welcomed or dislike school. This will be an area of focus for next year. The faculty and staff will work on ways to identify those students that are struggling to enjoy school and find ways to engage the students positively. The comparable data from the 22-23 survey indicates a slight increase in negative answers for the questions related to ""belonging"" and ""safe""; however, there was decrease of the negative answers for ""liking"" school. Although, the overall positive answers were still 1% higher for the average of the category. For the questions focused on teacher and principal relationship building and helping students to build self-worth, there was a decline in the questions related to whether students thought their teachers believed they could learn and if they thought they were expected to have good work. There was a decline of 7 points for one question and 10 points for another or rather those specific questions showed an increase in negative answers of 7% and 10% respectively. This will be another area to address through staff and faculty discussions. The next few questions focused on students being treated fairly by staff. The next few questions related to students being treated fairly by staff. There was a significant decrease in the affirmative for students feeling treated fairly by recess duty staff. It was a 10% decrease overall decrease in the agreed and somewhat agreed answers. This may have been a result of inconsistent staffing at times during recess due to staff shortages. The faculty will look at ways to increase positive and engaging activities during recesses and lunch activities and how staff can interact more positively with the students that struggle in this area . The area of the survey that focused on peer-to-peer relationships showed a drastic increase in students that feel other students do not treat them with respect. There was an 18% increase in that category. Although students feel that the school and staff, overall, have built good relationships with them, there is an area of peer-to-peer relationships that is specifically missing in our SEL endeavors. This could be from not having our SEL curriculum, Studies Weekly: Health and Wellness, fully functional until about half way through the year. This is because there is a large digital component and that was why there was a delay. In addition, we may not have been teaching our SEL curriculum with fidelity. In large part, the overwhelmingly negative answers stem from the 6th-8th grade, and most specifically the 8th grade class. Likewise, when looking at our discipline data throughout the school year, most referrals for discipline have been related to the middle school grades and more specifically the 8th grade class. The staff will continue to discuss and focus on strategies that will help with the middle school grades and SEL." Met 2024-06-26 2024 45752670000000 Gateway Unified 6 The 2024 GUSD Student Survey, administered to students in grades 7-12, sought to capture their perceptions on several key areas, including school safety, facilities, programs, communication, and overall connectedness. Students rated these areas on a scale from 1 to 5. In terms of school safety, the majority of students felt positively, with 83% rating it three or higher. However, responses varied among different student groups. Native American students, who made up 8% of the respondents, had 74% rating school safety three or higher. Hispanic students, comprising 11% of the respondents, had a slightly lower rating, with 73% giving school safety a score of three or above. Special Education students, representing 6% of the responses, rated school safety the highest among all groups, with 86% scoring it three or higher. The survey also addressed how effectively the staff made students feel connected to the school. Overall, 80% of students felt positively, rating this aspect three or higher. Again, there were differences among student groups. For Native American students, 70% felt a sense of connectedness, rating it three or above. Hispanic students had a slightly higher percentage, with 72% feeling connected to the school. Among Special Education students, 78% rated their sense of connectedness three or higher. These survey results highlight a generally positive perception of school safety and connectedness across the student body, with some variation among different groups, emphasizing areas that may need targeted attention to ensure all students feel safe and connected. The analysis of the 2024 GUSD Student Survey data reveals important insights, highlighting both areas of strength and opportunities for growth across different student groups. One clear strength is the overall sense of safety among students, with 83% rating school safety positively. This high percentage reflects the school's effective measures in maintaining a secure environment. Particularly noteworthy is the response from Special Education students, where an impressive 86% rated school safety highly, indicating that the school's efforts in this area are particularly effective for these students. Another strong point is the sense of connectedness felt by Special Education students, with 78% giving a positive rating. This suggests that the school staff's efforts to integrate and support these students within the school community are successful. However, the data also highlights specific areas needing attention. Native American students, who make up 8% of the respondents, showed lower satisfaction regarding school safety, with only 74% rating it positively. Similarly, Hispanic students, comprising 11% of the respondents, rated school safety slightly lower, with 73% giving a positive score. These figures indicate a need for targeted initiatives to enhance safety perceptions among these groups. The sense of connectedness also varies among different student groups. While the overall positive rating stands at 80%, only 70% of Native American students and 72% of Hispanic students felt a strong connection to the school. These lower percentages point to the need for improved engagement strategies to help these students feel more integrated and supported within the school community. Key learnings from this analysis emphasize the importance of a differentiated approach to address the unique needs of various student groups. Enhancing safety measures and developing targeted programs can improve perceptions of safety among Native American and Hispanic students. Additionally, strengthening engagement strategies, perhaps by involving these communities in creating culturally resonant programs and activities, can foster a greater sense of belonging. By focusing on these identified needs and building on existing strengths, Gateway Unified School District can work towards creating a more inclusive and supportive environment for all students. In response to the insights gained from the 2024 GUSD Student Survey, Gateway Unified School District has recognized the necessity to revise existing plans, policies, and procedures to better address the identified areas of need. The positive feedback from students regarding the presence of security personnel and School Resource Officers (SROs) underscores the importance of continuing these measures, which have significantly contributed to the overall sense of safety within the school environment. Building on this foundation, the District plans to enhance its focus on mental health support, acknowledging its crucial role in student well-being and safety. This includes increasing access to mental health resources, providing additional training for staff on recognizing and addressing mental health issues, and implementing comprehensive mental health programs that promote resilience and coping strategies among students. Additionally, the District recognizes the need for increased vigilance in student interactions, particularly concerning proactive measures to prevent bullying. Current policies will be strengthened to ensure a more robust incident response, including revised reporting mechanisms, prompt intervention, and consistent follow-up. The District will also introduce more preventive programs that educate students about the impact of bullying and promote a culture of kindness and respect. To address the lower sense of connectedness among Native American and Hispanic students, the District will implement targeted engagement strategies. These will involve culturally relevant programs and activities designed in collaboration with these communities to foster a more inclusive environment. By ensuring that all students feel valued and supported, the District aims to improve overall student connectedness. Met 2024-06-26 2024 45752670113407 Rocky Point Charter 6 Students in grades 4-8 Survey Results: (85 total students surveyed.) I feel school is a safe place to be. 91% Agree I have at least one trusted adult on campus who they can go to for help. 85% Agree My School expects me to be respectful, responsible and safe. 96% Agree The adults at my school encourage me to be successful in school. 90% Agree I have pride in my school. 54% Agree, 37% Neutral My teacher gives me extra help when I need it. 67% Agree, 32% Neutral My teacher and/or school counselor shows me how to be organized and prepared for school. 58% Agree, 37% Neutral I enjoy coming to school. 30% Agree, 46% Neutral My teacher expects all students to work hard. 92% Agree, 8% Neutral My teacher makes me excited about learning. 37% Agree, 50% Neutral My school reminds me that it is important to be at school every day and on time. 52% Agree, 35% Neutral Teachers at my school treat students with respect. 69% Agree, 29% Neutral My teacher really cares about me. 78% Agree, 28% Neutral My school has events that my family can attend. 86% Agree Parent Survey Results: I feel welcome at our school. 100 % Agree The school provides an atmosphere where every student can succeed. 80% Agree The school fosters sensitivity toward people of differing ethnic and racial origins. 66% Agree, 27% Neutral The school fosters sensitivity toward people of differing economic backgrounds. 70% Agree, 22% Neutral The school meets the social needs of the students. 83% Agree, 18% Neutral Students enjoy going to school here. 87% Agree, 13% Neutral Students are safe at this school. 100% Agree The school has a good public image. 92% Agree, 8% Neutral Parents experience a sense of self-worth and belonging to the school community. 92% Agree, 8% Neutral There are sufficient opportunities for parent involvement. 96% Agree, 4% Neutral The administration, faculty and staff establish and maintain regular, open communication with parents. 85% Agree The facilities are adequate for the program offered. 92% Agree The facilities are well-maintained. 88% Agree, 12% Neutral The school meets the academic needs of the students. 93% Agree For the most part I am satisfied with our school. 100% Agree Overall, parents, staff and students are pleased with the climate and culture at the school site. We need look at improving the sensitivity towards the people of differing ethnic and racial origins to foster the sensitivity toward people of differing economic backgrounds. As the LCAP reflects a reduction in suspension and the continued positive responses on parents/student survey's, we feel the actions listed in our LCAP have contributed significantly towards the progress made in the overall climate of our school in regards to safety and connectedness. The school is also focusing on SEL curriculum embedded into the classrooms and MTSS strategies. Rocky Point Charter has determined that professional development in the area of reading and writing across all grade levels. To continue with Spalding training for new teachers and refresher trainings for current staff. We will also be involved with Getting Reading Right PD for teachers in TK-5th grade. Data monitoring to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. In response to local data analysis and key learnings, Rocky Point Charter is making significant changes to support student well-being. SEL curriculum integration and community engagement efforts are prioritized, fostering a supportive environment. Data monitoring to track progress and identify areas for improvement, ensuring continuous enhancement of interventions and student support services. Met 2024-06-20 2024 46104620000000 Sierra County Office of Education 6 The Sierra-Plumas County Office of Education conducted the California Healthy Kids Survey (CHKS) to assess various aspects of student well-being and school climate. The survey results provide insights into school connectedness, academic motivation, the presence of caring adults, safety perceptions, and experiences with bullying and cyberbullying. The survey results indicate that school connectedness remains relatively consistent across grade levels, with about 64-66% of students feeling connected to their school. Academic motivation declines as students progress to higher grades, with the highest motivation reported in 5th grade (78%) and the lowest in 11th grade (46%). Perceptions of having caring adults at school vary, peaking in 7th grade (66%) and dipping in 9th grade (47%). Feelings of safety at school are generally high, especially in 5th and 11th grades, where 81% and 92% of students, respectively, report feeling safe. However, there is a notable concern with bullying and cyberbullying. A significant percentage of 5th graders (69%) report being called bad names or targeted by mean jokes, and cyberbullying is a consistent issue across grades, particularly severe in 11th grade (67%). These findings highlight areas for improvement, particularly in addressing bullying, enhancing academic motivation in higher grades, and ensuring that students have access to caring adults throughout their school experience. Our CHKS data for 2020-2021 reveals important insights into student well-being and school climate across grades 5, 7, 9, and 11. Here are the key learnings, identified needs, and areas of strength based on the survey data: Areas of Strength: School Connectedness- Consistent levels of school connectedness are observed across all grades, with 64-66% of students feeling connected to their school. This indicates a stable sense of belonging, crucial for fostering a positive school environment. Perceived Safety- A majority of students report feeling safe at school, particularly in 5th grade (81%) and 11th grade (92%). Ensuring student safety is fundamental for academic success and personal growth. Caring Adults in Middle and High School- In 7th grade, 66% of students feel they have caring adults at school, with similar numbers of 11th graders feeling the same (64%). Access to supportive relationships during these critical developmental stages is a significant strength. Identified Needs: Decline in Academic Motivation- There is a noticeable drop in academic motivation as students progress to higher grades: from 78% in 5th grade to just 46% in 11th grade. Addressing this decline is essential to maintaining student engagement and ensuring long-term academic achievement. Bullying and Cyberbullying- Bullying remains a significant issue. In 5th grade, 69% of students report being called bad names or being the target of mean jokes. By 7th grade, 56% have experienced mean rumors or lies, and 31% report cyberbullying. In 11th grade, cyberbullying affects 67% of students, with 75% experiencing mean rumors or lies. These figures highlight a pressing need for robust anti-bullying initiatives and digital safety education. Caring Adults in Lower and Upper Grades- Only 50% of 5th graders and 47% of 9th graders report having caring adults at school. Enhancing support systems to ensure every student feels supported by caring adults is critical. Safety Concerns in Middle School- Only 63% of 7th graders feel safe at school, compared to higher safety perceptions in other grades. Improving safety measures and creating a secure environment for middle school students is necessary. Conclusion: While we show strength in maintaining school connectedness and ensuring safety for a majority of students, there are also areas needing attention. The decline in academic motivation through the grades, persistent bullying and cyberbullying issues, and varying levels of perceived support from adults require targeted interventions. By focusing on these areas, we can enhance the educational experience and overall well-being of our students, ensuring they have the support and safe environment needed to succeed academically and personally. We will direct our focus to addressing the decline in academic motivation through the grades, persistent bullying and cyberbullying issues, and varying levels of perceived support from adults. By focusing on these areas, we can enhance the educational experience and overall well-being of our students, ensuring they have the support and safe environment needed to succeed academically and personally. Met 2024-06-25 2024 46701770000000 Sierra-Plumas Joint Unified 6 The Sierra-Plumas Joint Unified School District conducted the California Healthy Kids Survey (CHKS) to assess various aspects of student well-being and school climate. The survey results provide insights into school connectedness, academic motivation, the presence of caring adults, safety perceptions, and experiences with bullying and cyberbullying. The survey results indicate that school connectedness remains relatively consistent across grade levels, with about 64-66% of students feeling connected to their school. Academic motivation declines as students progress to higher grades, with the highest motivation reported in 5th grade (78%) and the lowest in 11th grade (46%). Perceptions of having caring adults at school vary, peaking in 7th grade (66%) and dipping in 9th grade (47%). Feelings of safety at school are generally high, especially in 5th and 11th grades, where 81% and 92% of students, respectively, report feeling safe. However, there is a notable concern with bullying and cyberbullying. A significant percentage of 5th graders (69%) report being called bad names or targeted by mean jokes, and cyberbullying is a consistent issue across grades, particularly severe in 11th grade (67%). These findings highlight areas for improvement, particularly in addressing bullying, enhancing academic motivation in higher grades, and ensuring that students have access to caring adults throughout their school experience. Our CHKS data for 2020-2021 reveals important insights into student well-being and school climate across grades 5, 7, 9, and 11. Here are the key learnings, identified needs, and areas of strength based on the survey data: Areas of Strength: School Connectedness- Consistent levels of school connectedness are observed across all grades, with 64-66% of students feeling connected to their school. This indicates a stable sense of belonging, crucial for fostering a positive school environment. Perceived Safety- A majority of students report feeling safe at school, particularly in 5th grade (81%) and 11th grade (92%). Ensuring student safety is fundamental for academic success and personal growth. Caring Adults in Middle and High School- In 7th grade, 66% of students feel they have caring adults at school, with similar numbers of 11th graders feeling the same (64%). Access to supportive relationships during these critical developmental stages is a significant strength. Identified Needs: Decline in Academic Motivation- There is a noticeable drop in academic motivation as students progress to higher grades: from 78% in 5th grade to just 46% in 11th grade. Addressing this decline is essential to maintaining student engagement and ensuring long-term academic achievement. Bullying and Cyberbullying- Bullying remains a significant issue. In 5th grade, 69% of students report being called bad names or being the target of mean jokes. By 7th grade, 56% have experienced mean rumors or lies, and 31% report cyberbullying. In 11th grade, cyberbullying affects 67% of students, with 75% experiencing mean rumors or lies. These figures highlight a pressing need for robust anti-bullying initiatives and digital safety education. Caring Adults in Lower and Upper Grades- Only 50% of 5th graders and 47% of 9th graders report having caring adults at school. Enhancing support systems to ensure every student feels supported by caring adults is critical. Safety Concerns in Middle School- Only 63% of 7th graders feel safe at school, compared to higher safety perceptions in other grades. Improving safety measures and creating a secure environment for middle school students is necessary. Conclusion: While the district shows strength in maintaining school connectedness and ensuring safety for a majority of students, there are also areas needing attention. The decline in academic motivation through the grades, persistent bullying and cyberbullying issues, and varying levels of perceived support from adults require targeted interventions. By focusing on these areas, we can enhance the educational experience and overall well-being of our students, ensuring they have the support and safe environment needed to succeed academically and personally. We will direct our focus to addressing the decline in academic motivation through the grades, persistent bullying and cyberbullying issues, and varying levels of perceived support from adults. By focusing on these areas, we can enhance the educational experience and overall well-being of our students, ensuring they have the support and safe environment needed to succeed academically and personally. Met 2024-06-25 2024 47104700000000 Siskiyou County Office of Education 6 95% of our students feel safe at school. Based on the survey given to our students: 95% of students stated the school is usually clean and tidy 85% feel they make a difference 100% stated that a teacher or some adult cares about them at school 100% stated a teacher tor some other adult notices when they do a good job. There are now more directed visits of Principals/Program Managers to SDCs to improve instruction for students, and to support the learning of the teachers and instructional staff. Met 2024-06-26 2024 47104700117168 Golden Eagle Charter 6 Student survey: 95% of students feel connected to the school community 98% agree or strongly agree that staff are helpful, available and caring 96% feel safe at GECS centers 98% agree or strongly agree that GECS does not tolerate bullying 100% of students agree or strongly agree that they feel known and cared for by staff 94% of students agree or strongly agree that they feel known and cared for by peers 91% of students feel respected and valued at school all or most of the time Parent survey: 95% of parents agree or strongly agree GECS takes necessary steps to ensure students’ safety at GECS locations 89% of parents say student feels definitely or mostly connected to the school community, another 9% said sometimes (only 2.5% said no) Do you feel welcome and cared for at GECS? Average score 88/100. Overwhelmingly, students report feeling safe, connected to the school community, and cared for by Golden Eagle staff. Parents overwhelmingly agree that GECS takes necessary steps to ensure their child's safety while at school. In the student survey, it is encouraging nearly all of the student respondents agree or strongly agree that GECS does not tolerate bullying. This is particularly important because many students come to GECS due to issues of bullying at their previous schools, and we believe this has a strong influence on the high percentage of students who report feeling safe and connected to the school community. It is interesting to note that a larger proportion of students report feeling connected to the school community compared to parent perceptions of whether their students feel connected. This discrepancy may be due to differing perceptions by students and parents or possibly different response rates between different programs (e.g. if more students from a particular program responded to the survey while more parents from a different program responded to the parent survey). Based on the student and parent survey results, the school will explore the reasons why there are differences in the extent to which students feel connected to the school community and parents report that their students feel connected to the school community, including investigating whether these feelings of connectedness vary by program. Furthermore, while 91% (a fairly high percentage) of students reported feeling respected and valued at school all or most of the time, this number is lower than the percentage who reported feeling connected to the school and known and cared for by staff and peers. The school will explore strategies for determining reasons that students may not feel respected and valued at school. Finally, although the response rate to the survey was reasonably good, Golden Eagle will strive to increase the percentage of students and parents who complete the annual survey to ensure the survey data is representative of the experiences of all our students and families. Met 2024-06-17 2024 47104700137372 Northern United - Siskiyou Charter 6 Northern United - Siskiyou Charter School (NU-SCS) administered the School Climate Survey to students, parents, and staff. Our participation rate has not significantly increased from last year. However, those who responded were very positive about our school climate. Of the 4 students who participated in the survey, 100% of them felt safe at school. Of the 6 parents/guardians participated in the survey with 100% of the parents/guardians responding that they felt that NU-SCS placed a high priority on their student's safety and 100% responded that they are provided ample opportunities to participate in their student's education. Five staff participated in the survey with 100% stating that our school has developed the capacity of staff to build trusting and respectful relationships with families. Staff also responded with 100% of those who responded stating they are satisfied with the level of professional development being offered to them. In response to whether or not staff felt connected to their students, only 100% of the staff respondents felt connected to students. The analysis of the School Climate Survey data from NU-SCS reveals several key learnings, identified needs, and areas of strength. One of the most notable improvements is the significant increase in feelings of safety. Safety perceptions are high. Additionally, 100% of parents feel they have ample opportunities to engage in their child’s education, suggesting successful facilitation of parental involvement. 100% of staff expressed approval of the opportunities provided, highlighting effective and well-received efforts in this area and100% of staff believe the school has developed the capacity to build trusting and respectful relationships with families, pointing to strong relational skills and a supportive community and 100% of staff feel connected to students. The low student response rate, with only 4 participants, suggests a need to increase student engagement in future surveys to ensure their voices are comprehensively represented. NU-SCS has identified several key learnings that will necessitate changes to existing procedures. To enhance staff-student connections, NU-SCS will encourage collaborative projects requiring staff and students to work together, and organize regular social events like assemblies and sports events to strengthen bonds and improve the sense of community. To increase student survey participation, surveys will be administered during class time, incentives such as small prizes or recognition will be offered, and various modes of survey administration, including online and mobile app options, will be provided. To expand parental engagement, NU-SCS will offer flexible meeting times, including evenings and weekends, continue using virtual platforms for meetings and events, and conduct targeted outreach efforts to engage less involved parents through personal invitations, phone calls, and home visits when appropriate. Met 2024-06-27 2024 47701850000000 Big Springs Union Elementary 6 Big Springs Elementary surveyed 100 students in grades 3rd through 8th grade. The results are that 93% of our students surveyed felt safe at school and 88% of the students felt they do interesting activities at school. 95% of students answered that at school, there is a teacher or some other adult that cares about them. According to the survey - 90% of students felt that there is a person at school that listens when they have a concern or problem. According to the results, Big Springs Elementary is a very safe place and students feel connected to the school or school activities. Big Springs Elementary can always look into ways to make school a better place for its students, especially in the area of safety. Big Springs Elementary and its Board of Trustees maintain that safety continues to be a priority in the Local Control Accountability Plan. High Levels of Student Safety: A significant majority (93%) of students surveyed feel safe at school. This suggests that Big Springs Elementary has effective safety measures and a positive school environment where students feel secure. Engaging School Activities: 88% of students believe they participate in interesting activities at school. This indicates that the school provides a variety of engaging and stimulating activities that keep students involved and interested in their learning. Supportive Relationships with Adults: 95% of students feel there is a teacher or another adult at school who cares about them. This highlights the presence of strong, supportive relationships between students and staff, fostering a nurturing school climate. Attentive and Responsive Staff: 90% of students feel there is someone at school who listens when they have a concern or problem. This reflects the school's commitment to addressing student issues and maintaining open lines of communication. Identified Needs Enhanced Mental Health and Behavioral Health Services: There is a clear need for improved mental health and behavioral health services, especially given the school's rural location and limited local resources. Addressing these needs is crucial for supporting students' overall well-being. Professional Development in Social-Emotional Learning (SEL): Families have expressed a desire for teachers to have greater access to professional development related to SEL practices. This highlights the importance of equipping teachers with the skills and knowledge to support students' social-emotional growth effectively. Areas for Improvement Continuous Improvement in Safety: Although 93% of students feel safe, there is always room for improvement to ensure 100% of students feel secure. Continued efforts should be made to enhance safety measures as part of the Local Control Accountability Plan. Balanced Focus on Growth: The school must maintain a balanced focus on both academic achievement and social-emotional growth. This holistic approach will help students develop into well-rounded individuals, prepared for both academic and personal success. Based on the analysis of local data and the identification of key learnings, the LEA has determined several necessary changes to existing plans, policies, and procedures to address identified areas of need. To enhance mental health and behavioral health services, the LEA plans to establish partnerships with local health services and non-profit organizations, implement telehealth services for remote counseling, and hire additional on-site mental health professionals. Recognizing the need for professional development in social-emotional learning (SEL), the LEA will schedule regular SEL training workshops, integrate SEL into the existing curriculum, and foster collaborative learning among teachers to share effective strategies. To ensure continuous improvement in student safety, the LEA will conduct regular safety audits, increase the frequency and variety of emergency drills, and establish a student safety committee to provide feedback on safety measures. Additionally, the LEA will develop individualized growth plans that include both academic and social-emotional learning goals, increase parent and community engagement in SEL activities, and use data-driven interventions to address student needs. For continuous improvement, the LEA will implement ongoing assessments and surveys to monitor the effectiveness of these measures, schedule quarterly review meetings with stakeholders to discuss progress, and reallocate the budget to prioritize mental health services, SEL professional development, and safety enhancements. Pursuing grants and funding opportunities will also support these initiatives. Regular updates to the school community and the establishment of clear feedback channels will ensure transparent communication and stakeholder engagement. These strategic changes aim to create a more supportive and enriching environment for all students at Big Springs Elementary. Met 2024-06-20 2024 47701930000000 Bogus Elementary 6 In the LEA's school climate survey, the data showed several interesting results. Students K-8th were surveyed on multiple measures. 100% of students agreed or strongly agreed to the statement 'I feel safe at school.' 93% of students agreed or strongly agreed to the statement 'At my school there is a teacher or some other adult who really cares about me.' 100% of students agreed or strongly agreed to the statement 'The school is usually clean and tidy.' The lowest measures were 46% of students agreed or strongly agreed to the statement 'I do things that make a difference' and ' I help decided school activities.' Looking at this data, the LEA has decided to continue with morning meetings to build school connectedness and individual students check-ins once a month to ensure students feel safe and supported at school. The LEA has also decided to let students have more of a say on field trips and art projects. The student will fill out a survey to identify what common interests would be in field trips and art projects. Then the LEA will use this information to plan accordingly. Met 2024-06-12 2024 47702010000000 Butteville Union Elementary 6 School climate is an important part of education. If a school is safe, then students can maintain a stronger focus on the educational aspects of school. Student survey for 2023/24 show that 86 percent of students believe that BUESD provides a good education; seventy-one percent of the respondents state that if they have a problem there is someone that they can talk to and 78% feel safe at school. Subsequently, 78% of the respondents believe that the school is clean, safe, and in good condition. An average of 52 percent of the students in 6-8th grades answered Agree or Strongly Agree that the school is perceived as very safe or safe on the CHKS. Forty-six percent of the parent responses on CHKS Strongly Agree that school is a safe place for their child. Thirty-three percent of parents marked Strongly Agree to the response that the school has clean and well-maintained facilities/properties. Twenty-two percent of staff strongly agreed that the school is safe place to work. A majority of survey responses demonstrate a positive belief that the BUESD school climate is a safe and clean place to learn. On the flipside,a concern exists that over approximately 30 percent of students don't feel comfortable talking with someone about their problems. This is a focal point for the upcoming school year to continue to provide access to counseling and other partnerships like Aperture to help students become more comfortable communicating with others besides their peers. While 100% of parents believe that teachers are responsive to a child's social and emotional needs and 77% feel like they receive advice and resources to support their children's social emotional needs, students feel differently. Fifty-nine percent of 6-8th graders have felt social and emotional distress in the past 12 months. To continue, the same percentage have felt chronic sadness/hopelessness over the same time period. Forty-eight percent of 7-8th graders have considered suicide over the past 12 months. Please consider that responses may seem skewed with smaller class sizes. However, these numbers are higher than anticipated and require further analysis on what the school can do better for the social and emotional well-being of its students. On the same survey, an average of 68% of the 6-8th graders felt like they experienced caring adult relationships. BUESD will continue to provide and improve accessibility to counseling services for students to assist with their social emotional well-being. A male counselor has been working with the school for the past 4 years and available to meet with students twice a week. A female counselor from the Siskiyou County Office of Ed's School-based Mental Health & Wellness Program began visiting the school campus weekly to provide services using Aperture data and staff input. Aperture, a social and emotional wellness check program was initiated in 23/24 and will be used again in 24/25. Teachers have been trained to use the program to assess and track the well-being of their students throughout the year. In addition, students in 6-8th grade are able to self-assess their emotional status through the Aperture program. This data helps target those kids in need of additional counseling services. Met 2024-07-25 2024 47702270000000 Delphic Elementary 6 The analysis of local climate surveys includes the majority (over 95%) of students feel safe and connected at school. The LEA believes this is a result of the small and inclusive school environment. The key learnings include that many of the current systems are working well and are well reviewed by students and parents. The LEA plans to continue with current systems as they are working well. Met 2024-06-12 2024 47702430000000 Dunsmuir Elementary 6 Student Survey: 93% agree that they feel safe at school. 53% strongly agree that they are well-informed about school activities while 27% agree. Student Survey Strengths: 85% of students feel there is an adult they can go to when they are having a problem. 89% of students feel that teachers treat them with respect. 71% believe that their teachers have high academic expectations for them. 66% enjoy coming to school. Student Survey Identified Needs: 22% of students say that teachers will always give them help outside of class. 62% of students believe that students always or usually treat each other with respect. 61% say that staff members other than their teacher give them encouragement. Camp Success will continue to be an option for all students to use during the school-day for Teir I and Teir II Behavior Supports. Alma will be implemented for our new Student information System for the 2024/25 school-year. It will include a parent communication component to increase school-wide connectedness. Our Community School Grant appointed a parent liason that will do direct outreach to our families to increase commuinication on school-wide events and information. Met 2024-06-25 2024 47702500000000 Dunsmuir Joint Union High 6 DHS designs a school climate survey and administers it annually during the Community Forum. The link for the survey is on the website for a month. Students take the survey during a class period. Parents are sent the survey in the mail and can respond in writing or electronically. Community members and staff submit electronically. The survey contains several questions about the quality of education, the student support programs and overall feeling of safety. The collected answers are reviewed by Administration and by the Site Council and guide further discussion about actions and goals. Most parents reported their child had at least one person at school they would feel comfortable talking to. 2 students reported they did not feel safe. Follow up revealed they were talking about negative comments posted on social media. The school has begun administering the Healthy Kids survey, Results are due in a couple weeks. Results for 2022 are available at the following link. https://mail.google.com/mail/u/0/#inbox/FMfcgzGxSHnhTpcTfkbKkBsVWLmdbrXw?projector=1&messagePartId=0.1 DHS has been administering the California Healthy Kids Survey to 9th and 11th grade students for the past few years. The report for the 2021-22 school year is available. It has been reviewed by staff and administration, as well as our behavior therapist consultant. The study revealed certain strengths and weaknesses. They are described below. Strengths: Most students in both grades recognize that the adults in school have high expectations of the students, provide support and know they will succeed. Very few students felt unsafe. Religion was never cited as a reason for harassment. Only one student cited gender as a reason. Weaknesses/ Action: Little over half of the students feel connectedness. 9th graders are less apt to feel they contribute meaningful participation. None of the students said they feel what they do makes a difference, and none felt they have a say in how things work or class activities. 64% to 67% say they do not attend the afterschool program. Expanding and bringing in new things to the afterschool program could increase the feelings of connectedness and participation. 34% of 11th graders and 27 % of 9th graders reported not being asked how they are feeling ; and 5% of 11th graders say that never happens. 20% of 9th graders way that is never. This is easily changed by training staff no when and how to inquire after students. About 1/3 of our 11th graders use drugs or alcohol (marijuana). About half of that number for freshmen. This equates to the same numbers for students who feel chronic sadness or hopelessness.27% of 11th graders reported use of heavy drugs, and 13% of 9th graders, Ecstasy or psychedelic was reported by 11th graders. 45% of 22th graders and 80% of Freshmen said they were they were aware of a school ban on tobacco. This can be improved by talking about tobacco and drugs more often, bringing speakers on those topics, and using TUPE resources more frequently. Freshmen are more likely to get pushed or shoed, but no one reported being afraid of being beaten up. Rumors and leis did play a part in feeling victimized (9% of Juniors, or 1 student; 13% of Freshmen, or 2 students). It was the same % who said they were the victim of sexual jokes, comments or gestures. We can improve these figures by talking about bullying more often, and highlighting the anonymous reporting link we have on our website. I Junior (9%) reported carrying a weapon, and one said they were threatened with a weapon. No one reported carrying a gun. We may improve this statistic by adding additional camera and or mirrors in stairwells and dead end hallways. LCAP Goal #2 added an action that will expand afterschool programs to entice more students to participate in fun educational and health related activities. Goal 4 has added an action to develop curriculum for project-based learning. Met 2024-06-12 2024 47703180000000 Gazelle Union Elementary 6 School surveys indicate that 100% of families strongly agree that students feel connected with the school and feel safe while at school. The LEA will continue to implement actions that promote school connectedness and safety The LEA will reflect on new implementations that will further support a positive school climate including student attendance awards, student leadership opportunities, and social-emotional support through school counseling. We will also ensure that all students have equitable access to the school counselor by creating a schedule and following up weekly with the counselor. Met 2024-06-27 2024 47703260000000 Grenada Elementary 6 Local Climate Survey Data Analysis The overall District School Climate Index has been assessed using the California Healthy Kids Survey (CHKS) for 2018 and 2023, focusing on Grades 6, 7, and 8. Here is the analysis of the results: Connectedness at School: 6th grade: 74% 7th grade: 67% in 2018, 58% in 2023 8th grade: 43% in 2018, 40% in 2023 Academic Motivation: 6th grade: 84% 7th grade: 33% in 2018, 46% in 2023 8th grade: 21% in 2018, 46% in 2023 Feeling Supported by Adults: 6th grade: 67% 7th grade: 47% in 2018, 56% in 2023 8th grade: 21% in 2018, 57% in 2023 Perception of High Expectations: 6th grade: 90% 7th grade: 47% in 2018, 56% in 2023 8th grade: 21% in 2018, 57% in 2023 Opportunities for Meaningful Participation: 6th grade: 34% 7th grade: 33% in 2018, 22% in 2023 8th grade: 0% in 2018, 21% in 2023 Perception of Safety: 6th grade: 95% 7th grade: 93% in 2018, 64% in 2023 8th grade: 79% in 2018, 52% in 2023 Experiencing Harassment or Bullying: 6th grade: Data not available 7th grade: 60% in 2018, 25% in 2023 8th grade: 36% in 2018, 57% in 2023 Summary: The data indicates varying levels of connectedness, academic motivation, and feelings of support among students across different grades over time. Notably, there is a decline in perceived safety among 7th and 8th graders from 2018 to 2023, with an increase in reported harassment or bullying in the 8th grade. However, there has been improvement in academic motivation and the perception of high expectations in higher grades. These insights highlight the areas needing attention, such as enhancing safety measures, addressing bullying, and ensuring consistent support and meaningful participation opportunities for all students. Key Learnings and Identified Needs Areas of Strength: 1. High Level of Connectedness: 6th graders consistently report a high level of connectedness (74%), indicating strong relationships and a sense of belonging at school. 2. High Academic Motivation in 6th Grade: 6th graders show strong academic motivation (84%), suggesting effective engagement and support in the early middle school years. 3. Perception of Safety in 6th Grade: A significant majority of 6th graders (95%) perceive the school as safe or very safe, reflecting a positive and secure environment for younger students. Identified Needs: 1. Declining Perception of Safety: There is a notable decline in the perception of safety among 7th (93% in 2018 to 64% in 2023) and 8th graders (79% in 2018 to 52% in 2023). This indicates a need to strengthen safety measures and address concerns that older students may have about their environment. 2. Academic Motivation and Engagement: While academic motivation in 6th grade is high, it significantly drops in 7th grade (33% in 2018) but shows some improvement in 2023 (46%). 8th grade also sees improvement from 21% in 2018 to 46% in 2023, suggesting a need for continued focus on engagement strategies and support for academic motivation in the middle grades. 3.Support from Adults: The perception of having supportive adults increases in higher grades (21% in 2018 to 57% in 2023 for 8th grade), but there's still room for improvement. Ensuring that all students feel supported by adults at school is crucial for their overall well-being and academic success. 4. Opportunities for Meaningful Participation: Opportunities for meaningful participation are lacking, especially for 8th graders, where it improved from 0% in 2018 to 21% in 2023, but still remains low. Increasing student involvement in decision-making and school activities could enhance their sense of belonging and engagement. 5. Addressing Bullying and Harassment: There is a significant increase in reported harassment or bullying among 8th graders (36% in 2018 to 57% in 2023). This indicates a critical need for anti-bullying initiatives, support systems, and a safe reporting mechanism to address and reduce bullying incidents. Conclusion: The analysis of the CHKS data reveals that while there are strengths in student connectedness and perceived safety in younger grades, there are clear areas that require attention. Key needs include improving the perception of safety among older students, enhancing academic motivation and engagement in middle grades, ensuring strong support from adults, increasing opportunities for meaningful participation, and addressing bullying and harassment effectively. By focusing on these areas, GESD can work towards creating a more supportive, engaging, and safe environment for all students. Revised Plans, Policies, and Procedures for Addressing Identified Needs After a thorough review of our Local Control and Accountability Plan (LCAP) metrics and district support systems, GESD has identified several key areas for improvement based on the analysis of local climate survey data and identified needs. Identified Needs: Improved Access to Learning Opportunities for At-Risk Students: Addressing the decline in the perception of safety among 7th and 8th graders (64% and 52% in 2023, respectively). Enhancing academic motivation for middle school students, which improved but still shows significant drops from earlier grades. Increasing the feeling of support from adults and meaningful participation opportunities, particularly in higher grades. Tackling the rise in reported harassment or bullying, particularly among 8th graders (57% in 2023). Proposed Changes: Implementing a Multi-Tiered System of Supports (MTSS) Framework: Universal Behavior Supports: Provide universal behavior supports for all students to create a safe and positive school environment. Targeted Interventions: Implement targeted, evidence-based behavior interventions for students requiring additional support. Intensive Interventions: Offer intensive, individualized interventions and supports for a few students with the highest needs. Integration and Data-Driven Decision Making: Develop a comprehensive assessment system that integrates all aspects of student achievement and uses data to inform decision-making. Enhancing School-Based Mental Health and Wellness Program: Continue supporting and expanding our existing mental health and wellness programs to address the social and emotional needs of students. Provide professional development for staff to better recognize and support students experiencing emotional distress or mental health issues. Fully Implementing the Four Pillars of Wellbeing Program: Begin the journey of fully implementing the Four Pillars of Wellbeing Program to promote holistic well-being among students and staff. Focus on building strong relationships, fostering resilience, and creating a supportive school culture. Addressing Bullying and Harassment: Introduce comprehensive anti-bullying initiatives and create a safe reporting mechanism to reduce bullying incidents. Conduct regular training for students and staff on recognizing and preventing bullying and harassment. Continuous Improvement: Monitoring and Evaluation: Regularly monitor the implementation and effectiveness of these initiatives through data collection and analysis. Adjust strategies as needed based on feedback and ongoing evaluation to ensure continuous improvement. By implementing these changes, GESD aims to create a more supportive, engaging, and safe environment for all students, addressing the identified needs and enhancing overall student well-being and achievement. Met 2024-06-20 2024 47703340000000 Happy Camp Union Elementary 6 Happy Camp did not complete any local climate survey data for 2023-2024. Happy Camp did not complete any local climate survey data for 2023-2024. Happy Camp needs to implement and complete a local climate survey on at least a biannual basis. To that end, Happy Camp is currently planning on using Aperture or similar product to focus on SEL. Met Happy Camp has experienced turnover in the Superintendent/Principal position three times in the last three years. 2024-06-26 2024 47703590000000 Hornbrook Elementary 6 The school survey reflected that majority felt (75%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 52% felt their student was successful. We had positive results with being comfortable communicating with staff. Reflecting, it was identified that there needs to be more communication variety of academic offerings that HESD has, in addition to traditional math and ELA instruction. The school survey mostly reflected positives regarding our school climate. We will continue to make school climate a focus and work towards making our campus a great place for all. The most recent school survey did not prompt any changes to existing plans, policies, or procedures. Met 2024-06-25 2024 47703670000000 Junction Elementary 6 For our 2023-24 climate survey, we used a local established survey. 76% of our families responded Key indicators included: 1. Do you feel that the staff (i.e. administrator, teacher, and classified staff) have been able to build a trusting and respectful relationship with you? Agree to Somewhat agree = 100% 2. Do you feel that the staff has created a welcoming environment for all the families in the community? Agree to Somewhat agree = 90% 5. Do you feel the staff has created a safe environment for your child while at school? Agree to Somewhat agree = 90% 8. My child feels like they belong at the school? Agree to Somewhat agree = 100% 15. I feel like my child is safe at the school Agree to Somewhat agree = 100% • Everyone feels welcome, connected, and has a sense of belonging when they are at school • Everyone feels welcome, connected, and has a sense of belonging when they are at school • Need more variety of hands on learning for all subjects • Improve communication As indicated in our LCAP, we will be implementing the Positive Behavior Support System (PBIS) and restorative practices, creating a series of project based learning experiences, and purchasing curriculum to further engage our students. Met 2024-06-28 2024 47703750000000 Klamath River Union Elementary 6 The purpose of sending surveys home is to gather feedback from parents to aid in the improvement of educational programs and school facilities. With parental input, the LEA aims to better understand and address the needs and concerns of students and their families. This input is crucial for informed planning and enhancing the overall school experience. "According to surveys: 100% of parents felt adequately informed about their student's progress, that learning loss was being addressed; approval of school environment and safety, and there is sufficient access to standards- aligned instruction materials and up-to-date technology. Interim assessments are administered regularly. The CAASPP assessments and other diagnostic tools are being effectively utilized to identify and address learning gaps. Integration of technology in learning has been successful. 100% of teachers are fully credentialed and appropriately assigned, ensuring high-quality instruction. The Facilities Inspection Tool (FIT) score remains ""Good"", maintaining a safe and conducive learning environment." Parent surveys show that 100% of families strongly agree that students feel safe while at school and connected with the school. Actions that promote school safety and connectivity are the LEA's highest priorities. The LEA will also reflect on promotion of a positive school climate, focusing on attendance and social-emotional support with continued student counseling, ensuring that all student have equitable access to weekly counseling sessions. Met 2024-06-18 2024 47703830000000 Little Shasta Elementary 6 The purpose of sending this survey home is to gather valuable feedback from parents to aid in the improvement of educational programs and school facilities at Little Shasta Elementary School. The survey is an essential component of the Local Control and Accountability Plan (LCAP) required annually for all California school districts. By asking parents to rate various aspects of the school's environment, facilities, and educational approaches on a scale of 1 to 5, and to provide detailed explanations for their ratings, the school aims to better understand and address the needs and concerns of students and their families. This input is crucial for informed planning and enhancing the overall school experience. Areas of strength -86% of parents felt adequately informed about their student's progress, indicating strong communication between the school and families. -95% of parents felt their children’s learning loss due to school closures was being addressed, reflecting effective strategies to mitigate educational disruptions. -100% parental approval of the school environment and safety, highlighting a positive and secure learning atmosphere. -The school continues to provide all students with sufficient access to standards-aligned instructional materials and up-to-date technology education. -Interim assessments are administered regularly, with 70% of students currently working at grade level in both Houghton Mifflin and Eureka Math assessments. -100% of students have increased their technological skills and confidence, indicating the successful integration of technology in learning. -The CAASPP interim assessments and other diagnostic tools are being effectively utilized to identify and address learning gaps. -100% of teachers are fully credentialed and appropriately assigned, ensuring high-quality instruction. -The Facilities Inspection Tool (FIT) score remains “Good,” maintaining a safe and conducive learning environment. Identified Needs: -The CAASPP scores indicate that 43% of students met or exceeded standards in ELA and math. The target is for 80% of students to meet or exceed these standards, suggesting a need for focused interventions in these areas. -While 70% of students are currently working at grade level in both Houghton Mifflin and Eureka Math assessments, the goal is to reach 80%, indicating a need for ongoing academic support and resources. -Some actions, such as the Math Skills Bootcamp and the Reading Specialist position, were eliminated due to funding constraints, highlighting a need for additional financial resources to support these programs. -The goal of ensuring that all students are comfortable with online learning platforms remains critical, especially in the context of potential school closures. Continued emphasis on improving online learning skills and maintaining updated technology is necessary. -The report does not explicitly disaggregate data by specific student groups such as EL (English Learner) students, since there are no EL students currently enrolled. Overall, the data indicates a need to focus on raising the achievement levels across the entire student body to meet the desired outcomes for academic performance and technological proficiency. These key learnings and identified needs provide a comprehensive overview of the areas where Little Shasta Elementary School is excelling and where further efforts are required to achieve the 2023-24 LCAP goa Little Shasta Elementary School has identified several changes to existing plans, policies, or procedures to address the areas of need highlighted by the mid-year monitoring report. The key revisions, decisions, and actions for continuous improvement include: Changes to Plans, Policies, or Procedures: -The LEA plans to implement targeted academic interventions to help students meet or exceed standards in ELA and math. This includes the use of diagnostic assessments to identify specific learning gaps and tailor instruction to individual student needs. -Continued emphasis on integrating technology into daily learning activities to ensure that all students are proficient in using online learning platforms. This involves regular technology training sessions and ensuring access to updated technological resources. -Given the reduction in funding, the LEA is exploring options to optimize class sizes and maintain a high level of individualized attention for students. This may include adjustments to the FTE (Full-Time Equivalent) for teaching positions to balance the budget while minimizing the impact on student learning. -Strengthening communication channels between the school and parents to keep them informed about their children's progress and involve them in decision-making processes. This includes regular updates, surveys, and opportunities for parents to provide feedback. Professional Development for Teachers: Offering professional development opportunities for teachers to enhance their instructional practices and better support students’ academic and technological needs. This includes training on effective use of assessment data to inform instruction and strategies for engaging students in remote learning environments. Continuous Improvement Actions: -Regular monitoring and evaluation of the implemented changes to assess their effectiveness and make necessary adjustments. This involves using interim assessment data and feedback from stakeholders to inform ongoing improvements. Stakeholder Engagement: -Engaging a broader range of stakeholders, including parents, teachers, and community members, in the continuous improvement process to ensure that all perspectives are considered in decision-making. Met 2024-06-20 2024 47704090000000 McCloud Union Elementary 6 The CHKS results have not been provided yet (6/2024), but there will be no data because the class size was not statistically significant at 10 students total. Surveys give a narrative idea of the satisfaction and dissatisfaction of students and parents regarding school safety and climate. The majority express that they are welcome at school and have plenty of opportunities to participate; however, they also admit that they do not participate in school council meetings or board meetings. Parents are satisfied with the reports they receive about their children and the parent conferences they have with teachers. A high percentage of parents attend conferences each year and attend back-to-school events and open houses. Students express that they feel safe on campus, and parents express that they feel their parents are safe given the LEA's protocols for safety, including non-entry without being let in, locked doors, exit plans, and more than one way in and out of classrooms. Most parents feel that the behavior policy and consequences are fair and that they are appropriately notified when issues arise. People are happy with the cleanliness and order of the school when they enter the building. Parents are happy with the return of the music program and enjoyed the taiko performance at the end of the year. Parents and students appreciate the field trips and special events supported by the school and the PTO but have expressed concern and a desire to help as the bus driver retired this year, and the LEA could not find a replacement. Parents appreciate the enrichment programs like GATE and SAFE and the special presenters that the LEA organizes, such as DARE, Bullying Prevention, Positive Prevention Plus, lab sciences, art, and sports programs. Families appreciate the intervention programs for reading and math provided to all students. When asked what they would like to see more of, parents and students asked for more field trips and special assemblies. N/A regarding numbers data. The LEA can glean from the surveys that enrichment is very important to students and families, and the continuation of such programs is vitally important to the school's engaging climate. The LEA needs to hire a bus driver or pay to train a staff member so that field trips can return on a school-wide basis and so that sports travel is possible without parents having to drive. Many students need transportation to school due to a lack of vehicles and/or vehicles that can't drive in the snow so that the LEA will continue morning transportation for students with high need and/or attendance issues. Even though we do not get data on the surveys provided by the state of CA, we do know what issues affect our students, such as poverty, ACES, drug use, incarceration of family members, etc., we provide many opportunities for education on said topics. DARE, Anti-Bullying, ACES training, anti-drug presentations, healthy options training, and refusal skills training, among others. The existing policies that are in place will continue, and the LEA will continue to look for resolutions in the areas of weakness, including bus transportation, to continue enrichment off campus. The LEA also will continue to try to entice parents to become more involved in formal meetings and input at school. Met 2024-06-21 2024 47704170000000 Montague Elementary 6 Montague Elementary School District collects and analyzes data using two primary instruments; the California Healthy Kids Survey, and a local school climate survey. A summary of local data is included. Strengths 1. I am welcome to participate in my child’s school. 97% Agreed 2. Adults at this school challenge my child to do better. 89% Agreed 19. This school offers opportunities for parent involvement. 90% Agreed 17. This school does a good job of teaching my child’s responsibility and accountability. 92% Agreed 14. The school facilities are clean and well-maintained. 92% Agreed Written Comments: Good Communication (Mentioned 5 times) Teachers and Staff (Mentioned 6 times) Education (Mentioned 3 times) Sports (Mentioned 2 times) Recommendation: continue to develop partnerships with parents, hold students accountable and maintain a clean facility School Needs or Areas of Improvement 18. This school has good public image. 25% Disagreed 8. Overall the school performs well academically. 23% Disagreed 4. Homework is productive and supports learning in the classroom. 27% Disagreed 7. I believe my child is receiving the education to prepare him/her for the future. 19% Disagreed 13. Order and discipline are consistently maintained. 19% Disagreed 3. Good teaching is important at this school. 16% Disagreed Written Comments: After School (Mentioned twice) Accountability and follow through for staff Although the student population at Montague Elementary is small and fairly homogenous, ratings provided by students and parents in the American Indian student group reported lower levels of school connectedness, discipline policies, and academic engagement, compared to all other student groups. Taken as a whole, the low SES subgroup reported higher levels of academic and school/staff connectedness compared to the general student population. Improving school climates will continue to be an area of focus across the Montague Elementary School District. Throughout the 2024-25 school year, the district leadership team will be working closely with the principal, literacy coach, school counselors, and school staff to continue improving school climates on each campus. Professional learning opportunities throughout the school year will include formative data related to attendance and suspension, and schools will be sharing practices that they identify through the school leadership team process for improving social-emotional outcomes for students. Connections with Native American parent groups, the Karuk Education Department, and other tribal agencies will be emphasized. Met 2024-06-20 2024 47704250000000 Mt. Shasta Union Elementary 6 Due to a lack of diversity within the district it is difficult if not impossible to disaggregate data with certainty. Thirty two percent of parents state that the District promotes parental involvement indicating a overall need for improvement . However, 67% of respondents also indicate that the district encourages parents to be involved in their students education.. Ninety-seven percent of respondents feel the schools promptly respond to phone calls, messages and emails. Ninety-seven percent of respondents agree that parents and caregivers are treated with respect and 82% believe their concerns are taken seriously. While overall data indicates the majority of parents and caregivers are happy with MSUSD there is also a need to improve communication to the home. Seventy-one percent of respondents state they feel welcome at school. While still positive this indicates there is room for improvement in this area. During the 24/25 school year site and district administrators will work with both classified and certificated staff to improve the welcoming nature of the schools as well as how to improve communication home. Met 2024-07-16 2024 47704580000000 Seiad Elementary 6 Not Met 2024 47704660000000 Siskiyou Union High 6 Students in Siskiyou Union High School District report across all grade levels over a 47% school connectedness, according to our most recent Health Kids Survey Data, with Schools being perceived to be very safe by will over 50% of students. Our most recent LCAP survey, indicated parents felt their students were safe at over 85%. Students and Parents also feel that their schools have high expectations (over 68%) and that students have access to caring adults (59%). Finally, most students were not afraid of physical violence (less than 16%) and had not experienced bullying or harassment (a range of 34% at the older levels and 50% at the younger levels Identified needs to be addressed are 1. Vaping and access and use of tobacco products (over 30% use rate) 2. Access and use to illegal substances (by 12th grade over 47% use rate) 3. High levels of emotional stress (44% rate) As a result of the above noted indicators, the District has partnered to deploy Friday Night Live, a pro social program to support pro social choices, has established wellness / cultural centers at Happy Camp HS and Mt. Shasta HS. Has plans to establish similar wellness centers at Weed HS and McCloud HS. Met 2024-06-27 2024 47704820000000 Weed Union Elementary 6 file:///C:/Users/Jon%20Ray/Desktop/WUESD/CHKS/23-24/Climate%20for%20Middle%20School.pdf Significant progress has been made with connecting students to school. Our Wellness Center and positive approach to students being successful has played a significant role in connecting students. We plan on increasing resources to our Wellness Center through multiple grants. Met 2024-06-27 2024 47704900000000 Willow Creek Elementary 6 "Due to the low number of students, data is not available by student groups. School Engagement and Supports- Students reporting ""Yes, most of the time"" or Yes, all of the time"" School connectedness 68% Academic motivation 77% School boredom 75% Caring adults in school 75% High expectations-adults in school 92% Meaningful participation 48% Facilities upkeep 83% Parent involvement in schooling 73% Social and emotional learning supports 77% Anti Bullying climate 74% School Safety and Cyberbullying Feel safe at school 67% Feel safe on way to and from school 67% Been hit or pushed 75% Mean rumors spread about you 50% Called bad names or target of mean jokes 73% Saw a weapon at school 36% Cyberbullying(last night) 42% School Disciplinary Environment Rule clarity 58% Students well behaved 33% Students treated fairly when break rules 58% Students treated with respect 92% Substance Use Alcohol or drug use 17% Marijuana use 0% Cigarette use 0% Vaping 0% Routines Eating of breakfast 83% Late bedtime (at 10 pm or later) 42% Mental Health Frequent sadness 42% Wellness 50% " Despite the lack of disaggregated data by student groups due to the low number of students, the available survey results provide significant insights into the overall school environment. Here’s a detailed analysis of the provided data across various categories. School Engagement and Supports School Connectedness (68%): A majority of students feel connected to the school, but there is room for improvement to ensure that all students feel a strong sense of belonging. Academic Motivation (77%): High levels of academic motivation indicate that most students are driven and engaged in their studies. School Boredom (75%): A high percentage of students experiencing boredom suggests a need to make academic activities more engaging and relevant. Caring Adults in School (75%): Most students feel that there are caring adults in the school, contributing to a supportive environment. High Expectations - Adults in School (92%)**: Nearly all students feel that adults in the school have high expectations for them, which is crucial for fostering a culture of achievement. Meaningful Participation (48%): Less than half of the students feel they have meaningful participation opportunities, highlighting an area for potential development. Facilities Upkeep (83%): The majority of students report that the school facilities are well-maintained, which can positively impact their school experience. Parent Involvement in Schooling (73%): Strong parent involvement is evident, which is beneficial for student success. Social and Emotional Learning Supports (77%): A high percentage of students feel supported in their social and emotional learning, essential for their overall development. Anti-Bullying Climate (74%): Most students believe in the anti-bullying climate of the school, though a significant minority might still experience issues. School Safety and Cyberbullying Feel Safe at School (67%): Only about two-thirds of students feel safe at school, indicating a need to enhance safety measures. Feel Safe on Way to and From School (67%): Similar to the in-school safety perception, indicating potential safety concerns during commutes. Been Hit or Pushed (75%): A high incidence of physical altercations suggests an urgent need for interventions to reduce violence. Mean Rumors Spread About You (50%): Half of the students report being targets of rumors, indicating prevalent relational aggression. Called Bad Names or Target of Mean Jokes (73%): A significant number of students experience verbal harassment, highlighting a need for stronger anti-bullying initiatives. Saw a Weapon at School (36%): Over a third of students have seen a weapon at school, which is alarming and necessitates immediate action to ensure safety. Cyberbullying (Last Night) (42%): A substantial number of students face cyberbullying, reflecting the importance of addressing online behavior and safety. School Disciplinary Environment Rule Clarity (58%): Just over half of the students understand school rules clearl Based on the survey data, several recommendations can be made to improve the school climate: 1. Enhance Safety Measures: Implement and enforce stronger safety protocols both in school and during commutes to address the concerns of physical altercations, weapon sightings, and overall safety. 2. Anti-Bullying Programs: Strengthen anti-bullying initiatives and provide more support for students experiencing verbal harassment and cyberbullying. 3. Engagement Strategies: Develop strategies to make academic activities more engaging to reduce school boredom and increase meaningful participation. 4. Mental Health Support: Increase access to mental health resources and programs to address frequent sadness and overall wellness among students. 5. Disciplinary Clarity and Fairness: Improve communication regarding school rules and ensure fair treatment in disciplinary actions to foster a more positive disciplinary environment. 6. Parental Involvement: Continue to encourage strong parental involvement in schooling to support student success. 7. Social and Emotional Learning: Maintain and enhance programs that support students' social and emotional learning to ensure they feel supported in their overall development. By focusing on these areas, the school can work towards creating a more positive and supportive climate for all students. Met 2024-06-20 2024 47705080000000 Yreka Union Elementary 6 Much of the feedback provided by our LCAP Committee focused on the need for more community engagement/parental feedback, improving academics, strengthening our Tier 1 (general education pedagogy, and continuing student support and positive discipline strategies. Based on survey results, there is a large emphasis on small class sizes, technology, and counseling services. Overall, our educational partners believe we have clean and safe schools for our students, and the district does an excellent job of informing educational partners of pertinent information. Following is the data obtained from our 2024 surveys: Parents: --81--% of survey respondents felt our schools are safe. ---64-% positive sense of school connectedness and decision-making Staff: Sense of safety = --64--- % School connectedness = --71---% Students: Sense of safety = --83---% School connectedness = ---31.5--% Parents = ---39--% survey participation Staff = --10---% survey participation Students = --35---% survey participation Educational partners' input narrowed the focus of the LCAP to identifying and closing the learning gap(s) created by the pandemic. Educational partners' input from all viewpoints stresses the importance of keeping class sizes small, focusing on continued academic growth, and providing social-emotional support for our students. Most of our parent, staff, and student surveys indicate that we provide safe school environments. Additionally, most parents and staff feel they can supply input regarding decision-making opportunities. Healthy Kids Survey Results 2022: Seventh Grade Students School connectedness†# (In-School Only) 34% Academic motivation† 47% School is really boring± 64% School is worthless and a waste of time± 25% Monthly Absences (3 or more) 22% Maintaining focus on schoolwork† 23% Caring adult relationships‡ 49% High expectations-adults in school‡ 54% Meaningful participation‡ 20% Facilities upkeep†F 25% Promotion of parental involvement in school† 33% Caring adults in school Average reporting “Pretty much true” or “Very much true” 49% There is a teacher or some other adult from my school... who really cares about me. Not at all true 12% A little true 38% Pretty much true 27% Very much true 23% who notices when I’m not there. Not at all true 13% A little true 37% Pretty much true 29% Very much true 21% who listens to me when I have something to say. Not at all true 14% A little true 38% Pretty much true 24% Very much true 24% Perceived Safety at School Grade 7 Very safe 10% Safe 21% Neither safe nor unsafe 48% Unsafe 12% Very unsafe 10% Improvement Plan Based on 2024 Survey Data 1. Enhance Community Engagement and Parental Feedback Goal: Increase parental involvement and feedback to ensure a collaborative and supportive school environment. Actions: Expand Communication Channels: Implement a multi-platform communication strategy, including emails, social media, school apps, and newsletters to keep parents informed and engaged. Regular Town Hall Meetings: Host quarterly town hall meetings for parents and community members to discuss concerns, provide feedback, and participate in decision-making processes. Parent Workshops and Training: Offer workshops focused on helping parents support their children's education, such as literacy nights, math games, and technology tutorials. Volunteer Opportunities: Create more opportunities for parents to volunteer in classrooms, during events, and on committees. Expand Counseling Services by participating in the Community Schools Partnership Grant, the Community Engagement Initiative Grant, the HCAI Wellness Grant, etc. Technology Integration: Provide ongoing training for teachers on integrating technology into their teaching and ensure all students have access to necessary devices and internet connectivity. Metrics: Increase academic motivation among students from 47% to 60%. Decrease the percentage of students who find school boring from 64% to 50%. Strengthen Tier 1 General Education Pedagogy Goal: Ensure high-quality instruction for all students in the general education setting. Increase school connectedness among students from 31.5% to 50%. Improve staff sense of school connectedness from 71% to 80%. Increase the percentage of students reporting caring adult relationships from 49% to 60%. Improve perceived safety at school among seventh graders from 31% feeling safe/very safe to 50%. Increase the percentage of seventh graders who feel there is meaningful participation in school from 20% to 35%. Facilities Upkeep: Invest in maintaining and improving school facilities to ensure a clean and conducive learning environment. Meaningful Student Participation: Create more opportunities for students to participate in school decisions and activities, such as student councils and feedback sessions. Improve the rating of facilities upkeep from 25% to 50%. Summary and Recommendations The improvement plan focuses on enhancing community engagement, improving academic performance, strengthening Tier 1 instruction, continuing student support and positive discipline strategies, and addressing specific survey concerns. The school district aims to create a more inclusive, supportive, and high-performing educational environment by implementing these targeted actions and monitoring progress through defined metrics. Regular reviews and adjustments to the plan will ensure it remains responsive to the needs of students, parents, and staff. As stated above, YUSD will focus on the above actions. The above data will be shared with leadership groups, student groups, Collaboration meeting participants, Site Council, Board members, and Community Engagement partners to create an improvement plan. The improvement plan will focus on enhancing community engagement, improving academic performance, strengthening Tier 1 instruction, continuing student support and positive discipline strategies, and addressing specific survey concerns. Met 2024-06-25 2024 47705160000000 Yreka Union High 6 The school survey reflected that majority felt (75%) we had a positive school climate and students feel safe. There was a positive result with how they felt their student performed academically, 52% felt their student was successful. We had positive results with being comfortable communicating with staff. Reflecting, it was identified that there needs to be more communication on the CTE classes that we offer, we will meet at the beginning of the school year to establish a plan to communicate our CTE offerings. The school survey mostly reflected positives regarding our school climate. We will continue to make school climate a focus and work towards making our campus a great place for all. The most recent school survey did not prompt any changes to existing plans, policies, or procedures. Met 2024-06-19 2024 47736840000000 Butte Valley Unified 6 "California Healthy Kids Survey 2024 Grades 7-8 School Connectedness: 36% Low Violence Victimization: 55% Grades 9-12 School Connectedness: 39% Low Violence Victimization: 67% CHKS did not provide disaggregated data." "Below 50% of students report positive school connectedness. Above 50% reported low violence victimization. Areas of need: Increased engagement Increased family engagement Increased services to promote wellness Improved school discipline Areas of strength Improved staffing Beginning implementation of programs and services to support students and families Improved instruction in ELA, interventions, and academics in general Implementation of MTSS and PBIS" BVUSD has a new global adoption of board policy. New staffing, including administration, are prepared to continue implementation of MTSS/PBIS. Partnerships to support school-based mental health and wellness have been established and grants funds secured to support programs. Engagement is the focus for the coming year. Met 2024-06-28 2024 47764550000000 Scott Valley Unified 6 According to the California Health Kids Survey (CHKS) administered to our students for the 2023-24 school year, 82% of 6th graders reported feeling school connectedness with 75% reporting that there are caring adults in school and 92% of the 6th grade students believe that the adults have high expectations of them. Sixth graders reported feeling safe at school all of the time (20%), most of the time (75%) and some of the time (5%). Fifty-eight (58%) of 7th graders and 47% of 8th graders felt connected to school. Sixty-five (65%) of 7th graders and 58% of 8th graders believe that the adults at school care about them and 78% and 63% respectively reported that adults have high expectations. Seventeen (17%) of 7th graders and 19% of 8th graders surveyed feel very safe at school, 43% and 33% respectively feel safe at school and 37% and 42% respectively feel neither safe nor unsafe at school. Sixty-five (65%) of high school students report that school is a safe place for students and 63% report that the adults really care about them and have high expectations. Forty-one (41%) report that the high school has an anti-bullying climate. "The data above suggests that the beginning of the school year presents and opportunity for principals to share these and other results of the CHKS with students, faculty and staff, as well as with School Site Council, minimally. These data will inform SSC's School Plan for Student Achievement as well as inform the team for District-wide Differentiated Assistance in making decisions about how to reach students, connect better and increase feelings of school safety. A deeper dive into the grade-span data will be a necessary next step in order to assess whether the results are ""wide spread"" or prevalent within a specific disaggregated student group. Preliminarily, the data is wide-spread across student groups." Differentiated Assistance status for suspension rates and chronic absenteeism aligns with some of the data of the CHKS. A comparison between staff responses and parent/family responses in the above areas of school connectedness and school safety will be an informative activity for the sites to engage with when school resumes in 2024-25 school year. Handbooks may be revised as well as an increased awareness and application of alternatives to suspension, wherever and whenever possible. Processes will be reevaluated with principals as well. Met N/A 2024-06-25 2024 48104880000000 Solano County Office of Education 6 Students are surveyed annually to assess their perception about safety, level of engagement, emotional and social well-being, effective communication, and satisfaction with services. Students engage with a survey related to the LCAP as well as the California Healthy Kids Survey (CHKS). Survey data shows that most of our students feel satisfied with the academic and emotional support they receive at school. On the CHKS most students feel safe at school and have a connection with at least a teacher. It is our goal to continue to improve in these areas, by involving students in engaging activities and training our staff to provide effective social-emotional and career/college readiness support. Data collected from the California Healthy Kids Survey and LCAP educational partner feedback sessions identified the following areas of need and strength: (Please note that specific student groups were not identified in order to protect the identity of students) Areas of Need: 1. Social-emotional support-95% of students and parents at Evergreen Academy and 98% of students and parents surveyed identified the need to support students who are struggling emotionally. Students are dealing with higher levels of depression, frustration, and pressure from social media influences. 2. College and Career preparation- 98% of students and parents at Evergreen Academy identified post-secondary preparation as a major need. 99% of students and parents surveyed at Golden Hills Community School identified the need to have courses, internships, presentations, workshops, and connections with industry professionals and college/university representatives. Survey data also identified the need to expand college and career readiness to students who are in middle school. Middle school students appreciated having exposure to information related to careers and the requirements for admission to college. 3. Resources for foster and homeless youth- 90% of all surveyed students identified the need to support student who are in the foster care system or experiencing housing insecurity with access to community resources. Clothing, school supplies, counseling, county housing support services, and free groceries were identified as areas of need for students and their families. 4. Tutoring/ Academic support for students performing below grade level- 89% of students and parents surveyed at Evergreen Academy and Golden Hills identified the need to have as many opportunities as possible for students to receive access to small group instruction, tutoring, or educational software. Students who are English learners identified the need to have resources sent home that students can use to improve their language skills. Areas of Strength: 1. Positive / Safe Classrooms- 99% of the students and families surveyed at Golden Hills and 90% of the students and parents surveyed at Evergreen Academy reported that their schools were safe and the classrooms were positive and encourage all students to learn. 2. Positive Behavior Intervention Systems (PBIS)- 100% of students and parents surveyed at Golden Hills and Evergreen Academy reported that PBIS encourages students to self-correct inappropriate behaviors inside and outside of the classroom. PBIS is in full implementation at both campuses. 3. Access to technology-100% of students surveyed at Golden Hills and Evergreen Academy identified access to technology as a support to their learning. Students are able to read, listen, and interact with the lessons that are presented to them in the classroom. 4. Wellness Centers- 98% of the students surveyed at Golden Hills and Evergreen Academy identified use of the Wellness Center and wellness activities as The following decisions/actions will continue and expand when needed to support continuous improvement: 1. Social Emotional Support- Evergreen Academy will maintain two Mental Health and Wellness Clinicians in order to support the mental health and well-being of students. Golden Hills Community School will maintain a full-time Mental Health and Wellness Clinician to support students with individual and group counseling support. The Mental Health and Wellness Clinicians will participate with Family Welcome Meetings at Golden Hills and Multi-Disciplinary Team meetings at Evergreen Academy. The partnership between the Mental Health and Wellness Clinicians, students, parents, teachers, and administrators will support students with their social-emotional and academic needs. 2. Foster/Homeless Youth Support- The increased numbers of students participating the foster care system and experiencing housing insecurity has increased. Expanded support with partners throughout Solano County ensures that SCOE provides families with access to needed resources. 3. Academic Resources- Summer school, after school tutoring, and instructional resources to support students performing below grade level will continue to be provided to students at Evergreen Academy and Golden Hills. Resources include print and electronic educational resources. 4. College and Career Readiness- Increased opportunities for students to participate in college and career classes, career exploration through innovative software programs, and the addition of career pathways that students can participate in. Met 2024-06-26 2024 48104880139030 Elite Public 6 The student survey was administered during the 2023-24 with the following results: 69% of students agreed or strongly agreed that the school is safe at the high school level with 51% at the middle school level and 89% at the elementary level. 70% of high school students agreed or strongly agreed that they had a sense of connectedness to the school, with 47% at the middle school, and 84% at the elementary school. The data shows a significant improvement from the previous year’s survey results, which we attribute to the actions we have implemented since students returned to in-person instruction. Middle school students' sense of safety and connectedness is an area of growth that we will continue to address. We are working toward building a peaceful and productive ELITE school campus where all students belong and are respected members of the school community. The affirming ELITE school community will be trauma-sensitive, intentionally inclusive, and restorative. Students who are having difficulty academically and socially within the community are supported by ELITE staff members, who have agreed to embrace all students, strategic partnerships with Community-Based organizations, volunteers, and the Full-Service Community School staff. ELITE employs support staff to provide comprehensive academic, social, mental and physical education services to meet student, family and community needs and create clear pathways from Preschool to College/Career. Our Full-Service Community Schools liaison coordinates services for students who need additional support to meet the ELITE Standards of Excellence. ELITE faculty and staff receive training in and are expected to fully implement the following best practices toward creating a safe and supportive environment: 1) Positive Behavior Intervention and Support 2) Restorative Justice 3) Trauma-Sensitive practices 4) Youth Suicide Awareness, Prevention, and Post-intervention 5) Active Shooter 6) Sexual Harassment: Policy and Prevention 7) Mandated Reporter 8) Cyberbullying There are no changes planned for next year. Met 2024-06-11 2024 48705240000000 Benicia Unified 6 BUSD administers and analyzes the results of two surveys to assess student, staff, and parent perceptions of a variety of aspects of school climate and safety. The REACH (Relationships, Effort, Aspirations, Cognition, and Heart) survey is administered to all secondary students (6-12th grade). The REACH survey is a valid and reliable youth self-report survey that measures academic motivation. The survey, developed by the University of Minnesota is based on research regarding youth developmental assets. The REACH Survey helps staff gain insight into middle and high school students' relationships and character strengths that are essential for motivating them to become self-propelled young adults. We also administer the Renaissance/PASS Survey to all elementary students. The Renaissance/PASS Survey measures students' feelings about school, their perceived capability, their self-regard, preparedness for learning, attitudes toward teachers, general work ethic, attitude to attendance, and response to curriculum. The California Healthy Kids Survey is administered to students in grades 7, 9, and 11 and all students attending our continuation high school. In addition staff at all district schools and parents of all students are requested to complete online surveys. The REACH, renaissance/PASS, and the California Healthy Kids surveys are analyzed together at both the district and site levels to identify areas of targeted strengths and growth. The data is presented to the local governing board and available on the district website and is included in our District LCAP metrics. The overall data for each survey is as follows: REACH: Relationships - 56% REACH: Heart - 57% REACH: Sense of Belonging - 51% Renaissance/PASS: Feelings About School (grades 1-2) - 81% Renaissance/PASS: Feelings About School (grades 3-4) - 76% More detailed data regarding these surveys can be found in Goal 1 of our District LCAP. The data taken together from the surveys, at the last full administration in 2024 (REACH), indicate that in terms of relationships and sense of belonging as they pertain to school connectedness, student and staff relationships and school climate our data has peaks and valleys. Students reported that they are challenged to grow academically and are provided support by adults on campus. The overall needs indicated by our data: Continued focus on building relationships, especially with our marginalized groups Continued focus on creating a sense of belonging with all students, especially at our secondary sites Continued focus on creating culturally responsive and inclusive environments at all sites and levels Additional data can be found in our LCAP Goal 1 metrics. The District continues to focus on building relationships with students through extensive training in equity, cultural responsiveness, restorative practices, PBIS, and Universal Design for Learning. This will continue to be an area of focus. The District LCAP goal states All students in Benicia Unified School District, especially those who have been underrepresented, will feel a sense of belonging and connection to their school community so that they feel challenged and invested in a learning environment that values individuals and is accepting, respectful, safe and supportive. Met 2024-06-13 2024 48705320000000 Dixon Unified 6 "The California Healthy Kids Survey (CHKS) , an anonymous, confidential survey of school climate and safety, student wellness, and youth resiliency was administered to students at grades five, seven, nine, and eleven. School sites were able to collect and analyze data regarding local youth health risks and behaviors, school connectedness, school climate, protective factors, and school violence. For the LCAP, DUSD focused on ""School Connectedness."" Grade 5: 62% Grade 7: 35% Grade 9: 40% Grade 11: 39% Non Traditional: 48% Dixon Unified School District's Chronic Absentee rate declined by 8.3%. The district saw all of its student groups fall into the ""Yellow"" color on the dashboard with the exception of African American and Homeless students. While we still are not where we want to be (in 2019 our Chronic Absentee rate was 11%), we saw a significant decrease from the previous year. All of our schools TK-8, fell into ""Yellow"" on the dashboard and showed improvement from the previous year. Our Students with Disabilities saw a double digit decline in their chronic absentee rate of 10.5 %. Latino and white students both had an 8.5 decrease on their Chronic Absentee rate and our English Language Learners declined by 7.5%. Overall, our Graduation rate increased by 1.1%. DUSD saw a significant increase in the Graduation Rates for their Homeless population (26.2%) and their English Language Learners (11.1%). Both of these groups were ""Green"" status on the Dashboard. The only student group to see a decline in their Graduation Rates was our white students (1.1%). The District's Suspension Rates have steadily improved over the years; however, there is still ample room for growth across the District. Overall DUSD fell into the ""Yellow"" category on the Dashboard with a 0.7% decline. Our students who identify as English Language Learners declined 2.1%. Students who identify as 2 or more Races saw the biggest improvement in their Suspension Rate with a 4.3% decrease. Although our African Americans saw a 3.4% decrease in their Suspension Rate, they still fall into the ""Orange"" category on the Dashboard. Suspension Rates increased for our Homeless, Filipino, and Students with Disabilities. " Based on survey results, each site analyzed the survey data to identify specific areas where students may be experiencing challenges or where the school climate may need improvement. The District and sites implemented the following responses with the goal of improving School Climate. The first step was to engage various stakeholders in the review and interpretation of the survey data through the Culture and Climate Committee. This committee included teachers, administrators, students, parents, and community members. By involving multiple perspectives, the District and sites were able to gain a more comprehensive understanding of the issues and develop more effective strategies for improvement. Based on the identified areas of concern, the district and sites developed action plans to address specific areas, especially Tier 1 strategies. The District's PBIS programs at each site significantly contribute to reducing suspension rates within each school by fostering a positive and inclusive school climate and providing proactive strategies to address behavioral issues. PBIS teams meet monthly to analyze discipline Data and refine their PBIS structures based on data from SwIs and Aeries. Targeted support and interventions are provided to students who are at risk of exhibiting challenging behaviors, as well as offering social-emotional learning programs to teach essential life skills. Site PBIS leads, funding for release time or extended duty for Tier 1 and Tier 2 PBIS team members, as well as the Mental Health Clinicians are all key to the efficacy of these programs and the improvement of our school climate. These data indicate there is a continued need for intervention and analysis for all students in the area of attendance. Positive Behavioral Interventions and Supports (PBIS) played a pivotal role in fostering improved attendance within schools. By implementing PBIS strategies, our school sites have created a supportive and nurturing environment where improved attendance is recognized and reinforced. Furthermore, PBIS interventions often involve collaboration among teachers, staff, students, and families, fostering a sense of community and accountability for attendance. As a result, students are more likely to attend school regularly, leading to improved academic outcomes and overall student success. In addition to our PBIS program, the District's Coordinator of Pupil Services, site administrative teams, and Parent Liaisons met monthly to analyze attendance data and set school wide SMART goals to improve student attendance. The site Mental Health Clinicians supported student attendance by addressing the underlying psychological, emotional, and social factors that contributed to absenteeism at the Tier 3 level These professionals provided a range of services aimed at promoting mental wellness and addressing barriers to attendance. In addition to providing individual counseling for our most at risk students, the Mental Health Clinicians c The Dixon Unified School District staff identified three essential areas to support students, families, and staff in addressing their social emotional and behavioral health needs and improving School Climate. The first element is focused our Positive Behavior Interventions and Supports (PBIS) are in place and fully implemented to support students and staff at each school site. In addition, this creates a structure for PBIS and SEL to be integrated at each school site. PBIS teams will continue to participate in coaching, professional development and monitor site data, including discipline referrals and California Healthy Kids data. Mental Health staff will continue to provide push in support for targeted grade levels or classrooms using our Social Emotional Learning Curriculum. For our Tier 2 students needing additional supports, they will participate in small group instruction instruction. Students referred through the mental health referral process and identified as needing the most intensive supports will receive weekly counseling or behavior support from our Mental Health Clinicians, school psychologists, or behaviorists. Staff will also make referrals to outside agencies. The third element focuses on supporting staff and student wellness. Students will have access to our Mental Health Team and support from outside agencies. School staff and parents can make a referral to our Mental Health Team. The Equity Task Force completed their work in the 2022-23 school year. Based on their recommendations, the work shifted to a Culture and Climate Committee that monitored work under LCAP Goal 2. The committee identified Chronic Absentee Rate as being an area of focus for the 2024-25 school year. Met 2024-06-20 2024 48705320122267 Dixon Montessori Charter 6 "The local climate survey data was collected on 5/30/2023, comprising responses from our 8th grade student group. The survey aimed to assess perceptions of school safety and connectedness across various grade spans, adhering to the requirements outlined in California Education Code 52052. The survey encompassed multiple aspects of school climate, including safety, connectedness, and reasons for absenteeism. Overview of Data: The responses indicate a positive school climate. The survey included the following questions: 1. ""At my school, my teacher cares about me"" - All students said this statement was very much true or true except for one who said it is a little true. 2. ""I show MERIT"" - 83% said this was very true or true, 17% said this was a little true, 0% said it was not true at all 3. ""I feel safe before school, after school, in the classroom, and at break/lunch time"" Approximately 83% of students answered that they always feel safe, 17% said they sometimes feel safe, and 0% said they never feel safe. 4. In the past 30 days, did you miss a day of school for any of the following reasons?"" - 23% said they did not miss school, 35% said they missed one day, 11% said they missed 2 days, and 29% said they missed 3 or more days. Of those who missed school 41% said they were sick, 11% said they were being bullied or mistreated, 17% said they felt sad or anxious, and 41% said they were out for ""other reasons"". 5. ""I am happy to be at this school"" - 58% agree or strongly agree, 30% were neutral, and 11% strongly disagreed. 6. ""During the past 12 months, how many times were you harassed or bullied for any of the following reasons"" - -Race, ethnicity, or national origin: 88% said never, 11% said 2-3 times, Religion -Religion: 100% said never -Gender: 100% said never -Physical or mental disability: 88% said never, 5.5% said once, and 5.5% said four or more times 7. During the past 30 days, on how many days on school property did you use: -Cigarettes: 0% -Vape: 0% -Other tobacco: 0% -Alcohol: 0% 8. "" Are you active or involved in"" -School clubs and activities: 75% are and 25% are not Disaggregated Data by Student Groups: The survey responses were disaggregated by student groups as specified in California Education Code 52052. The data provides insights into how different student groups perceive school climate, facilitating targeted interventions for improvement. Analysis of Specific Items: Responses varied across different statements, reflecting nuanced perceptions of school climate among students. This is a small sample size and two students made up 11% of the total. It appears that 2 students marked the lowest score on every question, showing that they were disgruntled while 15 marked neutral to the highest score on all of the questions. The statistics that most stand out without the outliers were surrounding absenteeism. " Absenteeism has changed since the pandemic. While school is required, we have more families who believe that it is optional. We see families with lower socioeconomic status taking more time off school due to illness and child care. We see families with high socioeconomic status taking time off school for things like vacations, or needing a break. We also see this across gender and racial groups. We understand that the perception of mandatory schooling has changed everywhere since the pandemic, and have made great improvement in our habitual truancy numbers. We are continuing to build a strong climate with fun school activities at the same time as holding families accountable when they begin to miss too much school. Our attendance clerk has made major changes to her daily routine since the pandemic including calling every family of a student who is absent, sending home messages from the director at intervals to students who are missing too much school, and setting up meetings with the director for students and families who are showing a pattern of missing school. The school Executive Director has also made major changes in meeting frequency and expectations when meeting with students and families about truancy. Met 2024-06-11 2024 48705400000000 Fairfield-Suisun Unified 6 "FSUSD annually administers the California School Climate, Health and Learning Surveys (CalSCHLS). The results provide data meant to improve school climate, student engagement, parent involvement and academic achievement. The below findings are from the 2023/24 survey. This year’s survey data provides insights into the ethnic breakdowns of 5th, 7th, 9th, and 11th-grade students. In 5th grade, Hispanic/Latinx students are the largest group at 33%, followed by Black/African American students at 12%. The distribution is balanced among White, Multiracial, and Asian/Asian American students, each at 13%. American Indian/Alaska Native and Native Hawaiian/Pacific Islander students represent the smallest groups at 3% and 1% respectively, with 13% under ""Something else."" In 7th grade, Hispanic/Latinx students remain dominant with 47%, with Asian/Asian American students with 13%. Black/African American students are notable with 11%, while White students are a minority with 9%. Multiracial students constitute 12%, with American Indian/Alaska Native and Native Hawaiian/Pacific Islander students each with 1%. In 9th grade, Hispanic/Latinx students dominate with 50%, followed by Asian/Asian American students with 14%. Black/African American students represent 11%, with Multiracial students with 13%. White students are a minority with 7%, and American Indian/Alaska Native and Native Hawaiian/Pacific Islander students remain with 1%. ""Something else"" accounts for 4%. In 11th grade, Hispanic/Latinx students are 44%, with Asian/Asian American students with16%. Black/African American students are 12%, while White and Multiracial students each account for 11%. American Indian/Alaska Native and Native Hawaiian/Pacific Islander students remain at 1%, with ""Something else"" with 3%. School Connectedness: Results indicate that as students promote to the next grade level their perception of school connectedness decreases. The rates are based on the number of students reporting that either “most or all of the time” they felt connected to school: - 72% of 5th, 48% of 7th, 44% of 9th, and 42% of 11th graders. Additional metrics for school connectedness: - Caring Adult Relationship: 72% of 5th, 56% of 7th, 48% of 9th, and 48% of 11th - Meaningful Participation: 41% of 5th, 22% of 7th, 21% of 9th, and 18% of 11th - Parent Involvement: 76% of 5th, 49% of 7th, 37% of 9th, and 32% of 11th School Safety: Perception of school safety decreases with grade level: - 77% of 5th, 48% of 7th, 44% of 9th, and 42% of 11th graders reported feeling very safe or safe at school Additional metrics for school safety: - Been in a physical fight: 38% of 5th, 18% of 7th, 10% of 9th, and 5% of 11th graders - Experienced harassment/bullying (or mean rumors spread about you for 5th grade): 37% of 5th, 46% of 7th, 31% of 9th, and 26% of 11th graders - Seen a weapon on campus: 14% of 5th, 11% of 7th, 10% of 9th, and 11th graders" School Connectedness Comparison data from the 2022/23 school year show 5th and 7th grades reporting the same level of connectedness, and 9th and 11th grades reporting lower levels of school connectedness. Specifically, a decrease of 3% for 9th and 45% for 11th graders. When comparing the additional measures, there is an overall decrease of 2% in Caring Adult Relationships, while the average rates for Meaningful Participation and Parental Involvement remain the same. School Safety Compared to the 2022/23 school year, the overall perception of school safety decreased for all grades. Specifically, 5th and 7th graders decreased by 2%; while 9th and 11th graders decreased by 4%. When comparing the additional measures, data shows that reports of being in a physical fight or harassed/bullied have remained relatively unchanged. Student perception of safety at the 5th and 7th grade levels increased while decreasing in grades 9 and 11. Seeing a weapon on campus increased at the 5th grade level, but decreased in 7th grade and remained the same for 9th and 11th grades. Summary The results from the CalSCHLS surveys provide invaluable data for improving various aspects of the school system. Understanding the ethnic breakdowns across different grade levels enables the District to tailor its policies and programs to meet the diverse needs of its student population. The trends in school connectedness and safety perception shed light on areas that may require attention or intervention. As students progress through grade levels, their perception of connectedness to school decreases, which could indicate potential challenges in maintaining engagement and support. Similarly, the decline in perceived school safety highlights areas where the District may need to implement strategies to enhance safety measures and address issues such as physical fights, harassment/bullying, and the presence of weapons on campus. Overall, this information serves as a helpful tool for FSUSD to assess the current state of its schools, identify areas for improvement, and implement targeted interventions to promote a positive and supportive learning environment for all students. Improving school climate remains a priority. FSUSD’s LCAP goals speak to implementing a tiered social-emotional program; and creating safe, inclusive, welcoming learning environments where students are connected to their schools. As the District develops the 2024-2027 LCAP, the following will be taken into consideration: Understanding Ethnic Breakdowns: Recognizing the dominant ethnic groups in each grade level allows for tailored support and resources to address specific cultural needs and challenges. For instance, with Hispanic/Latinx students being the largest group across all grades, initiatives will be developed to foster cultural inclusivity and support their academic success. School Connectedness: Identifying the decline in school connectedness as students progress through grades suggests a need for interventions to maintain student engagement and support. Targeted programs to strengthen relationships with caring adults, increase meaningful participation, and enhance parent involvement will help improve students' sense of belonging and connection to the school community. School Safety: The decrease in perceived school safety across all grades indicates areas of concern that require immediate attention. Strategies to address safety concerns, such as implementing anti-bullying programs, increasing campus security measures, and promoting positive behavior reinforcement, will be considered while creating a safe and conducive learning environment for all students. Intervention Implementation: Utilizing the survey data insights, the District will develop targeted interventions and initiatives tailored to the specific needs identified in each grade level. These interventions may include cultural sensitivity training for staff, implementing peer mentoring programs to foster school connectedness, and enhancing campus safety protocols. Overall, the District will leverage these comprehensive insights provided by the CalSCHLS survey data to implement evidence-based strategies to enhance school climate, student engagement, parent involvement, and academic achievement, ultimately fostering a positive and supportive learning environment for all students. Met 2024-06-27 2024 48705650000000 Travis Unified 6 The district uses survey, attendance, discipline and focus group data to create a wholistic view of school culture. Survey data is collected annually from students grade 3-12, attendance and discipline data is collected continuously for all students and focus group data is collected for a sample of students K-12. Students are asked a series of questions related to school connection, caring adults, feeling safe at school (physically and emotionally), experiencing bullying or harassment, chronic sadness, high expectations from adults on campus and suicidal ideation (grades 7-12). Data is disaggregated by school site and grade band; all other demographic information is optional on these anonymous surveys. Data summary (percentage agree/strongly agree by grade band, elementary middle, secondary and alternative ed): School Connection: E: 59% M: 40%; HS: 41% Alt: 35% Caring adults: E: 78%; M: 48%; HS 55%: Alt: 82% High expectations from adults at school: E: 70%; M: 58%; HS: 58%; Alt: 67% Experienced bullying/harassment: E: 26%; M: 14%; HS: 10%: Alt: 10% Chronic sadness: E: 31%; M: 24%: HS; 31%; Alt: 22% Suicidal ideation: E: NA; M: 8%; HS: 7%; Alt: 8% For the metrics the district is trying to increase, we had areas of strength with elementary students, especially related to caring adults. For those metrics we are trying to decrease (harassment/bullying, chronic sadness and suicidal ideation) our most troubling metrics were surrounding chronic sadness, which was 38% for our traditional high school students. The numbers for alternative education students and middle schoolers were also troubling at 36% and 34%. Although student survey data and focus group feedback are the primary metrics, those data points take on more meaning when considered with other metrics such as discipline and attendance data. Since Covid, all grade levels have struggled with chronic absenteeism. Initially this was considered part of the elevated caution exercised by parents when keeping sick students at home. Although that is still considered a contributing factor, other explanations, such as lack of connection and value of attendance are resurfacing for our leaders. Attendance rates are particularly low for students with disabilities, low income and foster students. Student discipline data is another metric that has changed notably since Covid. Student behavior resulting in classroom or school suspension increased, especially for students with disabilities, African American students and students at the middle school (grades 7-8). There are areas of progress which are hopeful. Our alternative education high school has some of the highest metrics for caring adults, feeling safe at school and experiencing high expectations from adults, while simultaneously having the lowest rates of suicidal ideation and experiences with bullying or harassment. Clearly elements of their educational and support model are worthy of exploration and replication. Additionally, we saw a decrease between 2022-23 and 2023-24 in chronic sadness and suicidal ideation for all measured groups. Based on the data, the district continues to focus on improving school climate through increased opportunities and programs to connect and engage students. Given the increased need of some student groups, the district is also taking steps to have targeted support, including specialized staff to assist students. Some examples include Promote safe and inclusive play in elementary schools to help students stay active and to provide practice with valuable social and emotional life skills. Enhance orientation for students transitioning between schools to ensure unduplicated and military students get a smooth, positive start using WEB (Where Everybody Belongs), Link Crew, and Anchored 4 Life programs. Improve campus climate as experienced by unduplicated students using Student Support Specialists and other staff to provide additional Check-in Check-out support (CICO), individual student support, and engaging campus activities; provide TOSA support focused on school climate improvement. Continue to provide School Social Workers and Social Work interns for unduplicated students needing socio-emotional support. Refine implementation of Positive Behavioral Interventions & Supports (PBIS), focusing on Tier II supports, refinement of Tier I supports, and implementation of social-emotional learning instruction, including digital citizenship, including district-wide facilitation among schools and community partners. Provide Wellness Centers at all schools to help students regulate emotions so they can focus on learning. Facilitate trainings and meetings at school sites for School Social Workers, Social Work Interns, and Wellness Center implementation teams by the Director of Student services. These action steps focus on school and district approaches to re-engage students and strengthen connections. Professional development and staff training are seen as a logical next step to address metric related to feelings of safety, bullying/harassment, caring adult and high expectations. Initial efforts have been received positively by staff and the community, and the district plans to continue these efforts into the next LCAP cycle. Met 2024-06-18 2024 48705730000000 Vacaville Unified 6 Percentage reporting School Connectedness by grade level in 2023-24 based on local survey data: - 5th grade: 91% - 7th grade: 90% - 9th grade: 86% - 11th grade: 81% Percentage reporting feelings of safety by grade level in 2023-24 based on local survey data: - 5th grade: 95% - 7th grade: 87% - 9th grade: 86% - 11th grade: 84% School Connectedness: Students in 5th and 7th grades report a high sense of school connectedness (91% and 90%, respectively). This suggests that younger students feel quite integrated and supported within the school community. There is a noticeable decline in the sense of connectedness as students progress to higher grades, with 9th graders at 86% and 11th graders at 81%. This trend indicates that older students feel less connected to the school. This could be due to a variety of factors, such as increased academic pressures, social dynamics, or fewer structured support systems as students get older. Feelings of Safety: Feelings of safety are highest among 5th graders (95%), suggesting that younger students generally feel secure in their school environment. There is a decline in the perception of safety as students move to higher grades, with 7th graders at 87%, 9th graders at 86%, and 11th graders at 84%. Although the decline is less steep compared to the decline in connectedness, it is still significant and noteworthy. Based on this data, we plan to focus on the transition from elementary to middle school (5th to 7th grade) and middle to high school (9th to 11th grade), as it appears to be critical periods where students' feelings of connectedness and safety decrease. Implementing targeted support programs during these transitions may help maintain higher levels of connectedness and safety. Furthermore, we plan to encourage peer support groups and increasing student engagement in extracurricular activities might help older students feel more connected. Lastly, we plan to continue to monitor these metrics and obtain regular feedback from students can help us identify issues early and implement timely interventions. Met 2024-06-27 2024 48705730129494 Kairos Public 6 To assess school climate, our organization uses an annual Survey. We use this data to inform our actions, especially our LCAP goals. Those competencies include transferable skills in Critical Thinking, Responsible Citizens, Effective Communicators, Self-Directed Learners, Specific actions at all academy sites were developed based on this data and staff at those schools continue to work to monitor our progress on this goal, as well as developing ways to improve. Summary of Survey Results related to Safety and School Connectedness: Feel safe at school 90.4% Feel unsafe at school 5% Caring adults in school 87.9% Summary of Survey Results related to Portrait of a ESLRS: 98% Our organization uses an annual survey to assess school climate, and the results are used to inform our Local Control and Accountability Plan (LCAP) goals, focusing on critical competencies such as Critical Thinking, Responsible Citizenship, Effective Communication, and Self-Directed Learning. According to the survey, 90.4% of students feel safe at school, while 5% feel unsafe, indicating a generally positive perception of safety. Additionally, 87.9% of students feel there are caring adults at the school, which supports a nurturing environment. Moreover, 98% of students resonate with the school's Expected School-wide Learning Results (ESLRs), reflecting high levels of school connectedness and alignment with our educational goals. Based on this data, specific actions have been developed at all academy sites, and staff continue to monitor and improve these areas to ensure ongoing progress. We use the data from our annual school climate survey to guide and inform our strategic actions and LCAP goals. The high percentage of students feeling safe (90.4%) and recognizing caring adults (87.9%) underscores the effectiveness of our current safety and support initiatives, but the 5% who feel unsafe indicates a need for targeted interventions to address specific concerns. The strong alignment (98%) with our Expected School-wide Learning Results (ESLRs) highlights the success of our programs in fostering essential skills. This data drives specific actions at each academy site, such as implementing additional safety measures, enhancing support systems, and refining educational programs to further improve critical competencies. Staff at each site use this information to continuously monitor progress and develop improvement strategies, ensuring that our environment remains safe, supportive, and conducive to learning. Met 2024-06-18 2024 48705730135095 Ernest Kimme Charter Academy 6 Percentage reporting School Connectedness in 23-24: 92%; Percentage reporting feelings of safety in 23-4: 94% School connectedness: Kimme students report a high sense of feeling connected with the school and the school staff. 92% of students shared that they had at least 1 trusted adult on campus they could go to. This contributes to the overall feel of being safe at school too. While ratings in the 90% are good, they are not 100%. It is critical that we continue to focus on building strong relationships between staff and students as well as between students as a whole. We will focus on learning and implementing social emotional learning strategies in the classroom and schoolwide. Met 2024-06-27 2024 48705734830113 Buckingham Collegiate Charter Academy 6 2023-24 BCCA Annual Student and Parent surveys and CSPS Parent Surveys on school climate indicate that the overwhelming majority feel that BCCA is a safe environment that supports their students in most aspects of their school life. Student survey administered in 2024 indicates that 83.3% of students feel that there are opportunities and resources for them to find their place/feel connected. When broken down by grade level, 9th graders felt more connected (89%) than 11th graders (78%). Of the 305 students who participated in our annual school survey, 87% of them reported feeling that Buckingham is a safe school. There was a slightly high perception of school safety among 11th graders (92%) compared with 9th grade students (87%) The CHKS Survey Results show a similar pattern of perceptions related to school safety and school connectedness, however, these surveys offer a neutral response option such as “I feel neither safe nor unsafe” leading to slightly different results. Only 3% of 9th graders and 2% of 11th graders report feeling unsafe or very unsafe at school, whereas 68% of 9th graders and 79% of 11th graders report feeling safe or very safe. Our school’s strengths include our students feelings of connectedness to school overall. Buckingham students report that our staff are caring and have high expectations. We are also well above the state average with our promotion of parental involvement. Our school climate report card shows that areas for improvement include increasing academic motivation and creating more opportunities for students to have “meaningful participation” in their education as well as working on the perception of “fairness” in our discipline measures. Additionally, students are reporting an increased number of feelings of sadness or hopelessness that should be addressed. Students with IEPs feel a similar level of connectedness to school as our students without IEPs (within 1% for grade 9% and 8% for grade 11). However, students with an IEP feel slightly less safe at school (12% lower for grade 9 and 7% lower for grade 11). For grade 9, male students feel safer than female students (74% of males feel safe or very safe whereas 66% of females feel safe or very safe). However, for grade 11 students, the opposite was true with 79% of male students feeling safe or very safe and 88% of female students feeling safe or very safe. Our second LCAP goal is to continue to develop a positive, safe and productive school culture, building on social-emotional learning. Our students can only achieve the academic success, as well as the college, career, and life readiness addressed in goal 1 if they are in a safe, productive and positive school culture. Our vision is that under the guidance of our dedicated staff, our Buckingham students will develop the academic fortitude, character, and confidence to meet life's post-secondary challenges. We must provide support in helping our students build the character traits: kind, noble, innovative, growing, hardworking, and tough. As we strive to build a positive school culture and provide them with healthy social emotional skills, we seek ways to connect with our school community and address barriers to learning. In order to track our progress, we have included metrics in our LCAP to monitor our progress in this area including our suspension rate and expulsion rate. We are also aiming to increase the percentage of students in Grades 9 and 11 reporting school as being safe or very safe on the bi-annual CalSCHLS as well as the percentage of students in Grades 9 and 11 reporting school connectedness on the bi-annual CalSCHLS. Additionally, we are aiming to decrease the percentage of students in grades 9 and 11 who report that they have considered suicide. Lastly, we are working to maintain our grade 9 and grade 11 students' perception of high expectations as reported by the high expectations metric on the bi-annual CA Health Kids Survey. We have included specific actions in our LCAP to address these areas including: 2.1: Develop a positive school culture through an emphasis in character development, building community, and inclusion. 2.2: Enhance home to school connection through increased communication, participation in school events, and opportunities to gather feedback with parents, students, and the larger community. 2.3: Enhance school safety by developing and maintaining systems to address, monitor and problems solve safety concerns. 2.4: Implement intervention systems to reduce problem behaviors and improve academic achievement. 2.5: Increase offerings of social-emotional support and intervention, principally directed toward our unduplicated pupils. Met 2024-06-13 2024 48705736051338 Fairmont Charter Elementary 6 Based on student surveys, 84% of Fairmont Charter School students felt a sense of school connectedness. 90% of the students felt safe at school. The analysis of data reveals several key insights regarding our students' experiences. A significant 84% of students reported feeling a sense of connectedness to the school, indicating a strong, supportive community and positive relationships among students and staff. This sense of belonging is crucial for student engagement and overall well-being. Additionally, 90% of students felt safe at school, underscoring the effectiveness of our safety protocols and the fostering of a secure environment. However, the data disaggregated by student group suggests that while overall satisfaction is high, disparities may need addressing. For instance, certain student groups might feel less connected or safe, pointing to a need for targeted interventions to ensure equitable experiences for all. Strengths identified include the strong community spirit and the effective implementation of safety measures. Areas for improvement include addressing gaps in the sense of belonging and safety among different student groups, enhancing communication, and providing additional support where needed. This data-driven approach will help refine our strategies to ensure that every student feels equally connected and secure in our school environment. Based on local data analysis, Fairmont Charter Elementary School recognizes the need for several changes to address identified areas of need. To enhance the sense of connectedness and safety across all student groups, we will implement targeted programs that foster inclusivity and community engagement, such as peer mentoring and diversity workshops. Policies will be revised to ensure equitable access to support services, including counseling and extracurricular activities. We will also introduce regular feedback mechanisms to monitor student well-being and promptly address concerns. Safety procedures will be updated to include more comprehensive drills and clearer communication channels for students and parents. Additionally, staff will receive ongoing training on cultural competency and student mental health. These revisions aim to create a more inclusive, supportive, and secure environment for all students, ensuring continuous improvement and fostering a positive school culture. Met 2024-06-13 2024 48705810000000 Vallejo City Unified 6 "The Vallejo City Unified School District (VCUSD) administered the California Healthy Kids Survey (CHKS) in the 2022-23 school year as one measure of school climate. The focus of this submission is for the students' perceived safety at school and students' school connectedness at grades 5, 7, 9, 11 and Non-Traditional (NT) Schools. Longitudinal data related to school connectedness for 5th graders & 9th graders reflects a continued slight decline at among students reporting positively in the area of school connectedness. In grades 7 and 11, there was an increase in students reporting positively in the area of school connectedness. The most significant improvement was among students in non-traditional settings. 5th Grade 2021-2022 School Connectedness: 61% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 School Connectedness: 57% responded ""Yes, most of the time"" or ""Yes, all of the time"" 7th Grade 2021-2022 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time"" 9th Grade 2021-2022 School Connectedness: 40% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 School Connectedness: 37% responded ""Yes, most of the time"" or ""Yes, all of the time"" 11th Grade 2021-2022 School Connectedness: 33% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 School Connectedness: 39% responded ""Yes, most of the time"" or ""Yes, all of the time"" Non-Traditional (NT) 2021-2022 School Connectedness: 31% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 School Connectedness: 44% responded ""Yes, most of the time"" or ""Yes, all of the time"" Longitudinal Data related to feeling safe at school for 5th and 11th graders stayed mostly the same among student reporting positively in the area of feeling safe. Among 9th graders, the was a significant drop in the number of students reporting feeling safe while students in non-traditional settings increased in the percentage of students who report feeling safe at school most or all of the time. 5th Grade 2021-2022 Feeling Safe at School: 63% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 Feeling Safe at School: 62% responded ""Yes, most of the time"" or ""Yes, all of the time"" 7th Grade 2021-2022 Feeling Safe at School: 34% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 Feeling Safe at School: 39% responded ""Yes, most of the time"" or ""Yes, all of the time"" 9th Grade 2021-2022 Feeling Safe at School:38% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 Feeling Safe at School: 30% responded ""Yes, most of the time"" or ""Yes, all of the time"" 11th Grade 2021-2022 Feeling Safe at School: 32% responded ""Yes, most of the time"" or ""Yes, all of the time"" 2022-2023 Feeling Safe at School: 32% responded ""Yes, most of the time"" or ""Yes, all of the time"" N" Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and is a strength among the new practices on campuses to support student wellness, connectedness and safety. The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff and all K-8 campuses and some elementary campuses, the implementation of wellness centers at all VCUSD campuses, the implementation of the PAX program and The Leader in Me. Additionally, the services of Mental Health Support Providers has been expanded to ensure that all school campuses have staff assigned to support students' social emotional needs every day. Met 2024-06-26 2024 48705810115469 Vallejo Charter 6 Data on student wellness and safety will be available in the next administration of the California Healthy Kids Survey and through the newly implemented survey and screener through the Panorama social emotional learning program. Student feelings of connectedness and safety reflect the need to continue to implement and strengthen our strategies for full implementation of Positive Behavior Interventions and Supports (PBIS) including developing schoolwide lessons, behavior expectations and student recognitions for appropriate behavior. The continued implementation of restorative practices and the use of wellness centers has increased in 23-24 and is a strength among the new practices on campuses to support student wellness, connectedness and safety. The continued implementation of strategies to support student wellness, connectedness and safety include the addition of site safety staff, the implementation of the wellness center at VCS, the implementation of PBIS and the services of Mental Health Support Provider will continue to be expanded to ensure that Vallejo Charter has staff assigned to support students' social emotional needs every day. Met 2024-06-26 2024 48705810134262 Caliber: ChangeMakers Academy 6 In the 23-24 school year, Caliber ChangeMakers Academy administered two rounds of SEL/Culture & Climate Surveys to students in grades 4-8 in the Fall and the Spring. Our goal was to have 90% of students participate in the surveys. Our goal this year was to improve student safety. Domain % Favorable Diversity and Inclusion 78% Rigorous Expectations 64% Learning Strategies 58% Fairness 56% Cultural Awareness and Action 55% Teacher-student relationships 52% Sense of Belonging 52% Engagement 41% School Safety 39% We did not meet our goal for student safety, which was 45%. Our Asian and Pacific Islander (38%; 25%) and Black (36%) students reported the lowest sense of school safety. At the same time, our Black students report the highest levels of engagement and rigorous expectations, and both of these student groups had the highest results for learning strategies. English learners reported lower engagement than the average. Student perceptions of diversity and inclusion are a strength, and we did not observe any meaningful disparities across subgroups in this domain. Additional exploration of this data highlighted that things around our school, including incidents surrounding our school in the neighborhood, influenced their sense of safety at school. As a result of these, we will continue our efforts in predictable learning environments and explore the root causes of low safety for Asian and Black students. We are hopeful that adjustments in the ELD program for the 24-25 school year will improve engagement for our ELs, as they will be able to engage with content at the grade level through integrated and designated ELD. Met 2024-06-20 2024 48705810137380 MIT Griffin Academy Middle 6 The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism, and reduce suspension rate. The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students. The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness. Met 2024-06-25 2024 48705810139816 Griffin Academy High 6 The Charter School has focused on the annual data, and needs to increase the attendance rate, reduce chronic absenteeism rate, and reduce suspension rate. The key learning is to provide support to students through the Student Engagement Goal with a focus on positive school climate and culture. The Charter School will prioritize student activities, sports, clubs, and events to create a sense of belonging for students. The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness. Met 2024-06-25 2024 48705814830196 MIT Academy 6 The data showed that students' scores were low in feelings of safety. There is violence in the area, in fact, this area had the highest violent crime rate in Vallejo. The Charter School is a safe place for students, but this is an area of concern for the school community. The key learnings were that the students feel positive about the school community and feel that the staff and teachers care about the students. The Charter School will continue to work with staff and teachers to address behavior issues in the classroom. The changes will include incentivizing positive behavior and attendance through weekly drawings, incentives, and rewards for school competitions. The Charter School will provide Advisory lessons about bullying, social emotional well-being, and other activities that encourage student engagement and college and career readiness. The Charter School will continue to utilize alternatives to suspensions and restorative practices to manage student behavior. Met 2024-06-25 2024 48705816116255 Mare Island Technology Academy 6 The data showed that the Sense of Community data from the students identifies an issue of relationships between students. It was noted that students are teased or bullied, and some of the peers can be unkind and use inappropriate language. The focus on academics sometimes leaves some students out of engagement opportunities. There seems to be a disconnect of how students use words and not understand what the words mean. They use them and do not recognize the power and impact of those words. The Charter School will focus on social emotional learning lessons in Advisory to improve the relationships between students. Key learnings are teaching and empowering teachers and staff to recognize this student behavior and teach them how to interrupt a situation and use the teaching moment to ensure that the behavior stops. Empower the teachers and staff to address the social emotional needs of the class with integrity and respect. The Charter School will incorporate a full MTSS program and work collaboratively to address the needs of each student. There needs to be school-wide expectations that are used by all teachers for all students. There will be tiered support and huddles on how to address the issues at the lowest level after the Tier 1 and 2 interventions have been implemented and documented. Referrals will be for Tier 3 for safety issues. The administrators will support teachers on how to support students schoolwide in order to reduce suspensions, use alternatives to suspension, and provide opportunities to practice and implement effective strategies. Met 2024-06-25 2024 49104960000000 Sonoma County Office of Education 6 In January 2024 the YouthTruth survey was administered to Community School students to better understand their perceptions of the school: YouthTruth Belonging & Peer Collaboration summary measure (the degree to which students feel welcome at their school and have collaborative relationships with their classmates) 3.17 out of 5.0 mean Community School. When responding to the YouthTruth survey question: Discipline in this school is fair, 52% of Community School students agreed or strongly agreed. When responding to the YouthTruth survey question: I feel safe during school, 70% of Community School students agreed or strongly agreed. YouthTruth engagement summary measure (the degree to which students perceive themselves as engaged with their school and their education) 3.53 mean Community School and 3.59 mean Court School out of 5.0. Student outcomes improve when they have access to challenging, relevant and engaging experiences at school. Students also need to know that the school environment is a safe, caring, culturally competent and responsive environment. An academically challenging yet supportive environment boosts both student learning and coping abilities. High-stress environments in which students feel chronically unsafe and uncared for make it physically and emotionally harder for them to learn and more likely for them to act out or drop out. Students learn better when they feel safe and we know that relationships with caring adults provides the foundation for that feeling of safety. We use multiple measures to gauge students' sense of safety at school, the traditional method being suspension rate. We have made significant strides in reducing our rate of off-campus suspension. Being mindful of and building on the work that led to that improvement will help to maintain those gains. Student voice and choice is key to understanding how students feel about school climate and culture - we will continue to utilize the survey tools we have to monitor this. We will continue to measure, evaluate, monitor and provide the necessary interventions and supports to meet the needs of all students including low income, students with special needs, English language learners, foster/homeless and adjudicated youth to provide them with a school environment that they perceive as safe and secure. We will implement strategies (reflected in LCAP actions) to increase students’ sense and report of feeling high levels of: school connectedness, caring relationships with adults in school, high expectations from adults at school and meaningful participation in school. When students perceive the school environment as safe, caring, culturally competent and responsive, outcomes (decreased suspension rate, increased attendance rates, decreased dropout rates, increased graduation rates Students learn better when they feel safe and we know that relationships with caring adults provides the foundation for that feeling of safety. We use multiple measures to gauge students' sense of safety at school, the traditional method being suspension rate. We have made significant strides in reducing our rate of off-campus suspension. Being mindful of and building on the work that led to that improvement will help to maintain those gains. Student voice and choice is key to understanding how students feel about school climate and culture - we will continue to utilize the survey tools we have to monitor this. We will continue to measure, evaluate, monitor and provide the necessary interventions and supports to meet the needs of all students including low income, students with special needs, English language learners, foster/homeless and adjudicated youth to provide them with a school environment that they perceive as safe and secure. We will implement strategies (reflected in LCAP actions) to increase students’ sense and report of feeling high levels of: school connectedness, caring relationships with adults in school, high expectations from adults at school and meaningful participation in school. The following changes were made to LCAP Metrics and/or Action/Services to address areas of need identified through the analysis of local data and the identification of key learnings: Metric 2.10: Added a YputhTruth measure for relationships/connections between students and adults on campus. Action 2.2: Explore/identify funding sources to foster use of fresh approaches to motivate students' attendance and participation in their learning. Action 2.3: Expand the work of the Work-Based Learning Coordinator to help students see the relevancy of education to broader options in careers and lifetime earning potential. Metric 3.2: Narrowed the focus to the YouthTruth Belonging & Peer Collaboration Summary/Key Measure only. Action 3.2 Seek opportunities for student voice and student governance related to school culture, including co-creating and maintaining agreements. Metric 4.4: Revised the metric language for the YouthTruth measure related to Belonging and Peer Collaboration, baseline, and outcome information to reflect the difference between EL and Non-EL experience, and our desire to close the gap. These are the only three questions where EL favorability is lower than their peers (in most cases they have higher favorability). Our theory is that as belonging in these three areas increases, so will academic progress and English Language mastery. Met 2024-06-27 2024 49402460000000 Petaluma City Schools 6 Petaluma City Schools administered the Youth Truth Survey in January 2024 to students in grades 3-12. 45% of students report that when they are upset or stressed there is an adult at school they can talk to. This is a 4% increase from the 2023 administration. Additionally, 59% of students report that they feel safe at school, a 1% increase from the 2023 administration. Outcomes from the 2024 Youth Truth Survey demonstrate that PCS is moving in the right direction, but we still have work to do. In order to strengthen school connectedness, Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams are developing schoolwide behavior expectations. Educators will receive training on campus/classroom culture from Humboldt County Office of Education and culturally responsive pedagogy from First Water Consultants. To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement. PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities. Met 2024-06-26 2024 49402460131961 Petaluma Accelerated Charter 6 Petaluma City Schools administered the Youth Truth Survey in January 2024 to students in grades 3-12. 45% of students report that when they are upset or stressed there is an adult at school they can talk to. This is a 4% increase from the 2023 administration. Additionally, 59% of students report that they feel safe at school, a 1% increase from the 2023 administration. Outcomes from the 2024 Youth Truth Survey demonstrate that PCS is moving in the right direction, but we still have work to do. In order to strengthen school connectedness, Petaluma City Schools is implementing Positive Behavior Intervention and Supports (PBIS) districtwide. School site teams are developing schoolwide behavior expectations. Educators will receive training on campus/classroom culture from Humboldt County Office of Education and culturally responsive pedagogy from First Water Consultants. To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement. PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities. Met 2024-06-26 2024 49402466051981 Penngrove Elementary 6 Petaluma City Schools administered the Youth Truth Survey in January 2024 to students in grades 3-12. 45% of students report that when they are upset or stressed there is an adult at school they can talk to. This is a 4% increase from the 2023 administration. Additionally, 59% of students report that they feel safe at school, a 1% increase from the 2023 administration. Outcomes from the 2024 Youth Truth Survey demonstrate that PCS is moving in the right direction, but we still have work to do. In order to strengthen school connectedness, Petaluma City Schools is implementing Positive Behavior Intervention and Supports (BPIS) districtwide. School site teams are developing schoolwide behavior expectations. Educators will receive training on campus/classroom culture from Humboldt County Office of Education and culturally responsive pedagogy from First Water Consultants. To deepen and apply learning, principals will lead reflection sessions to apply learning to their practice in regular cycles of improvement. PCS is also continuing training for school safety and emergency preparedness through a contract with North Bay Securities. Met 2024-06-26 2024 49402466119036 Live Oak Charter 6 44% of families responded to the survey; down slightly from the prior year of 51%. The board theorized the drop occurred as information for families was sent via ParentSqare. About 85% felt that their student(s) are well supported by all personnel (teachers, aides and administrative staff). Families affirmed that the curriculum is meeting the needs for a standards-based instruction. 82% of families indicated the communication from the teachers is on target, and 93% feel that their students feel support by adults on campus. 77% indicate that their child(red) is/are excited to come to school. Although data were not disaggregated by student group in the former survey, it is possible to change that for the next survey. For areas of development while there was little direct evidence of need in other data we see that the school struggles with chronic absenteeism. The school leader noted that students with special needs are over represented in that category, so emphasis will be placed on closer monitoring and working with families to solve this. Met In addition to monitoring the students with special needs, all families will receive frequent feedback on attendance and tardies. 2024-06-27 2024 49705990000000 Alexander Valley Union Elementary 6 Through student surveys, 100% of students feel safe at AVS and 100% of students feel like they can approach an adult if they are concerned about something. Our key learnings have included validation on finding ways to continue to ensure all students feel safe and valued when at school. The data highlights all students at all grade levels feel connected to their school, their classmates, and their teachers/staff. At this point, we have not made any substantial changes to existing plans, policies, or procedures that our school district has determined necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Met 2024-06-10 2024 49706070000000 West Sonoma County Union High 6 "WSCUHSD has administered the Youth Truth survey for the past consecutive 8 years. During the implementation phase, we administered only the student portion of this survey for the first 3 years. In year 4 we administered this survey for students and staff. We continued to strengthen opportunities for data collection and self-reflection by including the parent survey in years 5. We now have a practice of including families, staff, and students in our annual Youth Truth Surveys annually. 23-24 Our key indicators for areas of growth will be engagement, culture, belonging, school safety and college and career readiness. In addition, the District is focusing on culture and student engagement through a variety of actions in the LCAP to address this metric. The district will continue further examine results to determine changes in actions to the LCAP to address these issues. Youth Truth Survey Data Selects: College and Career Readiness in 2023 scored in the 9th percentile at 2.9% compared to other schools ""How often do you work with students in your classes because your teachers asks or tells you to?"" in 2023 scored in the 88th percentile at 3.71% compared to other schools. Culture, or the degree to which students believe their school fosters a culture of respect and fairness, in 2023 scored in the 30th percentile at 3.13% compared to other schools. Answer to the question ""How often do you work with students for your classes because your teachers ask or tell you to?"" is at 86th percentile when compared to other schools. YouthTruth Parent Survey 43% agree or strongly agree, ""Parent/family members are included in planning school activities."" Culture, or the degree to which students believe their school fosters a culture of respect and fairness is 33rd when compared to other schools." The state 2023 College/CareerIndicator, which measures performance from the 2022-23 school year, shows 41.5% of students are prepared for college and career. The percentage is even lower for Hispanic students at 30.4% prepared. The 2023-24 LCAP actions were designed to significantly increase the percentage of students who are prepared by the end of the 2023-24 school year. While the impact of the actions during the 2023-24 school year will not be reflected in the College/Career Indicator until the 2024 Dashboard is published in December 2024, internal data indicates the actions positively impacted student preparedness for college and career. The 2024 YouthTruth Survey results show that 41% of students feel their school has helped them develop the skills and knowledge they will need for college level classes. The survey also indicates areas for improvement with only 24% of students reporting school has helped them understand the steps they need to take to have the career that they want. A statewide measure showing a positive impact of the actions in Goal 3 is the Early Assessment Program (EAP) which provides students with an early signal of college academic preparation through the California Assessments of Student Performance and Progress (CAASPP/EAP) results. In 2022, 53.3% of students were determined prepared in ELA through the EAP and 30.4% were determined prepared in math through the EAP. In 2023, the percentage of students prepared in ELA and math through the EAP increased to 68.5% and 36.4%, respectively. While the YouthTruth data indicates the effectiveness of this action with student engagement in school increasing from the 24th percentile to the 28th percentile when compared to other schools, there is still a need for continued efforts to improve school safety. The district will continue actions in the 2024-25 LCAP to focus on creating an inclusive culture where students and staff feel safe, respected, and connected. The new District LCAP will serve as our strategic plan and guiding light. The District will continue to focus on equity and has re-defined our mission statement. There are two goals in the 2024-25 LCAP. Goal 3, which focuses on college and career readiness, was integrated into the new Goal 2: Strengthen innovative, equitable opportunities for academic rigor, career preparation, and personal development so all students successfully attain the characteristics of a Portrait of a Graduate. All metrics in this goal were moved to Goal 2. YouthTruth metrics were revised to incorporate more relevant questions to measure progress. 2024 LCAP Annual Update for the 2023-24 LCAP for West Sonoma County Union High School District Page 17 of 19 of the LCAP. The actions in Goal 3 were merged into the new Goal 2. New Goal 2: Strengthen innovative, equitable opportunities for academic rigor, career preparation, and personal development so all students successfully attain the characteristics of a Portrait of a Graduate. The actions in Goal 3 were completely redesigned to be more comprehensive and reflective of innovative, equitable programs that provide academic rigor, career preparation, and personal development so all students successfully attain the characteristics of the District's Portrait of a Graduate. Met 2024-06-26 2024 49706150000000 Bellevue Union 6 83% of students reported being treated with respect. 73% of students reported that their teachers care about them. 32% of students feel welcome at their school. Strengths: BUSD’s strongest data point was the area of relationships, where 74% of the students rated the degree to which students have strong, supportive relationships with their teachers positively. Challenges: A clear area of need was identified in the “Culture” section of the survey findings. Only 19% of students said they experience an orderly, respectful classroom environment. Continue counseling at all sites. Support the Safe School Ambassador program. Provide professional development to build on existing classroom management strategies. Met 2024-06-18 2024 49706230000000 Bennett Valley Union Elementary 6 As reported by students on the 2024 YouthTruth Survey: • 54% of students report that other students are friendly • 82% of students report that their teachers cares about them • 62% of students report that their teachers asks them to keep trying when the work gets hard • 93% of students report that their teachers want them to do their best • 51% of students report that there is an adult from school they can talk to if they’re feeling upset As reported by families on the 2024 YouthTruth Survey: • 83% of families report that their school creates a friendly environment. • 77% of families report that their school runs smoothly. • 79% of families report that they are proud of their school. • 78% of families report that their child’s learning environment is safe. • 89% of families report that families and teachers care about each other. • 91% of families report that teachers treat families with respect. Although 75% (a drop from 82% in 2022-23) of families reported positively about BVUSD culture, this is a relatively high metric as compared to other participating elementary school. In most areas, we are proud of this data set. While relatively positive, overall data suggests opportunities for improvement in the area of school climate. Specific feedback from educational partners includes a need to prioritize the following: • ongoing class lessons for prevention and early intervention • ongoing individual and small-group student counseling sessions • greater clarity around crisis intervention • a need for safe, alternative spaces on campus • more student leadership opportunities • increase adult presence during recess • more training for yard supervisors • greater clarity around discipline protocols • alternative consequences for unexpected student behavior • revisiting the allowable space and the number of students present during unstructured recess activities • more reminders about expected behaviors • more training in trauma-informed practices Two new LCAP goals were drafted for the 2024-25 LCAP to address the areas of need. They are as follows: ACTION: 2.1 CLIMATE, CULTURE & SAFETY | SAFE & INCLUSIVE CLIMATE Establish and sustain a healthy climate (the way we feel) for all students with a principal focus on those with additional barriers (ELs, Foster, SEDs). Broad strategies include establishing an environment in which students feel supported, engaged, and accepted with clear and effective systems of support for prevention and early intervention of student social, emotional, mental and behavioral health needs. This includes efforts to strengthen relationships across campus, sustaining a climate rooted in connection and belonging, and providing students with effective strategies and ample resources for healthy and successful engagement. ACTION: 2.2 CLIMATE, CULTURE & SAFETY | SAFE & PREPARED CULTURE Establish and sustain a healthy school culture (the way we do things) with a principal focus on those with additional barriers (ELs, Foster, SEDs). Broad strategies include expanded efforts to establish a safe and orderly environment with clear structures, consistent expectations, and effective systems of support, preparedness, and response or intervention as appropriate. This includes clarifying school norms, explicit instruction in (and opportunities to practice) meeting behavior expectations, and adult intervention that maintains high expectations, ensures accountability, and addresses the root cause of unexpected behaviors. In response to identified areas of growth, we intend to continue and/or expand upon the following: Student Connection & Leadership: We plan to expand and sustain student leadership opportunities like: Student Government, Kindness Crew, Safe School Ambassador & Safe School Buddies programs (via Community Matters) and peer mentoring opportunities (via YAY) Student Participation & Options: We’d like to establish safe spaces on campus for students struggling to make it through the day (during class) and structured, alternative recess options (like Lunch Bunch, student clubs, and structured games). Counseling Services: We are allocating resources to hire the equivalent of an additional 1.2 FTE in School Psychologists for a total of 2.0 FTE. While School Psychs are traditionally tasked with special education compliance, we are intentionally expanding the FTE of these positions to allow full time, like credential service providers to be present on each campus all day, every day. While our School Psychs serve all students regardless of their backgrounds or program participation, they are naturally most involved with students in our unduplicated populations - based upon need. Therefore, while mental health, behavioral and social-emotional support services benefit all students, this action is principally directed to support the needs of our students with the highest needs as evidenced by data: English Learners, Foster Youth and Socioeconomically Disadvantaged Students. As such, the needs of these student groups and families are considered first in planning services based on data and feedback regarding their principal needs. As mental health support providers, our School Psychologists will support individual and group sessions for students. By shifting our model to expand upon School Psychologists (as opposed to School Counseling positions), we are staffing individuals who are able to support students with more severe trauma and who require more ongoing support than a School Counselor is able to provide. Capacity Building & Improvement Planning: With additional input from educational partners, we will revise our current student behavior plan which includes support opportunities, behavior expectations, consequences, and restorative practices. We plan to clarify procedures for unexpected student behavior including details about office referrals, consultation with staff, and improved documentation in our Student Information System (Aeries). Met We plan to build adult capacity in supporting the broad climate goals with consistent support, ongoing professional learning, and expanded access to resources. Over the next several years, we also intend to involve staff in a process by which we establish 2024-06-13 2024 49706490000000 Cinnabar Elementary 6 "Our local climate survey data came from the YouthTruth survey in 2023-24. Cinnabar's 3-5th grade students rated the school a 2.84 on a scale of 3.0 in engagement, ranking in the 84th percentile overall and the highest rating in all of Sonoma County. in summary, 92 percent of our third through fifth graders placed the school between 2.5-3.o for engagement overall, while the county was at just 82 percent and the ""typical YouthTruth school"" was at 86 percent. Culture, belonging and relationships also scored well above the county average. Fourth grade was the highest in feeling engaged with a mark of 2.91 with a nationwide best of 2.98. Third grade reported the greatest scores in school culture. Our sixth through eighth grade scored a 2.90 out of a 5.0 scale in terms of engagement, which is an area we need to work on. Belonging was a strength of this group with a 3.43 rating, good for the 66th percentile, which was significantly over the county average. School safety was a 4.09 rating overall (all grades). Seventh grade was the lowest in engagement at a 2.69 rating. The other two grades were 3.0. Eighth grade had a strong feeling for the culture on campus, ranking it a 3.39, while sixth and seventh were at 2.98 and 2.96 respectively." Our lower grade students are feeling very engaged and feel great on the culture side of things, so we will continue the activities that leads to those responses. Our upper grade students need a greater level of engagement and more opportunities. There is a sense of belonging with these students, but the classroom engagement and general culture could be improved for 6-8th. During our discussion is school site council and ELAC around how to improve the engagement numbers for the middle school students. We are creating more in-school and extra-curricular opportunities on campus for all students, but specifically with our 6-8th. We also updated our STEAM room, adding for new 3-D printers and other fun enrichment activities. We also had our middle school team come together over the summer to lesson plan, so that there was some cross-curricular activities and so that they can work together on engagement. Met 2024-06-27 2024 49706496051635 Cinnabar Charter 6 "Our local climate survey data came from the YouthTruth survey in 2023-24. Cinnabar's 3-5th grade students rated the school a 2.84 on a scale of 3.0 in engagement, ranking in the 84th percentile overall and the highest rating in all of Sonoma County. in summary, 92 percent of our third through fifth graders placed the school between 2.5-3.o for engagement overall, while the county was at just 82 percent and the ""typical YouthTruth school"" was at 86 percent. Culture, belonging and relationships also scored well above the county average. Fourth grade was the highest in feeling engaged with a mark of 2.91 with a nationwide best of 2.98. Third grade reported the greatest scores in school culture. Our sixth through eighth grade scored a 2.90 out of a 5.0 scale in terms of engagement, which is an area we need to work on. Belonging was a strength of this group with a 3.43 rating, good for the 66th percentile, which was significantly over the county average. School safety was a 4.09 rating overall (all grades). Seventh grade was the lowest in engagement at a 2.69 rating. The other two grades were 3.0. Eighth grade had a strong feeling for the culture on campus, ranking it a 3.39, while sixth and seventh were at 2.98 and 2.96 respectively." Our lower grade students are feeling very engaged and feel great on the culture side of things, so we will continue the activities that leads to those responses. Our upper grade students need a greater level of engagement and more opportunities. There is a sense of belonging with these students, but the classroom engagement and general culture could be improved for 6-8th. During our discussion is school site council and ELAC around how to improve the engagement numbers for the middle school students. We are creating more in-school and extra-curricular opportunities on campus for all students, but specifically with our 6-8th. We also updated our STEAM room, adding for new 3-D printers and other fun enrichment activities. We also had our middle school team come together over the summer to lesson plan, so that there was some cross-curricular activities and so that they can work together on engagement. Met 2024-06-27 2024 49706560000000 Cloverdale Unified 6 CUSD utilizes the Youth Truth survey to evaluate climate, engagement, social/emotional health and academics which is administered to students (3rd-12th grade), parents, and staff members. Youth Truth surveys measure student perceptions of school safety and connectedness. Jefferson Elementary Students felt a 58% feeling of belonging at school which is increased since the prior year (42%). Hispanic/Latina/o/x reported a higher feeling of belonging at 77% in comparison to 30% White students and Other races at 19%. Overall Jefferson students responded positively at 64%. Washington School (5th-8th graders) felt welcome at school and have collaborative relationships with classmates(27% rating) which has increased (prior year 18%). Both 7th and 8th graders rated belonging quite low. English learners rated belonging much higher than non-English language learners. Hispanic/Latina/o/x reported a higher feeling of belonging in comparison to all groups. Students in special education services reported higher feelings of belonging and felt safer than general education. Overall, 25% of students reported feeling safe compared to the previous year of 14%. 5tth/6th graders felt safer than 7/8th graders. English Language learners felt safer than non English language learners. Hispanic/Latina/o/x reported feeling safer compared to all other groups. Cloverdale High School/JEH Continuation School had an increased rating when looking at feeling welcome at school and having collaborative relationships with their classmates. 9/10th graders reported a significantly lower feeling of belonging in comparison to the 11/12th graders. English learners rated belonging much higher than English Only students. Overall, 37% of students reported feeling safe compared to the previous year of 18%. JEH students reported a significantly higher safety compared to CHS. Little difference was seen between English Learners and Non-English Learners. For ethnic/racial subgroups, ratings were highly variable. Students receiving special education services reported feeling significantly safer than general education students. Overall, the district has seen significant improvement in safety and belonging from the previous school year, however, safety and belonging is still a key concern. Overall, CUSD is seeing increases in safety and belonging measures. Areas of strength are with groups such as English Learners and students receiving Special Education services are feeling like they belong at school and are safe. Areas of need include the middle grades where 7/8th grade students report feeling unconnected to school and unsafe at school (similar trend in 9th and 10th grades). CUSD has identified safety and community as a key area for growth and as a result Goal #1 of the 2024-2027 LCAP will focus on developing a positive, safe community for all students, parents/families, and staff. Actions will focus on culture, climate, attendance and engagement. Overall, CUSD is seeing increases in safety and belonging measures from the previous year. Areas of strength is with groups such as English Learners and students receiving Special Education services are feeling like they belong at school and are safe. Areas of need include the the middle grades where 7th and 8th grade students report feeling the unconnected to school and unsafe at school and this trend continues into the 9th and 10th grades. CUSD has identified safety and community as a key area for growth and has developed an LCAP Goal to reflect this need. Goal #1 of the 2024-2027 LCAP will focus on developing a positive, safe community for all students, parents/families, and staff. Actions will focus on culture, climate, attendance and engagement. Met 2024-06-12 2024 49706720000000 Dunham Elementary 6 The local climate survey conducted among 4th, 5th, and 6th-grade students provides valuable insights into students' perceptions of safety, relationships, and overall school experience. This data, disaggregated by specific student groups, helps understand the school climate and identify areas for improvement. 1. Feeling Safe: 33 out of 40 students (82.5%) feel safe at school. 7 out of 40 students (17.5%) mostly feel safe. 0 out of 40 students feel unsafe. 2. Talking to Adults on Campus: 17 out of 40 students (42.5%) said it is true that they can talk to an adult on campus. 23 of 40 students (57.5%) said it is mostly true. 3. Student Engagement and Interests: Physical Education (PE): 36 out of 40 students (90%) liked PE. Music: 30 out of 40 students (75%) liked music.Garden: 30 out of 40 students (75%) liked the garden. 4. Talking to the Principal: 30 out of 40 students (75%) feel they can talk to the principal. 9 out of 40 students (22.5%) mostly agree. 5. Perception of Learning: Belief in Learning: 40 out of 40 students (100%) believe they are learning at school. 6. Help-Seeking Behavior: Knowing How to Ask for Help: 27 out of 40 students (67.5%) know how to ask for help. 3 out of 40 students (32.5%) mostly know how to ask for help. 7. Peer Relationships: 40 out of 40 students (100%) say they have friends at school. Interpretation: All students report having friends, indicating a positive social climate and strong peer relationships. The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Areas for improvement include ensuring all students feel completely confident in their ability to talk to adults on campus and seek help when needed. Continued focus on these areas, supported by targeted interventions and ongoing monitoring, will help further enhance the school climate. High levels of student interest and enjoyment in PE, music, and garden activities suggest that these programs are well-received and contribute positively to student engagement. Most students feel safe or mostly safe at school, indicating a generally positive perception of school safety. Most students feel comfortable approaching the principal, which indicates good accessibility and approachability of school leadership. A strong majority of students feel they can talk to adults on campus, although there is a slight indication that not all students are completely confident in this area. Every student surveyed feels they are learning, which is a strong indicator of the effectiveness of the instructional environment. While most students know how to seek help, there is room for improvement in ensuring that all students feel confident in this area. Safety Drills and Procedures: Review and update safety drills and procedures to ensure they are effective and inclusive. Conduct regular, comprehensive safety drills that include scenarios addressing various potential threats. Safety Awareness Programs: Implement programs that educate students about safety protocols and empower them to report concerns. This could include assemblies, classroom discussions, and involvement in safety committees. By doing so, we are fostering a culture of safety and responsibility among our students, making them active participants in their own well-being. Increased Supervision: By increasing adult supervision in areas where students may feel less safe, such as playgrounds and hallways, especially during transition times, we are creating a secure environment. Provide professional development focused on building trust and rapport with students. Training will include effective communication, active listening, and cultural responsiveness strategies, further enhancing the sense of security in our school. . Advisory Programs: Implement advisory or mentorship programs where students are paired with staff members who regularly check in with them, providing a consistent and approachable point of contact. Open Door Policy: Reinforce and communicate the school's open-door policy, ensuring students know when and how to approach teachers and administrators with concerns. Develop peer support systems where students can receive guidance from trained peer mentors on how to seek help effectively. Met 2024-06-06 2024 49706720122440 Dunham Charter 6 The local climate survey conducted among 4th, 5th, and 6th-grade students provides valuable insights into students' perceptions of safety, relationships, and overall school experience. This data, disaggregated by specific student groups, helps understand the school climate and identify areas for improvement. 1. Feeling Safe: 33 out of 40 students (82.5%) feel safe at school. 7 out of 40 students (17.5%) mostly feel safe. 0 out of 40 students feel unsafe. 2. Talking to Adults on Campus: 17 out of 40 students (42.5%) said it is true that they can talk to an adult on campus. 23 of 40 students (57.5%) said it is mostly true. 3. Student Engagement and Interests: Physical Education (PE): 36 out of 40 students (90%) liked PE. Music: 30 out of 40 students (75%) liked music.Garden: 30 out of 40 students (75%) liked the garden. 4. Talking to the Principal: 30 out of 40 students (75%) feel they can talk to the principal. 9 out of 40 students (22.5%) mostly agree. 5. Perception of Learning: Belief in Learning: 40 out of 40 students (100%) believe they are learning at school. 6. Help-Seeking Behavior: Knowing How to Ask for Help: 27 out of 40 students (67.5%) know how to ask for help. 3 out of 40 students (32.5%) mostly know how to ask for help. 7. Peer Relationships: 40 out of 40 students (100%) say they have friends at school. Interpretation: All students report having friends, indicating a positive social climate and strong peer relationships. The survey results indicate a generally positive school climate, with strong perceptions of safety, good relationships with adults and peers, and high engagement in school activities. Areas for improvement include ensuring all students feel completely confident in their ability to talk to adults on campus and seek help when needed. Continued focus on these areas, supported by targeted interventions and ongoing monitoring, will help further enhance the school climate. High levels of student interest and enjoyment in PE, music, and garden activities suggest that these programs are well-received and contribute positively to student engagement. Most students feel safe or mostly safe at school, indicating a generally positive perception of school safety. Most students feel comfortable approaching the principal, which indicates good accessibility and approachability of school leadership. A strong majority of students feel they can talk to adults on campus, although there is a slight indication that not all students are completely confident in this area. Every student surveyed feels they are learning, which is a strong indicator of the effectiveness of the instructional environment. While most students know how to seek help, there is room for improvement in ensuring that all students feel confident in this area. Safety Drills and Procedures: Review and update safety drills and procedures to ensure they are effective and inclusive. Conduct regular, comprehensive safety drills that include scenarios addressing various potential threats. Safety Awareness Programs: Implement programs that educate students about safety protocols and empower them to report concerns. This could include assemblies, classroom discussions, and involvement in safety committees. By doing so, we are fostering a culture of safety and responsibility among our students, making them active participants in their own well-being. Increased Supervision: By increasing adult supervision in areas where students may feel less safe, such as playgrounds and hallways, especially during transition times, we are creating a secure environment. Provide professional development focused on building trust and rapport with students. Training will include effective communication, active listening, and cultural responsiveness strategies, further enhancing the sense of security in our school. . Advisory Programs: Implement advisory or mentorship programs where students are paired with staff members who regularly check in with them, providing a consistent and approachable point of contact. Open Door Policy: Reinforce and communicate the school's open-door policy, ensuring students know when and how to approach teachers and administrators with concerns. Develop peer support systems where students can receive guidance from trained peer mentors on how to seek help effectively. Met 2024-06-06 2024 49706800000000 Forestville Union Elementary 6 """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Youth Truth Survey was administered January 2024 as part of a countywide pilot program. 36 elementary students were surveyed (grades 3-5) and 80 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 31% (increased 17% from 2023 to 2024); MS: 43% (decreased 6% from 2023 to 2024) -Relationships Summary Data: ES: 79% (increased 20% from 2023 to 2024); MS: 26% (decreased 20% from 2023 to 2024) -3rd-5th: ""Do you like going to school?"" 58% (increased 34% from 2023 to 2024) -6th-8th ""I enjoy school most of the time"" 32% (increased 1% from 2023 to 2024) School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 57% (increased 12% from 2023 to 2024) -6th-8th: 41% (decreased 16% from 2023 to 2024)" "Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school. Identified Needs Middle School -Belonging Summary Data decreased 6% from 2023 to 2024 -Relationships Summary Data decreased 20% from 2023 to 2024 Areas of Strength Elementary: -Belonging Summary Data increased 17% from 2023 to 2024 -Relationships Summary Data increased 20% from 2023 to 2024 -""Do you like going to school?"" increased 34% from 2023 to 2024 -""Do you feel safe during school?"" increased 12% from 2023 to 2024 Middle School -""I enjoy school most of the time"" increased 1% from 2023 to 2024 We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships." School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2: School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 Social-Emotional Support -Social-emotional Learning: Provide social emotional learning curriculum and any additional relevant support for students and families. -Social-Emotional Support: Provide additional social-emotional support to students through paraprofessionals. -Counseling/ Psychologist: Provide individual or small group social-emotional support through counselors and psychologists. -Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through monthly assemblies and announcements. 2.4 Student Safety and Connectedness -School Safety: Utilize Safe School Ambassadors through Community Matters for middle school students. Increase outdoor surveillance cameras around the campus. Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff. -School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment. While all students will be invited to participate, a conscious effort to invite and include students that have historically not been invited, included or participated in sports, clubs, music, enrichment, etc will be made. (Ex: Athletics, Strings After School, student sponsored clubs) Met 2024-06-20 2024 49706800112987 Forestville Academy 6 """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Youth Truth Survey was administered January 2024 as part of a countywide pilot program. 36 elementary students were surveyed (grades 3-5) and 80 middle school students were surveyed (grades 6-8). School connectedness related student survey data was the overall categories of ""Belonging"" and ""Relationships"". -Belonging Summary Data: ES: 31% (increased 17% from 2023 to 2024); MS: 43% (decreased 6% from 2023 to 2024) -Relationships Summary Data: ES: 79% (increased 20% from 2023 to 2024); MS: 26% (decreased 20% from 2023 to 2024) -3rd-5th: ""Do you like going to school?"" 58% (increased 34% from 2023 to 2024) -6th-8th ""I enjoy school most of the time"" 32% (increased 1% from 2023 to 2024) School Safety related the student survey question ""Do you feel safe during school?"" -3rd-5th: 57% (increased 12% from 2023 to 2024) -6th-8th: 41% (decreased 16% from 2023 to 2024)" "Our data indicates that we saw improvement at the elementary school, however, a decrease in many areas at the middle school. Identified Needs Middle School -Belonging Summary Data decreased 6% from 2023 to 2024 -Relationships Summary Data decreased 20% from 2023 to 2024 Areas of Strength Elementary: -Belonging Summary Data increased 17% from 2023 to 2024 -Relationships Summary Data increased 20% from 2023 to 2024 -""Do you like going to school?"" increased 34% from 2023 to 2024 -""Do you feel safe during school?"" increased 12% from 2023 to 2024 Middle School -""I enjoy school most of the time"" increased 1% from 2023 to 2024 We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships." School connectedness and school safety are important for students success. In order to improve these data points as well as students overall sense of connectedness and safety we will continue to focus on the following areas. We will implement our LCAP Goal 2: School Climate: Create and sustain a safe culture and environment for all students as well as build a welcoming campus for faculty, staff, and community members where everyone feels connected and supported. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 Social-Emotional Support -Social-emotional Learning: Provide social emotional learning curriculum and any additional relevant support for students and families. -Social-Emotional Support: Provide additional social-emotional support to students through paraprofessionals. -Counseling/ Psychologist: Provide individual or small group social-emotional support through counselors and psychologists. -Student Recognition: Recognize positive behavior, exemplifying leadership, scholarship, friendship and stewardship traits through monthly assemblies and announcements. 2.4 Student Safety and Connectedness -School Safety: Utilize Safe School Ambassadors through Community Matters for middle school students. Increase outdoor surveillance cameras around the campus. Strengthen relationships with local first responders to be more collaborative in providing school safety for students and staff. -School Connectedness: Identify and support leadership and community building opportunities schoolwide including sports, music, art, clubs, and enrichment. While all students will be invited to participate, a conscious effort to invite and include students that have historically not been invited, included or participated in sports, clubs, music, enrichment, etc will be made. (Ex: Athletics, Strings After School, student sponsored clubs) Met 2024-06-20 2024 49706980000000 Fort Ross Elementary 6 "Due to our small enrollment, disaggregated data for specific groups is not reportable due to confidentiality. Local Survey data- A total of 9 students took the survey in grade 4th-8th grade, which represents 100% of possible participants. School Safety -78% “I feel safe during school” (compared to 55% for the county) Connectedness -56% ""I enjoy school most of the time"" (compared to 39% for the county) -67% ""I really feel like a part of my school's community."" (compared to 41% for the county)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Areas of Strength - The culture of our school is welcoming, safe, and supportive -We are outperforming the county on the selected survey questions. Identified Needs -Chronic Absenteeism and Truancy (based on CA Dashboard data) -Although we are outperforming the county on all questions, we want to improve each year and aim to reach at least 80%." We will continue our Goal 2: Climate and Culture. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 Engagement, Connections, Safety Provide a welcoming, safe and engaging school environment by: Engagement in Learning: Ensure a high level of student engagement by providing the following: -Enrichment -ELOP After School Program -Outdoor and Experiential Learning -Universal Design for Learning Strong Connections: Build and strengthen strong connections between students, staff, families, and the community through: -Conferences -Performances -Gatherings -Bilingual Staff -Small Group Learning -Multiple Options for Family Communications School Safety: Ensure students, staff, and families feel safe at school through the implementation of practices that are timely, aligned, trauma informed, equitable, preventative, proactive, and reactive 2.2 Health & Wellness Support student’s health and wellness through: Physical Health: -Integrated Physical Activities throughout the Instructional Day -Vaping, Alcohol, and Substance Use Awareness and Supports -Sex Ed and Family Life -Partnerships with Local Medical Service Organizations Nutrition Services: -Balanced Food Services Inclusive of Breakfast, Lunches, and Snacks Mental, Behavioral, Social, Emotional Health: Develop and implement a clear and defined tiered system to support individuals, groups, and school-wide through: -Sel Progress Monitoring -Counseling -Sel Core Curriculum and Supplemental Program Implementation -Community Building Activities -Professional Development -Restorative Practices -Trauma Informed Practices -Bullying Prevention Program Use -Designated Support Team For Groups an As-Needed Topics -LGBTQ Awareness and Support Met 2024-06-18 2024 49707060000000 Geyserville Unified 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-12th were surveyed. As a small district with around 200 students, subgroup analysis is not available due to the low number of students. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 30% (7% lower than the county average for Jan 2024) -6th-8th: 40% (an increase of 1% from January 2023 and 5% lower than the county average). -9th-12th: 39% (a decrease of 1% from January 2023 and 5% lower than the county average for Jan 2024). Relationships Summary Data: -3rd-5th: 82% (7% higher than the county average for Jan 2024) -6th-8th: 26% (a decrease of 6% from January 2023 and 14% below the county average). -9th-12th: 33% (a decrease 1% from January 2023 and 11% lower than the county average for Jan 2024). ""I enjoy school most of the time"" -3rd-5th: 32% (2% lower than the county average for Jan 2024) -6th-8th: 26% (same as January 2023 and 3% below the county average); -9th-12th: 36% (a decrease 10% from January 2023 and 7% lower than the county average for Jan 2024); ""Are students friendly to you"" -3rd-5th: 36% (12% lower than the county average for Jan 2024) -6th-8th: 55% (a decrease of 11% from January 2023 and 4% below the county average). -9th-12th: 63% (a decrease 1% from January 2023 and same as county average for Jan 2024). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 58% (4% lower than the county average for Jan 2024). - 6th-8th: 56% (a decrease of 2% from January 2023 and 1% above than the county average for Jan 2024). - 9th-12th: 64% (an increase of 11% from January 2023 and 2% higher than the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs -Belonging 3rd-5th, 9th-12th -Relationships 6th-8th , 9th-12th -""I enjoy school most of the time"" 3rd-5th, 6th-8th, 9th-12th -""Are students friendly to you"" 3rd-5th, 6th-8th, 9th-12th -""Do you feel safe during school?"" 3rd-5th, 9th-12th Areas of Strength -Belonging 6th-8th -Relationships 3rd-5th -""Do you feel safe during school?"" 9th-12th We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships. Although many of the monitored questions for this priority area decreased, we did see improvement in the following areas related to school climate: GNTA (6-8) -I really feel like a part of my school's community. When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. GNTA (9-12) -When I'm feeling upset, stressed, or having problems, I know someone outside of school who I can talk to about it. -If there is an emergency at my school, I know what to do to keep myself safe. -I feel like a real part of my community. -I feel safe in my community. GES (3-5, higher than the county) -Do you feel like an important part of your school? -Do you like the way your teacher treats you when you need help? -Does your teacher treat you with respect? -Do you think your teacher cares about you? -When I'm feeling upset, there is an adult from school I can talk to." We will continue our LCAP goal 1: Provide a safe and secure school environments. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 1.2 School Safety -Supervision: Provide yard duty and campus supervision. Utilize security systems and computer monitoring software to ensure students are physically and digitally safe. -School Safety Plan: Provide Safety Plan Coordinator. Continue to provide safety training and monthly drills (lock down, earthquake, fire). Implement Suicide Prevention Plan and participate in QPTR training. -Conflict Resolution: utilize systems and process to help decrease and resolve conflicts or inappropriate behaviors (restorative practices, MTSS model for behaviors, behavior management strategies) 1.3 School Climate -Social-Emotional Support: Develop positive and safe school culture by providing: Social-emotional support in class and through Keystone Therapy (GES), Restorative Practices program (GNTA), Listening Circles (GNTA), Toolbox program (GES). SCOE also provides behavior support through counselors and SCOE TOSA. -School Connectedness: Identify and implement activities to enhance school connectedness and school culture (examples: providing various activities or different environments during lunch, assemblies, student council,and school wide events such as: GNTA: “House Events,” Random Acts of Kindness, Showcase Events, Ag Tech Class Produce Pick Up; GES: Kindness Tree, Stonesoup Thanksgiving, Idle free campus -Diversity, Equity, Inclusion, Belonging: Provide opportunities to enhance and improve DEIB on campus through assemblies, programs, anti-bullying campaigns, extracurricular activities, and events. Continue to partner with outside organizations to support DEIB efforts. Ensure activities are accessible to all students, regardless of background. Continue to foster and enhance small school community. Met 2024-06-26 2024 49707140000000 Gravenstein Union Elementary 6 Gravenstein Elementary: The Youth Truth (YTS) was administered to the 3rd - 5th graders at Gravenstein Elementary School (GES) for the first time in the spring of the 2023/24 school year. This initial implementation will serve as baseline data. Key data points from the survey include: School Safety: On the 5 YTS questions, GES students provide an average rating of 2.69 out of 3.0, averaging in 90th percentile for all California schools. Engagement: School Safety: On the 4 YTS questions, GES students provide an average rating of 2.65 out of 3.0, averaging in 45th percentile for all California schools. Culture: On the 4 YTS questions, GES students provide an average rating of 2.46 out of 3.0, averaging in 86th percentile for all California schools. Relationships: On the 7 YTS questions, GES students provide an average rating of 2.72 out of 3.0, averaging in 69th percentile for all California schools. Hillcrest: The Youth Truth (YTS) was administered to all students 6th - 8th graders at Hillcrest Middle School (HMS) for the first time in the spring of the 2023/24 school year. This initial implementation will serve as baseline data. Key data points from the survey include: School Safety: On the 10 YTS questions, HMS students provide an average rating of 3.97 out of 5.0, averaging in 82nd percentile for all California schools, with HMS student responding in the top quartile is 8 out of 10 questions. Engagement: On the 9 YTS questions, HMS students provide an average rating of 3.39 out of 5.0, averaging in 59th percentile for all California schools. Culture: On the 6 YTS questions, HMS students provide an average rating of 3.34 out of 5.0, averaging in 61st percentile for all California schools. Relationships: On the 7 YTS questions, HMS students provide an average rating of 3.41 out of 5.0, averaging in 50th percentile for all California schools. PARENT SURVEY DATA In April of 2024, GUSD implemented a comprehensive parent survey for the second consecutive year (40% return rate) with multiple questions designed to identify student challenges and barriers from the parent perspective. A committee of four staff and three parents worked together over a three month period to create the survey. Each partner group reviewed the compiled data and district leadership facilitated the “noticings and wonderings” protocol, used for Sonoma County administrator training by the Sonoma County Office of Education Educational Support Services Directors to elicit feedback. District staff and the Board are very pleased with the response from our parents. Here are some selected questions and response data from the survey: SCHOOL CULTURE AND CLIMATE My child’s school promotes academic success for all students - Strongly or Somewhat Agree: 22/23 - 94%, 23/24 - 94% My child’s school encourages me to be an active partner with the school in educating my child - Strongly or Somewhat Agree: 22/23 - 87%, 23/24 - 90% Please refer our LCAP for more. For GES, there was very little difference when disaggregating by Gender Identity or by our three different reported racial groups, Asian, Hispanic, White. Students identifying with Two or more races rate lower than their peers in five out of six survey themes (not Relationships, where they rate highest). All three questions in the Culture theme are rated in the top quartile, and not one question in the survey was rated in the bottom quartile. The YTS data, combined with other data sources we are looking at (California Dashboard, local survey data, local academic assessments) indicate that Gravenstein Elementary has a very strong core program that enjoys a significant amount of parent engagement and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically Disadvantaged) that are performing below grade level, are absent more often, and experience more school discipline. For HMS, ELL students rate notably lower than their non-ELL peers in all themes in the survey, and below in the national median in all themes, and in the bottom quartile in three out of five core themes. Both girls and boys rate notably higher than students who prefer to self-describe/identify their gender. There is very little difference when disaggregating by Persons Of Color. There are very few trends across the entire survey when disaggregating by race/ethnicity. However, there are important trends when looking at individual themes. Hispanic/Latino students rate notably lower than white students in Relationships and Belonging & Peer Collaboration. Students in special education rate notably lower than their peers in general education in all survey themes. HMS students reported very positive perceptions related to school-based services on the Emotional and Mental Health questions. The YTS data, combined with other data sources we are looking at (California Dashboard, local survey data, local academic assessments) indicate that Hillcrest Middle has a very strong core program that enjoys a significant amount of parent engagement and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically Disadvantaged, Hispanic) that are performing below grade level, are absent more often, and experience more school discipline. To work toward continuous improvement, we will address these students using a Multitiered System of Supports framework and focus on early identification and continued development of a menu of best practice Tier II targeted interventions. This framework will be represented in our Board Vision, Mission, Goal, and Activity statements, in our Single School Plans, and in our LCAP plan. Met 2024-06-11 2024 49707146051742 Gravenstein Elementary 6 Gravenstein Elementary: The Youth Truth (YTS) was administered to the 3rd - 5th graders at Gravenstein Elementary School (GES) for the first time in the spring of the 2023/24 school year. This initial implementation will serve as baseline data. Key data points from the survey include: School Safety: On the 5 YTS questions, GES students provide an average rating of 2.69 out of 3.0, averaging in 90th percentile for all California schools. Engagement: School Safety: On the 4 YTS questions, GES students provide an average rating of 2.65 out of 3.0, averaging in 45th percentile for all California schools. Culture: On the 4 YTS questions, GES students provide an average rating of 2.46 out of 3.0, averaging in 86th percentile for all California schools. Relationships: On the 7 YTS questions, GES students provide an average rating of 2.72 out of 3.0, averaging in 69th percentile for all California schools. PARENT SURVEY DATA In April of 2024, GUSD implemented a comprehensive parent survey for the second consecutive year (40% return rate) with multiple questions designed to identify student challenges and barriers from the parent perspective. A committee of four staff and three parents worked together over a three month period to create the survey. Each partner group reviewed the compiled data and district leadership facilitated the “noticings and wonderings” protocol, used for Sonoma County administrator training by the Sonoma County Office of Education Educational Support Services Directors to elicit feedback. District staff and the Board are very pleased with the response from our parents. Here are some selected questions and response data from the survey: SCHOOL CULTURE AND CLIMATE My child’s school promotes academic success for all students - Strongly or Somewhat Agree: 22/23 - 94%, 23/24 - 94% My child’s school encourages me to be an active partner with the school in educating my child - Strongly or Somewhat Agree: 22/23 - 87%, 23/24 - 90% My child’s school is a safe place for my child - Strongly or Somewhat Agree: 22/23 - 94%, 23/24 - 98% There is a clear sense of community at my child’s school - Strongly or Somewhat Agree: 22/23 - 83%, 23/24 - 84% STUDENT WELL-BEING Everyone at the school is doing their best to help me and my child - 22/23: 96% Strongly Agree or Agree My child learns at school every day - 22/23: 97% Strongly Agree or Agree My child’s teachers or other school staff are responsive to my child’s social and emotional needs - 22/23: 95% Strongly Agree or Agree When needed, I am provided with advice and resources to support my child’s social and emotional needs - 22/23: 91% Strongly Agree or Agree When needed, I am provided advice and resources to support my child's learning - 22/23: 94% Strongly Agree or Agree My child feels a sense of belonging at school - 22/23: 96% Strongly Agree or Agree My child feels safe at school - 22/23: 93% Strongly Agree or Agree See our LCAP for more information. For GES, there was very little difference when disaggregating by Gender Identity or by our three different reported racial groups, Asian, Hispanic, White. Students identifying with Two or more races rate lower than their peers in five out of six survey themes (not Relationships, where they rate highest). All three questions in the Culture theme are rated in the top quartile, and not one question in the survey was rated in the bottom quartile. The YTS data, combined with other data sources we are looking at (California Dashboard, local survey data, local academic assessments) indicate that Gravenstein Elementary has a very strong core program that enjoys a significant amount of parent engagement and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically Disadvantaged) that are performing below grade level, are absent more often, and experience more school discipline. To work toward continuous improvement, we will address these students using a Multitiered System of Supports framework and focus on early identification and continued development of a menu of best practice Tier II targeted interventions. This framework will be represented in our Board Vision, Mission, Goal, and Activity statements, in our Single School Plans, and in our LCAP plan. Met 2024-06-11 2024 49707146051759 Hillcrest Middle 6 Hillcrest: The Youth Truth (YTS) was administered to all students 6th - 8th graders at Hillcrest Middle School (HMS) for the first time in the spring of the 2023/24 school year. This initial implementation will serve as baseline data. Key data points from the survey include: School Safety: On the 10 YTS questions, HMS students provide an average rating of 3.97 out of 5.0, averaging in 82nd percentile for all California schools, with HMS student responding in the top quartile is 8 out of 10 questions. Engagement: On the 9 YTS questions, HMS students provide an average rating of 3.39 out of 5.0, averaging in 59th percentile for all California schools. Culture: On the 6 YTS questions, HMS students provide an average rating of 3.34 out of 5.0, averaging in 61st percentile for all California schools. Relationships: On the 7 YTS questions, HMS students provide an average rating of 3.41 out of 5.0, averaging in 50th percentile for all California schools. PARENT SURVEY DATA In April of 2024, GUSD implemented a comprehensive parent survey for the second consecutive year (40% return rate) with multiple questions designed to identify student challenges and barriers from the parent perspective. A committee of four staff and three parents worked together over a three month period to create the survey. Each partner group reviewed the compiled data and district leadership facilitated the “noticings and wonderings” protocol, used for Sonoma County administrator training by the Sonoma County Office of Education Educational Support Services Directors to elicit feedback. District staff and the Board are very pleased with the response from our parents. Here are some selected questions and response data from the survey: SCHOOL CULTURE AND CLIMATE My child’s school promotes academic success for all students - Strongly or Somewhat Agree: 22/23 - 94%, 23/24 - 94% My child’s school encourages me to be an active partner with the school in educating my child - Strongly or Somewhat Agree: 22/23 - 87%, 23/24 - 90% My child’s school is a safe place for my child - Strongly or Somewhat Agree: 22/23 - 94%, 23/24 - 98% There is a clear sense of community at my child’s school - Strongly or Somewhat Agree: 22/23 - 83%, 23/24 - 84% STUDENT WELL-BEING Everyone at the school is doing their best to help me and my child - 22/23: 96% Strongly Agree or Agree My child learns at school every day - 22/23: 97% Strongly Agree or Agree My child’s teachers or other school staff are responsive to my child’s social and emotional needs - 22/23: 95% Strongly Agree or Agree When needed, I am provided with advice and resources to support my child’s social and emotional needs - 22/23: 91% Strongly Agree or Agree When needed, I am provided advice and resources to support my child's learning - 22/23: 94% Strongly Agree or Agree My child feels a sense of belonging at school - 22/23: 96% Strongly Agree or Agree More information is available in our LCAP. ELL students rate notably lower than their non-ELL peers in all themes in the survey, and below in the national median in all themes, and in the bottom quartile in three out of five core themes. Both girls and boys rate notably higher than students who prefer to self-describe/identify their gender. There is very little difference when disaggregating by Persons Of Color. There are very few trends across the entire survey when disaggregating by race/ethnicity. However, there are important trends when looking at individual themes. Hispanic/Latino students rate notably lower than white students in Relationships and Belonging & Peer Collaboration. Students in special education rate notably lower than their peers in general education in all survey themes. HMS students reported very positive perceptions related to school-based services on the Emotional and Mental Health questions. The YTS data, combined with other data sources we are looking at (California Dashboard, local survey data, local academic assessments) indicate that Hillcrest Middle has a very strong core program that enjoys a significant amount of parent engagement and support. The data also tells us that when disaggregating our results, we have student groups (Students with Disability(ies), Socioeconomically Disadvantaged, Hispanic) that are performing below grade level, are absent more often, and experience more school discipline. To work toward continuous improvement, we will address these students using a Multitiered System of Supports framework and focus on early identification and continued development of a menu of best practice Tier II targeted interventions. This framework will be represented in our Board Vision, Mission, Goal, and Activity statements, in our Single School Plans, and in our LCAP plan. Met 2024-06-11 2024 49707220000000 Guerneville Elementary 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, subgroup analysis is not available due to the low number of students. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 22% (an increase of 4% from January 2023 and 15% below the county average). -6th-8th: 33% (a decrease of 8% from January 2023 and 11% lower than the county average). Relationships Summary Data: -3rd-5th: 65% (a decrease of 12% from January 2023 and 10% below the county average). -6th-8th: 39% (an increase of 3% from January 2023 and 1% below the county average). ""I enjoy school most of the time"" -3rd-5th: 20% (a decrease of 14% from January 2023 and 14% below the county average). -6th-8th: 22% (a decrease of 14% January 2023 and 17% below the county average); ""Are students friendly to you"" -3rd-5th: 28% (an increase of 3% from January 2023 and 20% below the county average). -6th-8th: 40% (a decrease of 9% from January 2023 and 18% below the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 53% (an increase of 17% from January 2023 and 9 % below the county average). - 6th-8th: 51% (an increase of 8% from January 2023 and 3% above than the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs (areas that decreased) -Belonging 6th-8th -Relationships 3rd-5th -""I enjoy school most of the time"" 3rd-5th. 6th-8th -""Are students friendly to you"" 6th-8th Areas of Strength (areas that increased) -Belonging 3rd-5th -Relationships 6th-8th -""Are students friendly to you"" 3rd-5th -""Do you feel safe during school?"" 3rd-5th. 6th-8th Overall, our Youth Truth data for the monitored areas are lower than the county, however, we saw some improvement in some grade levels for some areas. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions. The following questions saw increases from 2023 to 2024: Grades 3-5 -Can you be yourself with other students? -Are students friendly to you? -Do you feel safe during school? -When I'm feeling upset, there is an adult outside of school I can talk to. -When I'm feeling upset, I know some ways to make myself feel better. Grades 6-8 -Adults from my school treat students with respect. -I feel safe during school. -I feel safe in my community. -I feel like a real part of my community. -If there is an emergency at my school, I know what to do to keep myself safe. When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. When I'm feeling upset, stressed, or having problems, my school has programs or services that can help me. When I'm feeling upset, stressed, or having problems, I know some ways to make myself feel better or cope with it." We will continue our LCAP Goal 2: Whole Student Health. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.3 School Climate Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) Shared Understanding and Commitment (CSPP, Capacity Building) -Continuously promote and share the district’s GROWTH Vision, AVID Mission and Community Based Schools Framework with the school community. -Set goals and take action (CSPP, Capacity Building) -Policy and Initiative Alignment (CSPP, Capacity Building) -Foster ongoing Diversity, Equity, Inclusion, and Belonging (DEIB) practices schoolwide. Racially Just and Restorative School Climates -Provide restorative practice rather than punitive, exclusionary discipline that detaches students from school and needed supports. (CSPP, Cornerstone) Social and Emotional Learning (SEL) -SEL Curriculum: Provide social and emotional learning (CharacterStrong and other social/emotional learning opportunities for students in and outside of the classroom) that fosters skills, habits, and mindsets that enable academic progress, efficacy, and productive behavior. These include self-regulation, executive function, intrapersonal awareness and interpersonal skills, a growth mindset, and a sense of agency that supports resilience and productive action (CCPP, Conditions for Learning) -Events/Programs: Organize and offer school-wide assemblies, programs, and resources that promote Tier 1 services and strategies such as emotional resilience, the celebration of diversity, self-regulation, student-advocacy, empathy, conflict resolution, and bullying prevention. (Programs may include but are not limited to: Restorative Practices/Circles, Listening for Change, CharacterStrong, BEST, Toolbox, Safe School Ambassadors, Conflict Managers, Mix It Up, etc.) Positive Behavior Interventions and Supports -PBIS: Support and consistently implement School-based Positive Behavior Intervention Supports (PBIS). -Behavior Assistants: Continue to provide, through grant funding, Behavioral Assistant for low-income students and EL students referred for behavioral needs through the district Coordinated Services process. The Behavioral Assistant will support actions and needs of behavior plans, assist with implementing Positive Behavior Interventions Supports (PBIS), assist with the development of Behavior Improvement Plans (BIP), be trained on effective behavior management practices, and help train teachers/instructional assistants on effective behavior management techniques. (Grants: Expanding Workforce, Behavior Health Wellness Programs, Suicide Prevention Strategies) Trauma-Informed Practices -ACEs: Continue ACEs (Adverse Childhood Experiences) screening tool to help in Met 2024-06-24 2024 49707220139048 California Pacific Charter - Sonoma 6 "All students in grades TK-12 were invited to participate in an annual school climate survey. Student perceptions were collected in the areas of grade level instruction, teacher availability and support, goal setting, safety and welcomedness at school, and overall satisfaction with the school. 110 students particiated in the survey (23 students in grades TK-5, 31 students in grades 6-8, and 56 students in grades 9-12). To the question, ""I feel safe and welcome at school"", 99% of students said they feel safe and welcome. To the question, ""If I have a problem, I know I have someone at the school that I can talk to for support"" 96.6% of students agreed that they are connected to the school. The demographic breakdown for the question about safety at school was as follows: Hispanic 97%, African American 100%, White 100% students agred that they felt safe at school. The demographic breakdown for the question about school conenctedness was as follows: Hispanic 97%, African American 100%, White 93% agreed that they are connected to school." Based on the analysis of the school climate survey data, several key learnings and areas of strength have been identified. An overwhelming majority of students (99%) feel safe and welcome at school, indicating a strong positive perception of the school environment across all grades. Additionally, 96.6% of students believe they have someone at the school they can talk to for support if they have a problem, suggesting effective support systems and resources are in place. The perception of safety is high across all demographic groups, with 97% of Hispanic students and 100% of both African American and White students feeling safe at school. Similarly, the sense of connectedness is strong, with 97% of Hispanic students, 100% of African American students, and 93% of White students agreeing that they feel connected to the school. These findings highlight that the school has successfully created an inclusive and safe environment for students and established effective communication channels and support networks. The survey results demonstrate the school’s commitment to equity and inclusion, with positive perceptions of safety and connectedness consistent across different demographic groups. Despite these positive outcomes, continuous monitoring and improvement are essential. Regular surveys and feedback mechanisms will be maintained to ensure that any emerging issues are promptly addressed. Furthermore, given that the majority of survey participants come from grades 9-12, additional focus will be placed on the needs and perceptions of younger students (TK-5 and 6-8) to ensure they also feel equally supported and welcomed. By focusing on these areas, the school can build on its strengths and continue providing a positive and supportive climate for all students. Met 2024-06-18 2024 49707226051767 Guerneville Elementary (Charter) 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 230 students, subgroup analysis is not available due to the low number of students. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 22% (an increase of 4% from January 2023 and 15% below the county average). -6th-8th: 33% (a decrease of 8% from January 2023 and 11% lower than the county average). Relationships Summary Data: -3rd-5th: 65% (a decrease of 12% from January 2023 and 10% below the county average). -6th-8th: 39% (an increase of 3% from January 2023 and 1% below the county average). ""I enjoy school most of the time"" -3rd-5th: 20% (a decrease of 14% from January 2023 and 14% below the county average). -6th-8th: 22% (a decrease of 14% January 2023 and 17% below the county average); ""Are students friendly to you"" -3rd-5th: 28% (an increase of 3% from January 2023 and 20% below the county average). -6th-8th: 40% (a decrease of 9% from January 2023 and 18% below the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 53% (an increase of 17% from January 2023 and 9 % below the county average). - 6th-8th: 51% (an increase of 8% from January 2023 and 3% above than the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs (areas that decreased) -Belonging 6th-8th -Relationships 3rd-5th -""I enjoy school most of the time"" 3rd-5th. 6th-8th -""Are students friendly to you"" 6th-8th Areas of Strength (areas that increased) -Belonging 3rd-5th -Relationships 6th-8th -""Are students friendly to you"" 3rd-5th -""Do you feel safe during school?"" 3rd-5th. 6th-8th Overall, our Youth Truth data for the monitored areas are lower than the county, however, we saw some improvement in some grade levels for some areas. We plan to continue our work on improving these areas through our Community Schools and LCAP goals and actions. The following questions saw increases from 2023 to 2024: Grades 3-5 -Can you be yourself with other students? -Are students friendly to you? -Do you feel safe during school? -When I'm feeling upset, there is an adult outside of school I can talk to. -When I'm feeling upset, I know some ways to make myself feel better. Grades 6-8 -Adults from my school treat students with respect. -I feel safe during school. -I feel safe in my community. -I feel like a real part of my community. -If there is an emergency at my school, I know what to do to keep myself safe. When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it. When I'm feeling upset, stressed, or having problems, my school has programs or services that can help me. When I'm feeling upset, stressed, or having problems, I know some ways to make myself feel better or cope with it." We will continue our LCAP Goal 2: Whole Student Health. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.3 School Climate Create, nourish and sustain school climates that are centered in the embrace of and support for all students in the totality of school interactions (playground, cafeteria, every classroom, office, etc.) (CSPP, Cornerstone) Shared Understanding and Commitment (CSPP, Capacity Building) -Continuously promote and share the district’s GROWTH Vision, AVID Mission and Community Based Schools Framework with the school community. -Set goals and take action (CSPP, Capacity Building) -Policy and Initiative Alignment (CSPP, Capacity Building) -Foster ongoing Diversity, Equity, Inclusion, and Belonging (DEIB) practices schoolwide. Racially Just and Restorative School Climates -Provide restorative practice rather than punitive, exclusionary discipline that detaches students from school and needed supports. (CSPP, Cornerstone) Social and Emotional Learning (SEL) -SEL Curriculum: Provide social and emotional learning (CharacterStrong and other social/emotional learning opportunities for students in and outside of the classroom) that fosters skills, habits, and mindsets that enable academic progress, efficacy, and productive behavior. These include self-regulation, executive function, intrapersonal awareness and interpersonal skills, a growth mindset, and a sense of agency that supports resilience and productive action (CCPP, Conditions for Learning) -Events/Programs: Organize and offer school-wide assemblies, programs, and resources that promote Tier 1 services and strategies such as emotional resilience, the celebration of diversity, self-regulation, student-advocacy, empathy, conflict resolution, and bullying prevention. (Programs may include but are not limited to: Restorative Practices/Circles, Listening for Change, CharacterStrong, BEST, Toolbox, Safe School Ambassadors, Conflict Managers, Mix It Up, etc.) Positive Behavior Interventions and Supports -PBIS: Support and consistently implement School-based Positive Behavior Intervention Supports (PBIS). -Behavior Assistants: Continue to provide, through grant funding, Behavioral Assistant for low-income students and EL students referred for behavioral needs through the district Coordinated Services process. The Behavioral Assistant will support actions and needs of behavior plans, assist with implementing Positive Behavior Interventions Supports (PBIS), assist with the development of Behavior Improvement Plans (BIP), be trained on effective behavior management practices, and help train teachers/instructional assistants on effective behavior management techniques. (Grants: Expanding Workforce, Behavior Health Wellness Programs, Suicide Prevention Strategies) Trauma-Informed Practices -ACEs: Continue ACEs (Adverse Childhood Experiences) screening tool to help in Met 2024-06-24 2024 49707300000000 Harmony Union Elementary 6 Family members at Harmony were surveyed in January 2024 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put feedback into context, this report compares Harmony family members' ratings to the ratings from family members at 609 other elementary schools across the country. Compared to other participating elementary schools, Harmony's highest rated themes were: Relationships Culture and the lowest rated themes were: Communication & Feedback School Safety Compared to other participating elementary schools, Harmony's highest rated question within the key themes was: Families and teachers care about each other. (which is in the Relationships theme) and the lowest rated question within the key themes was: My school sets high expectations for students. (which is in the Resources theme) This report represents feedback from 116 family members. Based on the enrollment data provided, you had a 97% response rate. Student demographic data was not disaggregated for most subgroups due to small sample size resulting in non-reported findings. the only significant subgroup reported was low socio-economic with most scores being slightly lower than average for school. Areas of strength The LEA exhibited strength in relationships and culture and student sense of the school having a friendly environment. Areas for growth The LEA Has much room for development in the communications and feedback model. The LEA showed the most growth in the student belonging category. Areas of challenges The LEA exhibited weakness in Communications and Feedback and Engagement and the sense that the school had high academic standards. Areas of barriers The small subgroup populations in the survey challenge the ability to discern demographic trends for underrepresented groups. The CAASPP data demonstrates a still lagging progress of low resourced students Revisions, decisions, or actions for implementation Though the general trend for 2023-2024 showed a high sense of student safety, significant issues for student belonging still persist. The DEIA committee will be tasked with engaging the underrepresented population to improve communication and stakeholder engagement in decision making processes. Justifications Given significant impacts from COVID closure and the possible impacts on student socialization, school climate will remain a top priority to support both student safety and their student self-regulation and conflict resolution. In addition, the significant increase of population means a large portion of families are new to the school and have not developed the bonds, pathways for support and communication that may have already been established by veteran families. Further work to outreach and support family onboarding at the school will be necessary for 2024-2025 Met 2024-06-14 2024 49707306110639 Salmon Creek School - A Charter 6 Family members at Salmon Creek MS were surveyed in January 2024 about their perceptions of their school in terms of Engagement, Relationships, Culture, School Safety, Resources, and Communication and Feedback. In order to put feedback into context, this report compares Salmon Creek MS family members' ratings to the ratings from family members at 271 other middle schools across the country. Compared to other participating middle schools, Salmon Creek MS's highest rated themes were: Relationships Culture and the lowest rated themes were: Communication & Feedback Resources Compared to other participating middle schools, Salmon Creek MS's highest rated question within the key themes was: Teachers treat families with respect. (which is in the Relationships theme) and the lowest rated question within the key themes was: I receive regular feedback about my child's progress. (which is in the Communication & Feedback theme) This report represents feedback from 51 family members. Based on the enrollment data provided, you had a 85% response rate. Areas of strength The LEA exhibited strength in relationships and culture and student sense of the school having a friendly environment. Areas for growth The LEA Has much room for development in the communications and feedback model. The LEA showed the most growth in the student belonging category. Areas of challenges The LEA exhibited weakness in Communications and Feedback and Engagement and the sense that the school had high academic standards. Areas of barriers The small subgroup populations in the survey challenge the ability to discern demographic trends for underrepresented groups. The CAASPP data demonstrates a still lagging progress of low resourced students Revisions, decisions, or actions for implementation Though the general trend for 2023-2024 showed a high sense of student safety, significant issues for student belonging still persist. The DEIA committee will be tasked with engaging the underrepresented population to improve communication and stakeholder engagement in decision making processes. Justifications Given significant impacts from COVID closure and the possible impacts on student socialization, school climate will remain a top priority to support both student safety and their student self-regulation and conflict resolution. In addition, the significant increase of population means a large portion of families are new to the school and have not developed the bonds, pathways for support and communication that may have already been established by veteran families. Further work to outreach and support family onboarding at the school will be necessary for 2024-2025 Met 2024-06-14 2024 49707306120588 Pathways Charter 6 Each year, Pathways conducts several surveys of the school community, and the information gleaned thereby informs the school's goals. Results consistently indicate strong satisfaction, and highlights of a recent survey of parents/guardians include the following: 93% of families are satisfied or strongly satisfied with Pathways; 93% agree or strongly agree that teachers support and encourage students to succeed; 78% agree or strongly agree that students are connected to the school; and 97% of families agree or strongly agree that Pathways is a safe school. (Although we would like to see a higher percentage of our families report that their students feel connected to the school [and we will continue in our efforts to build a sense of community amongst all our students], given the non-classroom-based structure of our program, this is not surprising.) Our most up-to-date community information was obtained via a Spring 2024 survey of high school students. Of the 146 possible participants, we received responses from 63, a response rate of 43%; this is quite high for surveys of our community. When asked what we should continue doing, highlights included personal relationships with and support from teachers and staff, options for learning (format, resources), classes (vs only independent study), and an accepting school environment; many students indicated that almost everything worked well for them. When asked what we should stop doing, students commented on lack of clarity (around some assignments and timelines, curriculum, and format) and disruptive peers; many students had no suggestions for improvement. Finally, when asked what we should start doing, students emphasized the need for access to class instructors (vs asynchronous coursework via an outside provider), active engagement with those instructors, and more feedback from most teachers. They requested more support (especially with math), as well as more activities or opportunities for student engagement. Based on the above-referenced responses, as well as anecdotal and observational information, we see that, although Pathways offers a non-classroom-based program, many students and families are seeking more classes, instruction, support offerings, and peer engagement. As discussed previously (in Parent and Family Engagement), the types of students and families drawn to our program have changed over time, which necessitates improved outreach and support by the school for how best to partner with and thrive in an independent study, home-based program. In addition, we know we need to increase and improve the opportunities for feedback and engagement. Continuing and updated goals include attention to some of the above-mentioned needs, namely, improved math support and outcomes, as well as improved support for and engagement with new students and families. Met 2024-06-18 2024 49707630000000 Horicon Elementary 6 """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued importance for our small learning community. Student School Climate Survey, given annually, showed that 36 surveys were returned (13 more than last year). School Connectedness -64% of students responded with ""strongly agree"" or ""agree"" to the question ""I enjoy school most of the time."" (compared to 39% for typical Sonoma County Schools). -67% of students responded with ""strongly agree"" or ""agree"" to the question ""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (compared to 50% for typical Sonoma County Schools). -70% of students responded with ""strongly agree"" or ""agree"" to the question ""Most students are friendly to me."" (compared to 47% for typical Sonoma County Schools). School Safety -89% of students responded with ""strongly agree"" or ""agree"" to the question ""I feel safe during school"" (compared to 60% for typical Sonoma County Schools)." "Identified Needs -Ensuring students feel safe and connected is essential for their academic success and overall well-being. A secure and inclusive environment allows students to focus on their studies, participate actively in classroom activities, and develop positive relationships with peers and educators. When students feel safe, they are more likely to engage in learning, express their thoughts, and take intellectual risks. Fostering a sense of connection within the school community promotes emotional resilience, reduces anxiety, and helps students build essential social skills. By prioritizing safety and connection, we create a foundation for a supportive educational experience that nurtures the growth and development of every student. Areas of Strength -We are scoring above Sonoma County in all areas (25% higher on the question ""I enjoy school most of the time"") -Our small learning community naturally provides individualized learning experiences and the ability for staff to connect with students." We will implement, evaluation and revise LCAP Goal 2: Culture, Climate, and Community: Students will have a safe, nurturing and welcoming learning environment. We have enhanced and added additional items within the five actions of this goal: 2.1 Family and Community Engagement; 2.2 Safety and Connectedness; 2.3 Health and Wellness; 2.4 Counseling; 2.5 Family and Community Engagement, and 2.6 Attendance. Met 2024-06-10 2024 49707890000000 Kenwood 6 Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. 89% of the students surveyed state that they feel like they belong at Kenwood Elementary School. The local survey encompassed a variety of important issues including the relationship between students and staff. Overall, our students feel safe and valued by their teachers. Students feel that teachers and students respect each other and that their teachers listen and value their opinions. Overwhelmingly, students feel that their teachers encourage them to take on new challenges. "Prompt 2 (MEANING): Describe key learnings, including identified needs and areas of strength determined through the analysis of data described in Prompt 1, including the available data disaggregated by student group.Based on the results of our local climate survey, we have learned that our students feel that their peers and teachers care about them. All student groups show similar data regarding the areas involving teacher/student relationships. Unfortunately, we received disappointing feedback regarding the question, ""Do students at your school get along with each other?"" While only 3% of the students say that teachers do not get along, 35% stated they ""Did not know"". This surprised us as we have worked hard to implement Restorative Practices and Class Circles at our school. These programs are designed to help students listen and speak with each other. Upon deeper analysis we found that some student groups grapple with this question more so than others. Of our EL students and economically disadvantaged students, 39% percent answered the question with ""Did not know"". " Prompt 3 (USE): Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes.Based on our analysis of the student groups we feel that we need to work harder with some of our student groups to help them with SEL strategies. We have refocused some of our school counselor time to better support these students. We will work with families to show the importance of SEL and help families to practice research based. Met 2024-06-06 2024 49707970000000 Liberty Elementary 6 The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment. The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices. The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices. Not Met 2024 49707970107284 California Virtual Academy @ Sonoma 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-12 2024 49707970139568 Heartwood Charter 6 Families were surveyed on their perceptions of school climate. Specific areas polled include social relationships, social emotional support, physica safety and discrimination. The data generally indicated that over 75% were satisfied or very satisfied with the school climate. Comments around areas of play and discipline will be investigated and will feed an ongoing effort to define and strengthen discipline policies. Comments about faculty and administration responsiveness will be considered. Efforts in the areas of social emotional training for faculty, as well as site safety will be continued in the current year. Met 2024-06-24 2024 49707970140228 Liberty Independent Study 6 As the LEA did not enroll students this past year, a climate survey was not administered. As the LEA did not enroll students this past year, a climate survey was not administered. As the LEA did not enroll students this past year, a climate survey was not administered. Met 2024-06-20 2024 49707976051833 Liberty Elementary 6 The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results demonstrated that overall families felt their children were safe and connected to the school. 95% of parents participating reported that they felt the school climate was safe and a positive learning environment. The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. Survey results reinforced the LEA's current practices, with 95% of respondents wanting the program to maintain the current practices. The LEA annually administers multiple surveys to stakeholders to gauge student, staff and family engagement, academic performance, and school safety. The results of these surveys are shared broadly within the community, including the Board, parents, and staff. There is no intention to change our current program or practices. Met 2024-06-20 2024 49708050000000 Mark West Union Elementary 6 "The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness. Key learnings indicate that overall our educational partners feel the learning environment is safe. Results are shared below. SCHOOL SAFETY Of the District parents surveyed, 78% feel their child’s learning environment is safe compared to 64% of district students that feel safe at school. Overall, 88% of district staff report feeling safe from harm at school. Fifth graders (54%) reported lower rates of feeling safe at school compared to third (69%), fourth (70%). Eighth graders (78%) report the highest rates of feeling safe at school compared to seventh (66%) and sixth (65%) graders. Students safety as measured by response to either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level: 3rd grade=69% 4th grade=70% 5th grade=54% 6th grade=65% 7th grade=66% 8th grade=78% School safety (by student groups): 3rd-6th grade students White=65% Hispanic or Latina/o/x=60% Two or More Races =66% Others=53% Asian or Asian American=52% American Indian or Alaska Native=80% Black or African American=88% 7th and 8th grade students White =79% Hispanic or Latina/o/x=67% Other race/ethnicity=73% SCHOOL CONNECTEDNESS Of the District parents surveyed, 75% feel engaged with their school. Eighty-seven percent of District staff report that they believe their school is cooperative and team-oriented. Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 28% of elementary school students surveyed feel like an important part of their school community. Thirty-nine percent of middle school students feel like a part of their school community. Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=37% 4th grade=33% 5th grade=20% 6th grade=24% 7th grade=42% 8th grade=36% School connectedness (by student groups): 3rd-6th grade students White=31% Hispanic or Latina/o/x=23% Two or More Races =26% Others=37% Asian or Asian American=24% American Indian or Alaska Native=20% Black or African American=25% 7th and 8th grade students White =34% Hispanic or Latina/o/x=56% Other race/ethnicity=45%" Key learnings related to school safety include: -The overall feeling of safety among students decreases in the 5th grade but peaks again in the 8th grade. -There are significant differences in the perception of safety among different racial and ethnic groups. Notably, Black or African American and American Indian or Alaska Native students report feeling the safest. -Staff generally feel safer compared to students, with an 88% safety perception rate among staff. Key learnings related to school connectedness include: -Connectedness tends to be lowest in the 5th grade and highest in the 7th grade. -Hispanic or Latina/o/x students report significantly higher levels of connectedness compared to their peers. -Students generally feel less connected to their school compared to the engagement levels reported by parents and staff. Address Safety Concerns: Implement targeted interventions in the 5th grade to address the sharp decline in the feeling of safety. Enhance safety measures and create specific programs to boost safety perceptions among students, especially those reporting lower rates. Provide additional support and resources to demographic groups that report lower levels of safety Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Enhance Communication and Engagement: Increase opportunities for parents and students to provide feedback and participate in school decision-making processes. Strengthen home-school connections through regular communication and community-building events. By addressing these key areas, the district can work towards creating a safer and more connected learning environment for all students. Met 2024-06-04 2024 49708050105890 Mark West Charter 6 "The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness. Key learnings indicate that overall our educational partners feel the learning environment is safe. Results are shared below. SCHOOL SAFETY Of the District parents surveyed, 78% feel their child’s learning environment is safe compared to 64% of district students that feel safe at school. Overall, 88% of district staff report feeling safe from harm at school. Fifth graders (54%) reported lower rates of feeling safe at school compared to third (69%), fourth (70%). Eighth graders (78%) report the highest rates of feeling safe at school compared to seventh (66%) and sixth (65%) graders. Students safety as measured by response to either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level: 3rd grade=69% 4th grade=70% 5th grade=54% 6th grade=65% 7th grade=66% 8th grade=78% School safety (by student groups): 3rd-6th grade students White=65% Hispanic or Latina/o/x=60% Two or More Races =66% Others=53% Asian or Asian American=52% American Indian or Alaska Native=80% Black or African American=88% 7th and 8th grade students White =79% Hispanic or Latina/o/x=67% Other race/ethnicity=73% SCHOOL CONNECTEDNESS Of the District parents surveyed, 75% feel engaged with their school. Eighty-seven percent of District staff report that they believe their school is cooperative and team-oriented. Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 28% of elementary school students surveyed feel like an important part of their school community. Thirty-nine percent of middle school students feel like a part of their school community. Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=37% 4th grade=33% 5th grade=20% 6th grade=24% 7th grade=42% 8th grade=36% School connectedness (by student groups): 3rd-6th grade students White=31% Hispanic or Latina/o/x=23% Two or More Races =26% Others=37% Asian or Asian American=24% American Indian or Alaska Native=20% Black or African American=25% 7th and 8th grade students White =34% Hispanic or Latina/o/x=56% Other race/ethnicity=45%" Key learnings related to school safety include: -The overall feeling of safety among students decreases in the 5th grade but peaks again in the 8th grade. -There are significant differences in the perception of safety among different racial and ethnic groups. Notably, Black or African American and American Indian or Alaska Native students report feeling the safest. -Staff generally feel safer compared to students, with an 88% safety perception rate among staff. Key learnings related to school connectedness include: -Connectedness tends to be lowest in the 5th grade and highest in the 7th grade. -Hispanic or Latina/o/x students report significantly higher levels of connectedness compared to their peers. -Students generally feel less connected to their school compared to the engagement levels reported by parents and staff. Address Safety Concerns: Implement targeted interventions in the 5th grade to address the sharp decline in the feeling of safety. Enhance safety measures and create specific programs to boost safety perceptions among students, especially those reporting lower rates. Provide additional support and resources to demographic groups that report lower levels of safety Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Enhance Communication and Engagement: Increase opportunities for parents and students to provide feedback and participate in school decision-making processes. Strengthen home-school connections through regular communication and community-building events. By addressing these key areas, the district can work towards creating a safer and more connected learning environment for all students. Met 2024-06-04 2024 49708056051858 San Miguel Elementary 6 "The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness. Key learnings indicate that overall our educational partners feel the learning environment is safe. Results are shared below. SCHOOL SAFETY Of the District parents surveyed, 78% feel their child’s learning environment is safe compared to 64% of district students that feel safe at school. Overall, 88% of district staff report feeling safe from harm at school. Fifth graders (54%) reported lower rates of feeling safe at school compared to third (69%), fourth (70%). Eighth graders (78%) report the highest rates of feeling safe at school compared to seventh (66%) and sixth (65%) graders. Students safety as measured by response to either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level: 3rd grade=69% 4th grade=70% 5th grade=54% 6th grade=65% 7th grade=66% 8th grade=78% School safety (by student groups): 3rd-6th grade students White=65% Hispanic or Latina/o/x=60% Two or More Races =66% Others=53% Asian or Asian American=52% American Indian or Alaska Native=80% Black or African American=88% 7th and 8th grade students White =79% Hispanic or Latina/o/x=67% Other race/ethnicity=73% SCHOOL CONNECTEDNESS Of the District parents surveyed, 75% feel engaged with their school. Eighty-seven percent of District staff report that they believe their school is cooperative and team-oriented. Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 28% of elementary school students surveyed feel like an important part of their school community. Thirty-nine percent of middle school students feel like a part of their school community. Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=37% 4th grade=33% 5th grade=20% 6th grade=24% 7th grade=42% 8th grade=36% School connectedness (by student groups): 3rd-6th grade students White=31% Hispanic or Latina/o/x=23% Two or More Races =26% Others=37% Asian or Asian American=24% American Indian or Alaska Native=20% Black or African American=25% 7th and 8th grade students White =34% Hispanic or Latina/o/x=56% Other race/ethnicity=45%" Key learnings related to school safety include: -The overall feeling of safety among students decreases in the 5th grade but peaks again in the 8th grade. -There are significant differences in the perception of safety among different racial and ethnic groups. Notably, Black or African American and American Indian or Alaska Native students report feeling the safest. -Staff generally feel safer compared to students, with an 88% safety perception rate among staff. Key learnings related to school connectedness include: -Connectedness tends to be lowest in the 5th grade and highest in the 7th grade. -Hispanic or Latina/o/x students report significantly higher levels of connectedness compared to their peers. -Students generally feel less connected to their school compared to the engagement levels reported by parents and staff. Address Safety Concerns: Implement targeted interventions in the 5th grade to address the sharp decline in the feeling of safety. Enhance safety measures and create specific programs to boost safety perceptions among students, especially those reporting lower rates. Provide additional support and resources to demographic groups that report lower levels of safety Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Enhance Communication and Engagement: Increase opportunities for parents and students to provide feedback and participate in school decision-making processes. Strengthen home-school connections through regular communication and community-building events. By addressing these key areas, the district can work towards creating a safer and more connected learning environment for all students. Met 2024-06-04 2024 49708056111066 John B. Riebli Elementary 6 "The district reviewed data resulting from the YouthTruth survey in which students, parents, and staff participated as it relates to school safety and connectedness. Key learnings indicate that overall our educational partners feel the learning environment is safe. Results are shared below. SCHOOL SAFETY Of the District parents surveyed, 78% feel their child’s learning environment is safe compared to 64% of district students that feel safe at school. Overall, 88% of district staff report feeling safe from harm at school. Fifth graders (54%) reported lower rates of feeling safe at school compared to third (69%), fourth (70%). Eighth graders (78%) report the highest rates of feeling safe at school compared to seventh (66%) and sixth (65%) graders. Students safety as measured by response to either ""Do you feel safe at school?"" (3rd-6th grade) or ""I feel safe during school"" (7th-8th grade) by grade level: 3rd grade=69% 4th grade=70% 5th grade=54% 6th grade=65% 7th grade=66% 8th grade=78% School safety (by student groups): 3rd-6th grade students White=65% Hispanic or Latina/o/x=60% Two or More Races =66% Others=53% Asian or Asian American=52% American Indian or Alaska Native=80% Black or African American=88% 7th and 8th grade students White =79% Hispanic or Latina/o/x=67% Other race/ethnicity=73% SCHOOL CONNECTEDNESS Of the District parents surveyed, 75% feel engaged with their school. Eighty-seven percent of District staff report that they believe their school is cooperative and team-oriented. Our students report lower levels of school connectedness as measured by their response regarding feeling as if they are an important part of their school. Based on the results of the LEA's YouthTruth survey, 28% of elementary school students surveyed feel like an important part of their school community. Thirty-nine percent of middle school students feel like a part of their school community. Results related to this measure of school connectedness by grade level are below: Students connectedness by grade level 3rd grade=37% 4th grade=33% 5th grade=20% 6th grade=24% 7th grade=42% 8th grade=36% School connectedness (by student groups): 3rd-6th grade students White=31% Hispanic or Latina/o/x=23% Two or More Races =26% Others=37% Asian or Asian American=24% American Indian or Alaska Native=20% Black or African American=25% 7th and 8th grade students White =34% Hispanic or Latina/o/x=56% Other race/ethnicity=45%" Key learnings related to school safety include: -The overall feeling of safety among students decreases in the 5th grade but peaks again in the 8th grade. -There are significant differences in the perception of safety among different racial and ethnic groups. Notably, Black or African American and American Indian or Alaska Native students report feeling the safest. -Staff generally feel safer compared to students, with an 88% safety perception rate among staff. Key learnings related to school connectedness include: -Connectedness tends to be lowest in the 5th grade and highest in the 7th grade. -Hispanic or Latina/o/x students report significantly higher levels of connectedness compared to their peers. -Students generally feel less connected to their school compared to the engagement levels reported by parents and staff. Address Safety Concerns: Implement targeted interventions in the 5th grade to address the sharp decline in the feeling of safety. Enhance safety measures and create specific programs to boost safety perceptions among students, especially those reporting lower rates. Provide additional support and resources to demographic groups that report lower levels of safety Foster School Connectedness: Develop programs aimed at increasing the sense of belonging and connectedness, particularly for 5th and 6th graders. Encourage peer mentoring and inclusive activities that promote engagement across different student groups. Provide additional support and resources to demographic groups that report lower levels of connectedness. Engage in culturally responsive practices to ensure all students feel safe and valued within the school community. Enhance Communication and Engagement: Increase opportunities for parents and students to provide feedback and participate in school decision-making processes. Strengthen home-school connections through regular communication and community-building events. By addressing these key areas, the district can work towards creating a safer and more connected learning environment for all students. Met 2024-06-04 2024 49708130000000 Monte Rio Union Elementary 6 Youth Truth Survey to Grades 4-8:Engagement 97%, Belonging and Collaboration 98%, Culture 88% positive, As a small school, all staff know all students. All staff support the academic and social engagement of students. An intervention teacher and counselor work with individuals and small groups for identified students. Staff use informal data and survey data to revise and adjust programs and supports. Met 2024-06-20 2024 49708210000000 Montgomery Elementary 6 """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. As a small rural community with less than 25 students, our small school environment lends itself to building strong community for all students and families." Areas of strength from students and staff: The school provides social-emotional support for students and staff The school provides tutoring support for students The school provides workshops and mentoring supports for staff There is an adult whom I trust and can go to for help Areas of growth from students and staff: The school should work to increase parent involvement The school should effectively address attendance and absenteeism The school should use more student and parent input to improve instruction We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships. We will continue our LCAP Goal 2: Climate, Culture, and Community: Create and sustain a safe, respectful, inclusive and supportive environment for all students, teachers, staff, parents and guests. We have enhanced and added additional items within the five actions of this goal: 2.1 Student Engagement and Safety; 2.2 Health and Wellness; 2.3 Attendance; 2.4 Physical Environment; 2.5 Family and Community Engagement. Met 2024-06-17 2024 49708390000000 Oak Grove Union Elementary 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 32% (a decrease of 5% from January 2023 and 1% below the county average). -6th-8th: 41% (a decrease of 7% from January 2023 and 4% lower than the county average). Relationships Summary Data: -3rd-5th: 71% (a decrease of 10% from January 2023 and 4% below the county average). -6th-8th: 37% (a decrease of 9% from January 2023 and 3% below the county average). ""I enjoy school most of the time"" -3rd-5th: 35% (an increase of 1% from January 2023 and 1% higher than the county average). -6th-8th: 29% (a decrease of 12% January 2023 and 10% below the county average); ""Are students friendly to you"" -3rd-5th: 48% (a decrease of 7% from January 2023 and 1% higher than the county average). -6th-8th: 55% (a decrease of 3% from January 2023 and 4% below the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 61% (a decrease of 6% from January 2023 and 1% higher than the county average). - 6th-8th: 53% (a decrease of 6% from January 2023 and 2% below the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs -Belonging 3rd-5th, 6th-8th -Relationships 3rd-5th, 6th-8th -""I enjoy school most of the time"" 6th-8th -""Are students friendly to you"" 3rd-5th, 6th-8th -""Do you feel safe during school?""3rd-5th, 6th-8th Areas of Strength -""I enjoy school most of the time"" 3rd-5th Overall, our Youth Truth data for these areas decreased and is an identified need to work on in our LCAP. However, the following questions saw increases from 2023 to 2024: WMS: -I can usually be myself around other students. -If there is an emergency at my school, I know what to do to keep myself safe. -When I'm feeling upset, stressed, or having problems, I know someone outside of school who I can talk to about it. -When I'm feeling upset, stressed, or having problems, I know some ways to make myself feel better or cope with it. OGE: -Do you like going to school? -Do students behave in class? -Do the things that you learn in class help you outside of school?" "We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness -Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors. -SEL Curriculum: Toolbox (Oak Grove) and Character Strong (Willowside) are implemented with fidelity at each site as described in the MTSS Action Plan -Counseling: -Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (School based counselors, Keystone or other contracted services). 3.2 School Safety -Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment. -Training: Provide Crisis Prevention Institute (CPI) training for all IA's and Office staff. -MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)" Met 2024-06-20 2024 49708390138065 Pivot Charter School - North Bay 6 A local climate survey of Pivot Charter School students and parents was conducted. Results were generally positive, with 81.5% of students indicating they felt Pivot was a welcoming and friendly place, 80.8% of students indicating that their teachers were sensitive to their needs, and 73.6% of students indicating that they believe that they can be successful in school. A majority of students also indicated that they think participating in the supplemental program time and/or workshops at the resource center was beneficial to their academic progress, and that they feel Pivot is preparing them well for college or a career. Unduplicated students 73.7% felt Pivot was a welcoming and friendly place 61.6% indicated that their teachers were sensitive to their needs 78.9% indicated that they believe that they can be successful in school Special education students 93.3% indicated they felt Pivot was a welcoming and friendly place 93.3% indicated that their teachers were sensitive to their needs 85.7% indicated that they believe that they can be successful in school. Students who are in both unduplicated and special education subgroups: 80% indicated they felt Pivot was a welcoming and friendly place, 86.7% indicated that their teachers were sensitive to their needs 60% indicated that they believe that they can be successful in school. Students in neither unduplicated or special education subgroups: 80% indicated they felt Pivot was a welcoming and friendly place 100% indicated that their teachers were sensitive to their needs 60% of students indicated that they believe that they can be successful in school. Parents and guardians were also surveyed, with 98.3% indicating that they were satisfied with Pivot Charter School and 86.2% indicating that they were satisfied with the curriculum. When surveyed regarding how prepared they believe their student will be for college or a career after Pivot, 81% indicated that they believed their student was prepared. Parents and guardians of unduplicated students: 95.5% indicated that they were satisfied with Pivot Charter School 81.8% indicated that they were satisfied with the curriculum 86.4% indicated that they believed their student will be prepared for college or a career after Pivot. 0.0% of parents and guardians of special education students responded to our survey. Parents and guardians of students in both unduplicated and special education subgroups 100% indicated that they were satisfied with Pivot Charter School 100% indicated that they were satisfied with the curriculum 90% indicated that they believe their student will be prepared for college or a career after Pivot. Parents and guardians of students in neither unduplicated and special education subgroups: 100% indicated that they were satisfied with Pivot Charter School 84.6% indicated that they were satisfied with the curriculum 73.1% indicated that they believe their student will be prepared for college or a career after Pivot. An area indicated as a need for improvement was in the area of social and emotional development and counseling. There were no meaningful conclusions to draw from the disaggregated data by student group. The 23-24 school year was the first year of implementation of Pivot P.R.I.D.E., a program across all Pivot campuses with the goal of improved culture and climate along with explicit Social Emotional Learning targets. This program includes the development of Pivot core values that are streamlined for best student and community understanding using the letters of PRIDE. Each month of the school year focused on a different letter/value which is also connected to a Social-Emotional Learning key competency. For example in September the focus will be PERSEVERANCE and the SEL competency of Self-Awareness. Throughout the month there will be weekly homeroom lessons focused on the related SEL skills delivered by Educational Coordinators, monthly fun pep rallies around the core value led by the MTSS/counseling team, and challenges that students will participate in throughout the month to earn badges and positive recognition. Each month resources will also be sent to student’s caregivers extending the work being done at school. There will also be increased on-campus events and opportunities through Pivot P.R.I.D.E., in addition to the virtual events such as pep rallies and homerooms. In the coming school year, we will continue building supports for student-identified areas of need including tiered asynchronous lessons and supports, site-based SEL warm-ups and mini lessons, small groups led by counselors, as well as additional collaboration around student safety and discipline as a part of the Pivot P.R.I.D.E. program. Additionally, we plan to continue fostering and promoting a student-led ASB group to build student buy-in and engagement around clubs and events Met 2024-06-20 2024 49708396051890 Oak Grove Elementary/Willowside Middle 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 32% (a decrease of 5% from January 2023 and 1% below the county average). -6th-8th: 41% (a decrease of 7% from January 2023 and 4% lower than the county average). Relationships Summary Data: -3rd-5th: 71% (a decrease of 10% from January 2023 and 4% below the county average). -6th-8th: 37% (a decrease of 9% from January 2023 and 3% below the county average). ""I enjoy school most of the time"" -3rd-5th: 35% (an increase of 1% from January 2023 and 1% higher than the county average). -6th-8th: 29% (a decrease of 12% January 2023 and 10% below the county average); ""Are students friendly to you"" -3rd-5th: 48% (a decrease of 7% from January 2023 and 1% higher than the county average). -6th-8th: 55% (a decrease of 3% from January 2023 and 4% below the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 61% (a decrease of 6% from January 2023 and 1% higher than the county average). - 6th-8th: 53% (a decrease of 6% from January 2023 and 2% below the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs -Belonging 3rd-5th, 6th-8th -Relationships 3rd-5th, 6th-8th -""I enjoy school most of the time"" 6th-8th -""Are students friendly to you"" 3rd-5th, 6th-8th -""Do you feel safe during school?""3rd-5th, 6th-8th Areas of Strength -""I enjoy school most of the time"" 3rd-5th Overall, our Youth Truth data for these areas decreased and is an identified need to work on in our LCAP. However, the following questions saw increases from 2023 to 2024: WMS: -I can usually be myself around other students. -If there is an emergency at my school, I know what to do to keep myself safe. -When I'm feeling upset, stressed, or having problems, I know someone outside of school who I can talk to about it. -When I'm feeling upset, stressed, or having problems, I know some ways to make myself feel better or cope with it. OGE: -Do you like going to school? -Do students behave in class? -Do the things that you learn in class help you outside of school?" "We will continue our LCAP GOAL 3: Culture, Climate and Community Engagement. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Social-Emotional Wellness -Our school provides multi-tiered instruction and support based on functions of behavior and social-emotional learning with fidelity (SWIFT 4.2) Trauma Informed: Utilize a trauma informed approach to help address the social and emotional needs of students and provide school-wide social-emotional curriculum to students with opportunities to learn life skills and develop socially appropriate behaviors. -SEL Curriculum: Toolbox (Oak Grove) and Character Strong (Willowside) are implemented with fidelity at each site as described in the MTSS Action Plan -Counseling: -Provide counseling support and education to all students through in-class presentations and intervention services to identify students in need of social-emotional support through individual and small group programs (School based counselors, Keystone or other contracted services). 3.2 School Safety -Supervision: Provide before/after school and recess supervision to ensure a safe playground and school environment. -Training: Provide Crisis Prevention Institute (CPI) training for all IA's and Office staff. -MTSS Behavior Supports: Implement behavior components of MTSS (see Action 2.2)" Met 2024-06-20 2024 49708470000000 Old Adobe Union 6 The Youth Truth Survey is administered to all students in 3rd-6th grade annually. La Tercera Youth Truth Student Survey Belonging - Do you feel like an important part of your school? 24.4% - all students 3rd Grade- 63% 4th Grade - 44% 5th Grade- 28% 6th Grade - 1% Belonging - Do you feel safe at school? 61% positive - all students 3rd Grade- 96% 4th Grade - 67% 5th Grade- 81% 6th Grade - 1% The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward. Met 2024-06-27 2024 49708470119750 River Montessori Elementary Charter 6 Feedback from the annual student survey indicates that 89% of students are happy at RMCS and 93% believe RMCS is a peaceful or very peaceful school. 84% think that most students are kind and 85% indicate that their teacher is kind. 100% of students report that their teacher expects them to do their best work. 95% of students report that they feel safe at school. Results are shared with teachers and support staff to indicate how students think and feel about school, their learning, assignments, work and studies, the classroom, teacher, social experience, safety, specifics regarding where they would like help, what the school needs or could do better. Revisions, decisions, and actions in response to the annual survey include simplifying the student experience with fewer special academic events that consume student time and take away from their daily academic pursuits, begining the school year with increased activities and opportunities for social development, both inter- and intrapersonally, a support program for the integration of mind and body for increased self-awareness, personal-regulation, confidence, social skills, and greater academic persistence and success, strategies for individual class academics enhancement, individualized tutoring, supports,and family partnership for students in need academically or personally, and action plans for cultivating relationships among teachers and individual students. Student feedback and surveys indicate that RMCS students know that this is a safe place for them as children, learners, and as leaders. Relationships lead in successful social emotional development and cognitive and academic success follows. RMCS endeavors to continue to strengthen our students with focus on executive function, personal development, and mental wellbeing to fortify each and all students in their individuality and academic success. Student feedback indicates they would like more pets in the classrooms and more time for recess and play; these will be researched and presented to students for feedback and decision-making. Met 2024-06-26 2024 49708470127555 Loma Vista Immersion Academy 6 Loma Vista works hard to ensure that all stakeholders are heard. Personally calling and asking underrepresented families has been a successful way to bring their voice into the process. The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward. Met 2024-06-27 2024 49708476051924 Old Adobe Elementary Charter 6 The Youth Truth Survey is administered to all students in 3rd-6th grade annually. Youth Truth Student Survey Belonging - Do you feel like an important part of your school? 47% - all students 3rd Grade- 100% 4th Grade - 80% 5th Grade- 97% 6th Grade - 2% Belonging - Do you feel safe at school? 47% positive - all students 3rd Grade- 98% 4th Grade - 98% 5th Grade- 67% 6th Grade - 48% The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward. Met 2024-06-27 2024 49708476072136 Miwok Valley Elementary Charter 6 The Youth Truth Survey is administered to all students in 3rd-6th grade annually. Youth Truth Student Survey Belonging - Do you feel like an important part of your school? 46% - all students 3rd Grade- 38% 4th Grade - 63% 5th Grade- 29% 6th Grade - 27% Belonging - Do you feel safe at school? 54% positive - all students 3rd Grade- 32% 4th Grade - 57% 5th Grade- 54% 6th Grade - 48% The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward. Met 2024-06-27 2024 49708476114755 Sonoma Mountain Elementary 6 The Youth Truth Survey is administered to all students in 3rd-6th grade annually. Youth Truth Student Survey Belonging - Do you feel like an important part of your school? 31% - all students 3rd Grade- 89% 4th Grade - 51% 5th Grade- 6% 6th Grade - 11% Belonging - Do you feel safe at school? 68% positive - all students 3rd Grade- 85% 4th Grade - 78% 5th Grade- 38% 6th Grade - 64% The analysis of data described in Prompt 1 has revealed key insights into the critical role of social and emotional factors in students' overall success. It indicates a strong correlation between academic performance and social-emotional skills, highlighting the importance of nurturing these skills for improved student outcomes. Moreover, research consistently shows that students with strong social-emotional skills exhibit greater resilience and adaptability, essential traits for navigating life's challenges. Prioritizing social emotional well-being aligns with broader educational initiatives promoting equity, inclusion, and diversity, fostering empathy, understanding, and respect for others. Input from educational partners underscores the collaborative approach to addressing these needs within the school community. As a District and LCAP goal, we will foster the social-emotional learning and well-being of every child by creating safe and inclusive environments that honor and celebrate the culture and uniqueness of every student with a focus on social-emotional well being. This emphasis aims to create a more supportive learning environment where students can thrive academically, emotionally, and socially, contributing to their overall well-being and success. Having reviewed multiple forms of data, including our Youth Truth student and family surveys, educational partner feedback from numerous meetings, school site data (referral numbers, COST team data, etc.), and the state priorities, we will move forward with providing support on various levels. This includes a focus on Positive Behavioral Supports and Interventions (PBIS, utilizing our social emotional curriculum Second Step, and providing school counseling services. It is important to continue this work to support high levels of student engagement and both mental and physical well-being. Having found success with our MTSS support the last several years, we will work to enhance, refine, and improve implementation as we move forward. Met 2024-06-27 2024 49708700000000 Piner-Olivet Union Elementary 6 POUSD uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness, and engagement with the school community. The overall percentage from the survey will be presented as well as available student group scores based on the YouthTruth survey data. School Safety: For parents, POUSD surveyed whether they felt that their child’s learning environment is safe. The results were that 82% of parents felt that their child's learning environment is safe. For students, POUSD surveyed whether students felt safe at school. The results were 45% of students felt safe at school. Below is a breakdown of student groups based on the available data from our YouthTruth Survey. Student Groups: 48% of Hispanic students, 46% of Asian students and 27% of white students felt safe at school For staff, POUSD surveyed whether they felt safe from harm when they were at school. The results were 83% of staff felt that they are safe from harm when they are at their school. Connectedness: For parents, we surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 87% of parents felt that the school creates a friendly environment. For students, POUSD used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 36% of students felt belonging in their school community. Specifically, 36% of students feel that when they are upset, there is an adult from school that you can talk to. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Students groups: 35% of Hispanic students, 31% of Asian students, 27% of White students feel that when they are upset, there is an adult from school that you can talk to For staff, POUSD surveyed the percentage of staff who feel my school is cooperative and team-oriented. The results were 91% of staff felt that their school is cooperative and team-oriented. Engagement: For parents, POUSD used the YouthTruth Survey question that surveyed the percentage of parents who felt that they were engaged in the school community. The results were 69% of parents felt that they were engaged in the school community. For students, POUSD used the YouthTruth Survey question that surveyed the percentage of students who felt that their teacher wanted them to do their best at school. The results were 84% of students felt that their teacher wanted them to do their best at school. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Student Groups: 83% of Hispanic students, 92% of Asian students, 100% of White students felt that their teacher wanted them to do their best at school. For staff, 87% felt engaged in the school community and were proud of their school. Below is an analysis of each of the categories on school climate: school safety, connectedness and engagement based on the YouthTruth survey results given to parents, students and staff at POUSD. School Safety: Our results show that over 80% of parents and staff feel that our learning environment is safe. Therefore, our goal is to increase the percentage of 82% of parents that feel the school is a safe learning environment for their child by 3% each year. However, our students are below 50% of feeling safe at school and even lower when looking at white students at school. Connectedness: Our results show that parents and staff feel connected to the school. Specifically, parents felt 87% connected to the school and staff was 91% connected to the school based on the YouthTruth data. Our goal is to increase both the percentages of parents and staff by at least 3% next year. However, our students' percentages were only 36% and even lower among white students which was 27%. Therefore, our goal is to increase the percentage of all students that feel belonging at the school site by over 50% in the next few years. Engagement: Our results show that students and staff were engaged in school. Specifically, both students and staff were over 84% engaged with the school community. In addition, white students felt 100% engaged with the school community while 83% of Hispanic students felt engaged with the school community. Our goal is to increase the percentage of students and staff that feel engaged in the school community by at least 3% each year. However, parents felt less engaged with the school community with only 69% of parents feeling engaged. Our goal is to increase the percentage of parents that feel engaged in the school community by at least 5% each year. Due to our results, we have focused on school climate in our new LCAP cycle. Specifically, we have added goals, actions as well as metrics in our LCAP in order to assess whether or not the plan is successful in school safety, connectedness and engagement. Below are examples of action plans in our LCAP on how we will focus on school safety, connectedness and engagement in our LEA. School Safety: Below are ways that we will work on increasing school safety for parents, students and staff. In order to increase our score with parents, students and staff on school safety, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: Below are ways that we will work on increasing connectedness to our school community for parents, students and staff. In order to increase connectedness among our parents, we will provide more inclusive events and increase participation through individual invitations. In addition, we will reach out to parent groups in order to understand their needs and how we can support them. In order to increase connectedness among our students, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. In order to increase connectedness among our staff, we will continue to include them in decision making and ownership of their school community. Engagement: Below are ways that we will work on increasing engagement within our school community for parents, students and staff. In order to increase engagement among our parents, we will provide more inclusive events and increase participation through individual invitations. We will provide more informational nights on curriculum and restorative practices. In order to increase engagement among our students, we will have student leadership, empathy interviews and project-based learning within the classroom instruction. In order to increase staff engagement, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making. Met 2024-06-12 2024 49708700106344 Northwest Prep Charter 6 NWP uses the YouthTruth Survey to survey its community: students and families on school climate. There are no staff results due to the low number of staff at NWP. Below are the percentages for school safety, connectedness, and engagement with the school community. The overall percentage from the survey will be presented as well as available student group scores based on the YouthTruth survey data. School Safety: For parents, NWP surveyed whether they felt that their child’s learning environment is safe. The results were that 93% of parents felt that their child's learning environment is safe. For students, NWP surveyed whether students felt safe at school. The results were 56% (7th and 8th) and 70% (9th-12th) of students felt safe at school. Below is a breakdown of student groups based on the available data from our YouthTruth Survey. Student Groups: 60% (7th and 8th) and 54% (9th-12th) of Hispanic students, 50% (7th and 8th) and N/A (9th-12th) of Asian students and 56% (7th and 8th) and 82% (9th-12th) of white students felt safe at school Connectedness: For parents, we surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 97% of parents felt that the school creates a friendly environment. For students, NWP used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 55% of students felt belonging in their school community. Specifically, 55% of students feel that when they are upset, there is an adult from school that you can talk to. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Students groups: 40% (7th and 8th) and 54% (9th-12th) of Hispanic students, 50% (7th and 8th) and N/A of Asian students, 56% (7th and 8th) 82% (9th-12th) of White students feel that when they are upset, there is an adult from school that you can talk to Engagement: For parents, NWP used the YouthTruth Survey question that surveyed the percentage of parents who felt that they were engaged in the school community. The results were 79%(7th and 8th grade parents) and 86% (9th-12th grade parents) felt that they were engaged in the school community. For students, NWP used the YouthTruth Survey question that surveyed the percentage of students who felt that their teacher wanted them to do their best at school. The results were 83% (7th and 8th) and 87% (9th-12th) of students felt that their teacher wanted them to do their best at school. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Student Groups: 78% (7th and 8th) and 85% (9th-12th) of Hispanic students, 83% (7th and 8th) and N/A (9th-12th)of Asian students, 100%(7th and 8th) and 94% (9th-12th) of White students felt that their teacher wanted them to do their best at school. Below is an analysis of each of the categories on school climate: school safety, connectedness and engagement based on the YouthTruth survey results given to parents and students at NWP. There are no staff results due to the low number of staff at NWP. School Safety: Our results show that over 90% of parents feel that our learning environment is safe. Therefore, our goal is to increase the percentage of 93% of parents that feel the school is a safe learning environment for their child by 3% each year. However, our students range between 56-70% of students feeling safe at school and even lower when looking at Asian students that are in 7th and 8th grade at school. Connectedness: Our results show that parents feel connected to the school. Specifically, parents felt 97% connected to the school based on the YouthTruth data. Our goal is to increase the percentage of parents by at least 1% next year. However, our students' percentages ranged 50-82% and even lower among Hispanic students which was 40%. Therefore, our goal is to increase the percentage of all students that feel belonging at the school site to 75% in the next few years and focus on Hispanic students' sense of belonging at school. . Engagement: Our results show that students and parents were engaged in school. Specifically, parents were around 80% engaged with the school community and students ranged from 80-100% engaged. Specifically, white students felt 100% engaged with the school community while the lowest engagement was 78% of Hispanic students who are in 7th and 8th grade felt engaged with the school community. Our goal is to increase the percentage of students and staff that feel engaged in the school community by at least 3% each year. Due to our results, we have focused on school climate in our new LCAP cycle. Specifically, we have added goals, actions as well as metrics in our LCAP in order to assess whether or not the plan is successful in school safety, connectedness and engagement. Below are examples of action plans in our LCAP on how we will focus on school safety, connectedness and engagement in our LEA. School Safety: Below are ways that we will work on increasing school safety for parents, students and staff. In order to increase our score with parents, students and staff on school safety, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: Below are ways that we will work on increasing connectedness to our school community for parents, students and staff. In order to increase connectedness among our parents, we will provide more inclusive events and increase participation through individual invitations. In addition, we will reach out to parent groups in order to understand their needs and how we can support them. In order to increase connectedness among our students, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. In order to increase connectedness among our staff, we will continue to include them in decision making and ownership of their school community. Engagement: Below are ways that we will work on increasing engagement within our school community for parents, students and staff. In order to increase engagement among our parents, we will provide more inclusive events and increase participation through individual invitations. We will provide exhibition nights and informational nights on restorative practices. In order to increase engagement among our students, we will have student leadership, empathy interviews and continue with project-based learning within the classroom instruction. In order to increase staff engagement, we will provide more community circles during staff meetings, data meetings and staff meetings for decision making. Met 2024-06-12 2024 49708706066344 Olivet Elementary Charter 6 Olivet Elementary Charter uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness, and engagement with the school community. The overall percentage from the survey will be presented as well as available student group scores based on the YouthTruth survey data. School Safety: For parents, Olivet surveyed whether they felt that their child’s learning environment is safe. The results were that 73% of parents felt that their child's learning environment is safe. For students, Olivet surveyed whether students felt safe at school. The results were 54% of students felt safe at school. Below is a breakdown of student groups based on the available data from our YouthTruth Survey. Student Groups: 46% of Hispanic students, 62% of Asian students and 44% of white students felt safe at school For staff, Olivet surveyed whether they felt safe from harm when they were at school. The results were 72% of staff felt that they are safe from harm when they are at their school. Connectedness: For parents, we surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 81% of parents felt that the school creates a friendly environment. For students, Olivet used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 71% of students felt belonging in their school community. Specifically, 71% of students feel that when they are upset, there is an adult from school that you can talk to. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Students groups: 40% of Hispanic students, 62% of Asian students, 57% of White students feel that when they are upset, there is an adult from school that you can talk to For staff, Olivet surveyed the percentage of staff who feel my school is cooperative and team-oriented. The results were 92% of staff felt that their school is cooperative and team-oriented. Engagement: For parents, Olivet used the YouthTruth Survey question that surveyed the percentage of parents who felt that they were engaged in the school community. The results were 70% of parents felt that they were engaged in the school community. For students, Olivet used the YouthTruth Survey question that surveyed the percentage of students who felt that their teacher wanted them to do their best at school. The results were 89% of students felt that their teacher wanted them to do their best at school. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Student Groups: 84% of Hispanic students, 100% of Asian students, 90% of White students felt that their teacher wanted them to do their best at school. For staff, 88% felt engaged in the school community and were proud of their school. Below is an analysis of each of the categories on school climate: school safety, connectedness and engagement based on the YouthTruth survey results given to parents, students and staff at Olivet Elementary Charter School. School Safety: Our results show that over 70% of parents and staff feel that our learning environment is safe. Therefore, our goal is to increase the percentage of over 70% of parents and staff that feel the school is a safe learning environment by 3% each year. However, our students are around 50% of feeling safe at school and even lower when looking at White and Hispanic students at school. Connectedness: Our results show that parents and staff feel connected to the school. Specifically, parents felt 81% connected to the school and staff was 92% connected to the school based on the YouthTruth data. Our goal is to increase both the percentages of parents and staff by at least 3% next year. However, our students' percentages were about 70% and even lower among Hispanic students which was 40%. Therefore, our goal is to increase the percentage of all students that feel belonging at the school site over 70% in the next few years. Engagement: Our results show that students and staff were engaged in school. Specifically, both students and staff were over 88% engaged with the school community. In addition, Asian students felt 100% engaged with the school community while 84% of Hispanic students felt engaged with the school community. Our goal is to increase the percentage of students and staff that feel engaged in the school community by at least 3% each year. However, parents felt less engaged with the school community with only 70% of parents feeling engaged. Our goal is to increase the percentage of parents that feel engaged in the school community by at least 5% each year. Due to our results, we have focused on school climate in our new LCAP cycle. Specifically, we have added goals, actions as well as metrics in our LCAP in order to assess whether or not the plan is successful in school safety, connectedness and engagement. Below are examples of action plans in our LCAP on how we will focus on school safety, connectedness and engagement in our LEA. School Safety: Below are ways that we will work on increasing school safety for parents, students and staff. In order to increase our score with parents, students and staff on school safety, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: Below are ways that we will work on increasing connectedness to our school community for parents, students and staff. In order to increase connectedness among our parents, we will provide more inclusive events and increase participation through individual invitations. In addition, we will reach out to parent groups in order to understand their needs and how we can support them. In order to increase connectedness among our students, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. In order to increase connectedness among our staff, we will continue to include them in decision making and ownership of their school community. Engagement: Below are ways that we will work on increasing engagement within our school community for parents, students and staff. In order to increase engagement among our parents, we will provide more inclusive events and increase participation through individual invitations. We will provide more informational nights on curriculum and restorative practices. In order to increase engagement among our students, we will have student leadership, empathy interviews and project-based learning within the classroom instruction. In order to increase staff engagement, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making. Met 2024-06-12 2024 49708706109144 Morrice Schaefer Charter 6 Schaefer uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness, and engagement with the school community. The overall percentage from the survey will be presented as well as available student group scores based on the YouthTruth survey data. School Safety: For parents, Schaefer surveyed whether they felt that their child’s learning environment is safe. The results were that 71% of parents felt that their child's learning environment is safe. For students, Schaefer surveyed whether students felt safe at school. The results were 54% of students felt safe at school. Below is a breakdown of student groups based on the available data from our YouthTruth Survey. Student Groups: 46% of Hispanic students, 55% of Asian students and 46% of white students felt safe at school For staff, Schaefer surveyed whether they felt safe from harm when they were at school. The results were 81% of staff felt that they are safe from harm when they are at their school. Connectedness: For parents, we surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 84% of parents felt that the school creates a friendly environment. For students, Schaefer used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 41% of students felt belonging in their school community. Specifically, 41% of students feel that when they are upset, there is an adult from school that you can talk to. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Students groups: 34% of Hispanic students, 55% of Asian students, 21% of White students feel that when they are upset, there is an adult from school that you can talk to For staff, Schaefer surveyed the percentage of staff who feel my school is cooperative and team-oriented. The results were 75% of staff felt that their school is cooperative and team-oriented. Engagement: For parents, Schaefer used the YouthTruth Survey question that surveyed the percentage of parents who felt that they were engaged in the school community. The results were 67% of parents felt that they were engaged in the school community. For students, Schaefer used the YouthTruth Survey question that surveyed the percentage of students who felt that their teacher wanted them to do their best at school. The results were 81% of students felt that their teacher wanted them to do their best at school. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Student Groups: 74% of Hispanic students, 85% of Asian students, 77% of White students felt that their teacher wanted them to do their best at school. For staff, 81% felt engaged in the school community and were proud of their school. Below is an analysis of each of the categories on school climate: school safety, connectedness and engagement based on the YouthTruth survey results given to parents, students and staff at Schaefer. School Safety: Our results show that over 70% of parents and staff feel that our learning environment is safe. Therefore, our goal is to increase the percentage of 70% of parents that feel the school is a safe learning environment for their child by 3% each year. However, our students are 54% of feeling safe at school and even lower when looking at Hispanic and Asian students at school. Connectedness: Our results show that parents and staff feel connected to the school. Specifically, parents felt 84% connected to the school and staff was 75% connected to the school based on the YouthTruth data. Our goal is to increase both the percentages of parents and staff by at least 5% next year. However, our students' percentages were only 41% and even lower among white students which was 21% and Hispanic 34%. Therefore, our goal is to increase the percentage of all students that feel belonging at the school site to over 50% in the next few years. Engagement: Our results show that students and staff were engaged in school. Specifically, both students and staff were over 81% engaged with the school community. In addition, Asian students felt 85% engaged with the school community while 74% of Hispanic students felt engaged with the school community. Our goal is to increase the percentage of students and staff that feel engaged in the school community by at least 3% each year. However, parents felt less engaged with the school community with only 67% of parents feeling engaged. Our goal is to increase the percentage of parents that feel engaged in the school community by at least 5% each year. Due to our results, we have focused on school climate in our new LCAP cycle. Specifically, we have added goals, actions as well as metrics in our LCAP in order to assess whether or not the plan is successful in school safety, connectedness and engagement. Below are examples of action plans in our LCAP on how we will focus on school safety, connectedness and engagement in our LEA. School Safety: Below are ways that we will work on increasing school safety for parents, students and staff. In order to increase our score with parents, students and staff on school safety, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: Below are ways that we will work on increasing connectedness to our school community for parents, students and staff. In order to increase connectedness among our parents, we will provide more inclusive events and increase participation through individual invitations. In addition, we will reach out to parent groups in order to understand their needs and how we can support them. In order to increase connectedness among our students, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. In order to increase connectedness among our staff, we will continue to include them in decision making and ownership of their school community. Engagement: Below are ways that we will work on increasing engagement within our school community for parents, students and staff. In order to increase engagement among our parents, we will provide more inclusive events and increase participation through individual invitations. We will provide more informational nights on curriculum and restorative practices. In order to increase engagement among our students, we will have student leadership, empathy interviews and project-based learning within the classroom instruction. In order to increase staff engagement, we will provide more community circles during staff meetings, 1:1 meetings and Instructional Leadership Teams at school sites for decision making. Met 2024-06-12 2024 49708706113492 Piner-Olivet Charter 6 Piner-Olivet Charter School (POCS) uses the YouthTruth Survey to survey its community: students, staff and families on school climate. Below are the percentages for school safety, connectedness, and engagement with the school community. The overall percentage from the survey will be presented as well as available student group scores based on the YouthTruth survey data. School Safety: For parents, POCS surveyed whether they felt that their child’s learning environment is safe. The results were that 65% of parents felt that their child's learning environment is safe. For students, POCS surveyed whether students felt safe at school. The results were 51% of students felt safe at school. Below is a breakdown of student groups based on the available data from our YouthTruth Survey. Student Groups: 62% of Hispanic students, 47% of Asian students and 53% of white students felt safe at school For staff, POCS surveyed whether they felt safe from harm when they were at school. The results were 91% of staff felt that they are safe from harm when they are at their school. Connectedness: For parents, we surveyed the percentage of parents who feel the school is welcoming and friendly. The results were 82% of parents felt that the school creates a friendly environment. For students, POCS used the YouthTruth Survey question that surveyed the percentage of students who feel they have a sense of belonging in their school community. The results were 35% of students felt belonging in their school community. Specifically, 35% of students feel that when they are upset, there is an adult from school that you can talk to. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Students groups: 36% of Hispanic students, 27% of Asian students, 39% of White students feel that when they are upset, there is an adult from school that you can talk to For staff, POCS surveyed the percentage of staff who feel my school is cooperative and team-oriented. The results were 85% of staff felt that their school is cooperative and team-oriented. Engagement: For parents, POCS used the YouthTruth Survey question that surveyed the percentage of parents who felt that they were engaged in the school community. The results were 75% of parents felt that they were engaged in the school community. For students, POCS used the YouthTruth Survey question that surveyed the percentage of students who felt that their teacher believed in them to get good grades. The results were 83% of students felt that their teacher believed in them to get good grades. Below is disaggregated data of student groups based on the available data from YouthTruth survey. Student Groups: 86% of Hispanic students, 93% of Asian students, 84% of White students felt that their teacher wanted them to do their best at school. For staff, 92% felt engaged in the school community and were proud of their school. Below is an analysis of each of the categories on school climate: school safety, connectedness and engagement based on the YouthTruth survey results given to parents, students and staff at Piner-Olivet Charter School (POCS). School Safety: Our results show that over 91% of staff feel that the learning environment is safe. Therefore, our goal is to increase the percentage by at least 2% each year. However, our parents and students range from about 50%-65% of feeling that the school is a safe learning environment. When looking at our Asian students we have only 47% feeling that their school is a safe learning environment. Our goal is to increase the percentage by at least 5% each year. Connectedness: Our results show that parents and staff feel connected to the school. Specifically, parents felt 82% connected to the school and staff was 85% connected to the school based on the YouthTruth data. Our goal is to increase both the percentages of parents and staff by at least 3% next year. However, our students' percentages were only 35% and even lower among Asian students which was 27%. Therefore, our goal is to increase the percentage of all students that feel belonging at the school site to over 50% in the next few years. Engagement: Our results show that students and staff were engaged in school. Specifically, both students and staff were over 83% engaged with the school community. In addition, Asian students felt 93% engaged with the school community while 86% of Hispanic students felt engaged with the school community. Our goal is to increase the percentage of students and staff that feel engaged in the school community by at least 3% each year. However, parents felt less engaged with the school community with 75% of parents feeling engaged. Our goal is to increase the percentage of parents that feel engaged in the school community by at least 5% each year. Due to our results, we have focused on school climate in our new LCAP cycle. Specifically, we have added goals, actions as well as metrics in our LCAP in order to assess whether or not the plan is successful in school safety, connectedness and engagement. Below are examples of action plans in our LCAP on how we will focus on school safety, connectedness and engagement in our LEA. School Safety: Below are ways that we will work on increasing school safety for parents, students and staff. In order to increase our score with parents, students and staff on school safety, we will communicate our School Safety Plan, practice steps outlined in plan, and follow procedures as developed. In addition, we will increase professional development and implementation of Restorative Practices in our school environment. Connectedness: Below are ways that we will work on increasing connectedness to our school community for parents, students and staff. In order to increase connectedness among our parents, we will provide more inclusive events and increase participation through individual invitations. In addition, we will reach out to parent groups in order to understand their needs and how we can support them. In order to increase connectedness among our students, we will provide restorative practices, school equity goals, student leadership and listen to our student voices of their perspective of how to increase belonging in their school community. In order to increase connectedness among our staff, we will continue to include them in decision making and ownership of their school community. Engagement: Below are ways that we will work on increasing engagement within our school community for parents, students and staff. In order to increase engagement among our parents, we will provide more inclusive events and increase participation through individual invitations. We will provide more informational nights on curriculum and restorative practices. In order to increase engagement among our students, we will have student leadership, empathy interviews and project-based learning within the classroom instruction. In order to increase staff engagement, we will provide more community circles during staff meetings, student data meetings and Instructional Leadership Teams at school sites for decision making. Met 2024-06-12 2024 49708880000000 Kashia Elementary 6 The California Healthy Kids Survey will be administered in 2024-25. Anecdotal evidence indicates that students feel safe at school. N/A N/A Met 2024-06-10 2024 49708960000000 Rincon Valley Union Elementary 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Admin Met 2024-06-18 2024 49708960102525 Spring Lake Charter 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Met 2024-06-18 2024 49708966052039 Manzanita Elementary Charter 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Met 2024-06-18 2024 49708966052047 Whited Elementary Charter 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Met 2024-06-18 2024 49708966052070 Village Elementary Charter 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Met 2024-06-18 2024 49708966085229 Binkley Elementary Charter 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. School connectedness related student survey data: “Are students friendly to you?” -RVUSD overall: 45% (a decrease of 2% from January 2023 and 2% lower than the county average). -Austin Creek: 51%; Binkley: 39%; Madrone: 45%; Manzanita: 46%; Sequoia: 46% (Increased 2%); Village: 45% (Increased 15%), Whited: 43%; SLMS: 62% (Increased 9%) ""Do you like going to school? / I enjoy school most of the time."" -RVUSD overall: 33% (a decrease of 2% from January 2023 and 1% lower than the county average). -Austin Creek: 32%; Binkley: 33%; Madrone: 28%; Manzanita: 39% (Increased 2%); Sequoia: 26%; Village: 38%, Whited: 37 (Increased 3%); SLMS: 45% (Increased 2%) School Safety related student survey data: ""Do you feel safe during school?"" -RVUSD overall: 58% (an increase of 1% from January 2023 and 2% lower than the county average). -Austin Creek: 65% (Increased 2%); Binkley: 69% (Increased 10%); Madrone: 46%; Manzanita: 59%; Sequoia: 55%; Village: 64% (Increased 6%); Whited: 46%; SLMS: 60% (Increased 2%)" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need for RVUSD, especially post-pandemic. Our data indicates that many of the areas did not improve from 2023 to 2024. Identified Needs -Survey questions around connectedness decreased for the district and was lower than countywide data, demonstrating a continued need to support students' sense of belonging, engagement and connectedness to school. -Schools that did not show improvement on the question ""Do you feel safe during school?"" were Madrone; Manzanita: Sequoia; Whited. Areas of Strength -The overall district results for ""Do you feel safe at school?"" improved by 1% from 2023 to 2024. -Schools that show improvement on the question ""Do you feel safe during school?"" were: Austin Creek, Binkley, Village, and SLMS -The overall district results for ""When I'm feeling upset, there is an adult from school I can talk to."" improved by 5% from 2023 to 2024. -The schools that improved from 2023 to 2024 on questions related to school connectedness were: Sequoia, Village, SLMS for the question “Are students friendly to you?”; Manzanita, Whited, SLMS for the question ""Do you like going to school? / I enjoy school most of the time.""; Manzanita, Whited for the questions ""Does your teacher give you extra help if you need it? /How many of your teachers are willing to give extra help on school work if you need it?"" We want to improve students' feelings of connectedness and safety on campus, especially students who are struggling academically." As part of the new LCAP Cycle we completely revised our LCAP goals and actions. The importance of school connectedness and safety is a key theme throughout all educational partner engagement sessions. LCAP Action 3.1 Positive Behavior Intervention and Supports and LCAP Action 3.2 School Safety and Connectedness provide the details of the strategies and practices that are planned to support improvement in this area: LCAP Action 3.1 Positive Behavior Intervention and Supports Establish consistent district-wide practices that foster and promote a safe and positive school environment, in order to enhance learning through teaching and recognizing positive behavior. Counselors, Behavior Specialists, and Student Advocates support site teams in this work. Continue implementation (years 4-6) in all schools. • Routines and Procedures: Developing regular, consistent routines and procedures to lay the foundation for clear expectations for improved on-task behavior, increased academic engagement, and decreased offtask and disruptive behaviors. Universal/Tier 1 Interventions: Establishing evidence based, Universal and/or Tier 1 interventions district wide. Focus will be on Universal interventions for TK/K and 1 first grade. Establish procedures for monitoring and training for Universal interventions being implemented with fidelity. • Professional Development: Provide time for the PBIS leadership teams to work together and analyze the data and create next steps. • Minor/Major Calibration: District-wide calibration on minor and major incidents, with consistent universal data collection and incident tracking. • Teach/Reteach: Teachers will teach, reteach, and integrate reinforcement behavior lessons into their teaching practices. LCAP Action 3.2 School Safety and Connectedness Ensure learners, families, and staff feel safe, valued, cared for, respected, and engaged through the following. • Social Emotional Learning: Learners have tools and strategies for emotional and physical regulation, and navigating social relationships and restorative conversations, when they face difficulty and conflict. (Kimochis, Zones of Regulation, Restorative Practices). Explore, pilot, and select a research based SEL curriculum for grades 3-8 • Mental Health Supports: Counselors, Psychologists and Behavior Specialists work with site teams to provide the following; Counseling: Provide mental health services/school counseling services; Trauma Informed Practices: Crisis Management and Risk Assessment Teams: Meet regularly to debrief incidents, review and update protocols. • School Safety Plans: Annual review and approval of Comprehensive School Safety Plans, including work with local law enforcement on planning and drills; Increased communication with families regarding safety measures • School Culture and Climate: Access to Kelvin to take the pulse of school culture and climate to help address SPSA goals and respond to school-specific needs. (funded by CalHope through June 2025) Met 2024-06-18 2024 49709040000000 Roseland 6 "To measure our progress in promoting a positive, healthy school climate, the district conducts the CA Healthy Kids Survey every other year to fifth grade students as well as the YouthTruth survey annually. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP. School connectedness related student survey data: Belonging Summary Data: 3rd-5th: 37% (4% higher than the county average for Jan 2024) Relationships Summary Data: 3rd-5th: 79% (4% higher than the county average for Jan 2024) ""Do you like attending your class?"" 3rd-5th: 34% (the same as the county average for Jan 2024) ""Are students friendly to you"" 3rd-5th: 54% (7% higher than the county average for Jan 2024) School Safety related student survey data was the question ""Do you feel safe during school?"" 3rd-5th: 62% (2% higher than the county average for Jan 2024). " Based on our data collection in the area of school climate, the district has found that students continue to have a high level of school connectedness. Strong relationships between students, families, and school staff are evident. Our next steps are: Continued updates to our Comprehensive Safety Plan and communication between the district and sites. Maintain or increase structures and processes to promote a strong sense of belonging and relationships between students and staff. Met 2024-06-20 2024 49709040101923 Roseland Charter 6 "Youth Truth Data was administered January 2024 as part of a countywide program. Students in grades 3rd-12th were surveyed. To measure our progress in promoting a positive, healthy school climate, the charter school conducts an annual student Youth Truth survey for students. Additionally, seventh, ninth and eleventh grade students participate in the CA Healthy Kids Survey every other year. Through these surveys, we collect data related to student perceptions of school safety and connectedness, as well as social-emotional wellbeing. Survey results are used to determine focus or challenge areas to address. Results are reported annually through the LCAP. School connectedness related student survey data: Belonging Summary Data: 6th-8th: 43% (a decrease of 6% from January 2023 and 2% lower than the county average). 9th-12th: 38% (a decrease of 7% from January 2023 and 6% lower than the county average for Jan 2024). Relationships Summary Data: 6th-8th: 51% (a decrease of 9% from January 2023 and 11% above the county average). 9th-12th: 33% (a decrease 3% from January 2023 and 11% lower than the county average for Jan 2024). ""I enjoy school most of the time"" 6th-8th: 36% (a decrease of 6% January 2023 and 3% below the county average); 9th-12th: 34% (a decrease 2% from January 2023 and 9% lower than the county average for Jan 2024); ""Are students friendly to you?"" 6th-8th: 59% (a decrease of 5% from January 2023 and the same as the county average). 9th-12th: 54% (a decrease of 8% from January 2023 and 9% below the county average for Jan 2024). School Safety related student survey data was the question ""Do you feel safe during school?"" 6th-8th: 56% (a decrease of 8% from January 2023 and 1% above than the county average for Jan 2024). 9th-12th: 49% (a decrease of 4% from January 2023 and 13% lower than the county average for Jan 2024). " Roseland Charter has seen a decrease in students’ perceptions of belonging, relationships, and safety. The charter will continue to address issues related to students’ overall social-emotional wellbeing, helping students develop strategies to manage anxiety and stress, and supporting academically struggling students. To meet this need, the charter will continue to analyze chronic absenteeism data, as well as include school counseling and assistance with accessing community resources, for identified students. In addition, the charter will provide a Long-Term English Learner/Newcomer Support Teacher to continue to build relationships in small group settings with historically underserved populations. Providing a positive school climate for students is a large priority for the charter, and is included in Goal 3 of the charter’s LCAP. The Roseland Charter is utilizing Community Schools Grant funding to partner with Keystone Therapy to provide a Community Outreach Program. This program identifies students at risk and provides small group opportunities to connect with community resources and programs. Met 2024-06-18 2024 49709120113530 Santa Rosa Charter School for the Arts 6 California Healthy Kids Survey (CHKS): Overall Score: The overall school climate score for SRCSA, as measured by the CHKS, indicates a generally positive perception among students. The score reflects students’ feelings of safety, connectedness, and overall satisfaction with the school environment. Grade Levels: Data shows slight variations across different grade levels, with middle school students reporting slightly lower scores in school connectedness and safety compared to elementary students. Ethnic/Racial Groups: Students from different ethnic/racial backgrounds generally report positive school experiences, though some disparities exist. Socioeconomic Status: Students from low-income families report higher levels of support and resources but also indicate challenges related to stress and academic pressure. The analysis of data from the California Healthy Kids Survey (CHKS) for Santa Rosa Charter School for the Arts (SRCSA) reveals key learnings about the school climate and areas for improvement. Overall, the survey indicates a generally positive perception among students, reflecting strong feelings of safety, connectedness, and satisfaction with the school environment. However, there are slight variations in these perceptions across different grade levels. Middle school students report lower scores in school connectedness and safety compared to their elementary counterparts, suggesting a need for targeted interventions to enhance the middle school experience. Furthermore, while students from various ethnic and racial backgrounds generally report positive school experiences, there are some disparities that need to be addressed to ensure equity and inclusivity. Another important finding is related to socioeconomic status; students from low-income families report higher levels of support and resources available to them but also face challenges related to stress and academic pressure. This indicates a strength in the support system provided to these students but highlights a need to further address the stress and pressures they experience. These insights underscore the importance of focusing on middle school engagement, equity among diverse student groups, and additional support for low-income students to improve their overall well-being and academic success. Based on the analysis of the California Healthy Kids Survey (CHKS), the Santa Rosa Charter School for the Arts (SRCSA) will implement several changes to address identified needs and ensure continuous improvement. To enhance middle school engagement, SRCSA will develop more extracurricular activities, mentorship programs, and increase counselor support. To promote equity and inclusivity, the school will provide cultural competency training for staff, create inclusive curricula, and establish forums for underrepresented students. To support low-income students, SRCSA will expand access to mental health resources, academic tutoring, and necessary materials. Regular feedback mechanisms, including surveys and focus groups, will be established to monitor and adjust these initiatives, ensuring a more supportive and engaging environment for all students. Met 2024-06-26 2024 49709120125831 Santa Rosa French-American Charter (SRFACS) 6 "SRFACS had an LCAP school climate goal to reduce student and parent urgent calls with the School Counselor based on the fact that the counselor made 631 student and parent contacts in the 2020-2021 school year. This school year, student and parental contacts with the school counselor are increasingly in the areas of social interactions and building resilience. Urgent calls are very rare. Another part of this goal was to increase students reporting contentment with their life given the baseline of January 2021 YouthTruth survey found SRFACS students were below SRCS level and below 25th percentile in self-reported contentment The January 2024 YouthTruth Survey showed a significant improvement in students self-reported contentment, with the responses showing our school in the 94th percentile of students feeling content about their life. In addition, overall in the YouthTruth survey, the highest rated themes for SRFACS students were Belonging and Culture. Student responses to ""Do you feel like an important part of your school?"" landed in the 56th percentile overall and the 86th percentile for Hispanic or Latinx students, 73rd for Black or African American, and 92nd among 3rd grade girls. To the question ""Do students from your class treat the teacher with respect?"", overall responses were at the 59th percentile with students of two or more races responses in the 84th percentile. Responses by 5th grade students to the question ""Do you feel safe at school"" placed in the 75th percentile. To the question ""Do you like going to school?"", overall student positive responses were at the 76th percentile; Black or African American students responses were at the 100th percentile; Hispanic or Latinx student responses fell at the 28th percentile, slightly more than the median for the district." Based on the data from the YouthTruth survey, SRFACS enjoys a school climate of respect for teachers and students who are overall content with their life and like coming to school. Further investigation needs to be done to identify why Hispanic or Latinx students do not like going to school. In addition, the degree to which Hispanic or Latinx student feel a sense of belonging at school was at the 48th percentile, below the overall response at the 59th percentile. Students feeling safe at school is generally a strength for SRFACS compared to the district responses. SRFACS will continue work with staff regarding implicit biases. The ongoing efforts to engage all ELAC families will improve connections with Hispanic and Latinx families and students will benefit from having their parents more involved with their school. Met 2024-06-26 2024 49709120128074 Cesar Chavez Language Academy 6 CCLA has used the Youth Truth survey to generate data and information over the last two academic years. The survey was administered at all schools in the district and across multiple grade levels so that the most accurate and robust understanding of our schools and students could be established. Feedback and results pointed to the need for enhanced social emotional support and safety for students. As a result, SRCS has continued to commit to providing increased social emotional wellness clinicians and safety supervisors across the district, with reliable availability at each school. From the data gathered one of our strengths is making connections with students and families. Looking at our data we have increased our counseling program to meet the needs of all our students. Met 2024-06-26 2024 49709126116958 Kid Street Charter 6 "Kid Street administered the School Climate Survey Suite, a comprehensive set of four multidimensional surveys designed to gauge student, teacher, administrator, faculty, and family perceptions of school climate, sourced from the Center for Positive Behavioral Interventions and Support (PBIS). These surveys offer a concise, reliable, and valid means of assessing perceived school climate among students. Specifically, during the 2023-2024 school year, we administered the Elementary School Climate survey to all 4–6 graders. Each survey within the set comprises demographic questions about the participant and inquiries pertaining to school climate, with Likert-scale response options. The overall mean score across all surveys was 2.71 out of 4. The highest scores were recorded in response to the following prompts: 1. ""My school wants me to do well,"" 2. ""There is an adult at my school who will help me if I need it,"" and 3. ""Teachers treat me with respect."" Conversely, the lowest scores were attributed to the following prompts: 1. ""Students in my class behave so that teachers can teach,"" 2. ""Students treat each other well,"" and 3. ""I like school."" To maintain respondent anonymity, subgroup responses are not displayed if the group comprises fewer than 5 students. Therefore, responses are visible only for the subgroups of male, female, Hispanic, and white." Key findings from the survey indicate that, overall, students perceive that the adults at the school are invested in their success and believe in them. However, students express concerns about the behavior of their peers, which may impact their overall enjoyment of school. It suggests that if student behavior were to improve, students might have a more positive attitude toward school. We plan to address this need by consulting with a behaviorist in 2024-2025. Although we will still provide some individual counseling, funds will instead be diverted for consulting. Having a behaviorist act as a consultant will play a pivotal role in addressing and improving student behaviors. A behaviorist brings specialized knowledge and expertise in understanding behavior patterns, triggers, and effective intervention strategies. By analyzing data and conducting assessments, they can identify underlying factors contributing to challenging behaviors and develop tailored interventions to address them. Their guidance will help create a supportive and positive learning environment where students feel empowered to thrive academically and socially. Additionally, the behaviorist will collaborates with teachers, staff, and families to implement consistent and evidence-based practices, fostering a cohesive approach to behavior management across the school community. Ultimately, their involvement not only will enhance student behavior but also promotes a culture of understanding, empathy, and inclusivity at Kid Street Charter. Met We maintain our commitment to supporting students' social and emotional development through the utilization of Responsive Classroom and ToolBox programs. Notably, we are introducing the Fly Five curriculum, designed by the Center for Responsive Schools, t 2024-06-19 2024 49709200102533 Santa Rosa Accelerated Charter 6 Santa Rosa City Schools has used the Youth Truth survey to generate data and information over the last two academic years. The survey was administered at all schools in the district and across multiple grade levels so that the most accurate and robust understanding of our schools and students could be established. Feedback and results pointed to the need for enhanced social emotional support and safety for students. As a result, SRCS has continued to commit to providing increased social emotional wellness clinicians and safety supervisors across the district, with reliable availability at each school. An overall emphasis of improving our understanding of student social emotional needs, as well as tools for addressing and increasing connectedness and well being, are top priorities for SRCS moving forward. Met 2024-06-26 2024 49709380000000 Sebastopol Union Elementary 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-8th were surveyed. As a small district with around 400 students, subgroup analysis is not available due to the low number of students. School connectedness related student survey data: Belonging Summary Data: -3rd-4th: 31%, decreased 9% compared to 2023 and was 2% lower than the county -5th-8th: 56% increased 10% compared to 2023 and was 35% better than the county Relationships Summary Data: -3rd-4th: 79%, decreased 13% compared to 2023, however, was 4% higher than the count -5th-8th: 49% increased 3% compared to 2023, and was 9% better than the county ""I enjoy school most of the time"" / Do you like going to school?"" -3rd-4th: 36% decreased 13% compared to 2023, however, was 3% higher than the county -5th-8th: 46% increased 11% compared to 2023 and was 7% better than the county School Safety related student survey data was the question ""Do you feel safe during school?"" -76% (3rd-4th) 1% increase compared to 2023 and was 16% better than the county -69% (5th-8th) 8% increase compared to 2023 and was 14% better than the county" """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of importance for our students. Identified Needs -Belonging 3rd-4th -Relationships 3rd-4th -""Do you like going to school"" Areas of Strength -Belonging MS -Relationships MS - ""I enjoy school most of the time"" MS -""Do you feel safe during school?"" We want to improve enjoyment of learning, students feeling safe, and students' overall sense of belonging and relationships." "We will continue our LCAP goal 2: Culture, Climate and Community Engagement: ""All students will have access to a safe, positive school culture with equitable opportunities to learn in a culturally responsive, physically and emotionally healthy environment."" We have enhanced and added additional items related to the following actions: 2.1 Family and Community Engagement 2.2 Student Engagement 2.3 Safety and Connectedness 2.4 Health and Wellness 2.5 Facility 2.6 Attendance" Met 2024-06-13 2024 49709386113039 Sebastopol Independent Charter 6 Our LEA-specific survey gathered information that helped our school leadership to determine priorities and plans that will serve all students, including subgroups. Our surveys indicated approval for where we are investing our focus and resources. We were pleased to find that our survey results indicated that we are on track with our current plans. Met Besides our annual survey, we receive input from parents through parent evenings, meetings with parents, and board meetings. 2024-06-17 2024 49709530000000 Sonoma Valley Unified 6 Sonoma Valley Unified School District engages students annually in the Youth Truth Student Survey. Each year, students in grades 3-12 provide anonymous voice and feedback through this local climate survey in areas that include, but are not limited to, Belonging & Peer Collaboration and Culture. In collaboration with Sonoma County Schools and the Sonoma County Office of Education, SVUSD administered this online survey during the month of January in the 2023-2024 school year. In looking at the data, SVUSD identified the following key learnings: High School students who marked “agree” or “strongly agree” to the statement I feel safe during school was highest in 9th grade with 47% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 10th grade with 32% marking a 4 or 5 for agree or strongly agree. This 10th grade group was also the cohort who rated lowest on this question in last year’s Youth Truth Survey. High school students who marked “agree” or “strongly agree” to the statement I really feel like part of my school’s community were 28%. In comparison, the results of the survey from the average of Sonoma County schools was 43%. In the Culture theme, our high school students indicated a 4% increase from last year’s survey and went from 12% to 16%. Students identifying themselves as English Learners indicated a 26% percent positive (“agree” or “strongly agree”) compared with students identifying themselves as Non-English Language Learners at 14%. High school surveys demonstrated a growth of 6% (from 2022-2023) in students indicating they “agree” or “strongly agree” with the statements Adults from my school treat students with respect and Discipline in this school is fair. Belonging & Peer Collaboration continues to be an area of focus in high school, with a percent positive of 33% overall (a decrease of 1 percent from the previous school year). Belonging & Peer Collaboration had the highest percent positive in 9th grade at 38% and the lowest in 11th grade at 29%. Elementary students in grades 3-5 answered the question, Do you feel safe at school?. 63% answered “yes, very safe” compared with the average of Sonoma County Schools (60%) and the average of YouthTruth Schools (62%). Elementary students in grades 3-5 also answered the question, Do you feel like an important part of your school?. 36% answered “yes, very often” compared with the average of Sonoma County Schools (30%) and the average of YouthTruth Schools (34%). Middle School students marking “agree” or “strongly agree” to the statement I really feel like a part of my school’s community maintained a growth from a baseline of 36% (marking a 4 or 5 for agree or strongly agree) in March 2019 (when this was first administered) to 42% percent positive (marking a 4 or 5 for agree or strongly agree) in January of 2023 and 2024. Middle School students who marked “agree” or “strongly agree” to the statement I feel safe during school were highest in 6th grade with 56% percent positive (marking a 4 or 5 for agree or strongly agree) and lowest in 7th grade with 48% marking a 4 or 5 for agree or strongly agree. This data supports Sonoma Valley Unified School District with identifying that students feeling part of a school community (belonging) and feeling safe at school (culture) are areas of prioritization. In looking at this data in February of 2024, school sites, as well as the District Safety Committee, identified wanting to attain more feedback and student voice in these areas. Listening Circles were held with high school students to hear more about belonging and safety on campus and some sites conducted Empathy Interviews with students to learn more on these areas of prioritization. From this feedback, it was determined that immediate next steps to improve culture and safety could be taken and other steps would be taken to intentionally provide focus and prioritization in student belonging, positive peer to peer support and connectedness, and positive school climate and culture for all. Additional Comments Both middle and elementary district schools utilize the adopted SEL curriculum (Character Strong 6-8 and Second Step TK-5) in the classroom setting. Many classrooms throughout the district are also holding regular classroom circles. These classroom circles will be highlighted and built upon with the aim of being implemented consistently throughout the organization with the aim of supporting positive culture, a sense of belonging, and the development of healthy, positive peer to peer relationships and connections for all K-12 students in Sonoma Valley Unified School District. Met 2024-06-20 2024 49709530105866 Woodland Star Charter 6 Every year we conduct student surveys in 5th and 8th grade. Questions ask mirror those in our annual surveys for parents and staff. Students are asked to rate their confidence in academic subjects, if they know how to get help with academics if needed, how to get help with social issues if needed and overall comfort at school. Students are given an opportunity to leave questions, comments, or concerns as part of their responses. Most students feel confident in their social and academic progress. 5th grade students showed confidence in most academic areas and 88.9% feel that they have gained the academic skills necessary to be successful in high school. 8th grade showed less confidence in writing than math but 83% feel confident that they gained the academic skills necessary to be successful in high school. Responses regarding tutoring helped guide decisions in the LCAP development and the need to alter how tutoring is offered to students. Met 2024-06-20 2024 49709536111678 Sonoma Charter 6 We use the Youth Truth survey to get this type of data. The data shows that all student groups feel safe and a majority feel connected. The data is not disaggregated by student group, but by grade. It shows that students are feeling less connected as they progress through the grades. We found that the majority students in K-5 enjoyed coming to school every day, but a minority of students in 6-8 enjoyed coming to school every day. The question is whether this is a natural developmental progression into adolescence. However, in other measures, the great majority of students felt their teachers respected them and reported having frienda. As all of SCS scores exceeded the county scores and national scores on most measures, the lower scores will be discussed at staff meetings and strategies will be developed for continuous improvement. Met 2024-06-25 2024 49709610000000 Twin Hills Union Elementary 6 Student Engagement: The local surveys indicate high levels of student engagement in academic activities, with positive feedback on the relevance and interest of the curriculum. Safety and Well-Being: Most students feel safe at school. Teacher-Student Relationships: Positive relationships between teachers and students are a strong point, with most students feeling supported by their teachers. Parental Involvement: Parents report increased involvement in school activities and decision-making processes. School Facilities: Feedback on school facilities is generally positive Areas of Strength Positive Teacher-Student Relationships: Finding: Most students report having solid and supportive relationships with their teachers. Impact: These positive relationships contribute to higher student engagement and academic motivation, particularly among general education students and those in advanced courses. Parental Involvement and Engagement: Finding: There is significant parental involvement in school activities and decision-making processes. Impact: This involvement has led to a more connected and supportive school community, with parents feeling more informed and engaged in their children’s education. Identified Needs Mental Health Awareness and Services: Need: Increase awareness and accessibility of mental health services and reduce stigma associated with seeking help. Inclusive Practices for Students with Exceptional Needs: Need: Promote inclusive practices and provide resources that fully enable these students to participate in the broader school curriculum and activities. Areas for Continuous Improvement Feedback and Communication: Finding: Parents and students need more effective communication regarding school policies and decisions. Action: Improve communication strategies to ensure all stakeholders are well-informed and engaged. Professional Development: Finding: Teachers and staff require ongoing training in culturally responsive teaching, inclusive practices, and effective use of technology. Action: Invest in professional development programs to equip educators with the necessary skills and knowledge. Anti-Bullying Policy: Strengthen the policy to include more comprehensive prevention and intervention strategies. Implement mandatory training for staff and students on recognizing and addressing bullying. Actions: Safety Programs: Launch targeted anti-bullying programs, particularly in schools with higher reported incidents. Partner with community organizations to provide additional resources and support. Counseling Services: Increase the availability of counseling services and ensure that counselors are trained in trauma-informed practices to support foster youth and low-income students better. Culturally Relevant Programs: Develop and offer more culturally relevant extracurricular activities and programs. Engage with community leaders to design programs that reflect the diverse backgrounds of the student population. Resource Allocation Policy: Update the resource allocation policy to ensure equitable distribution of funds and resources. Awareness Campaigns: Launch mental health awareness campaigns targeting students, parents, and staff. Provide training on recognizing and responding to mental health issues. Accessibility: Ensure that mental health services are easily accessible to all students, with particular attention to underrepresented groups. Met 2024-06-27 2024 49709614930319 Orchard View 6 Grades 6-8 School Safety: Overall: 92% of students feel safe at school. Disaggregated by Student Groups: 6th Grade: 93% feel safe at school. 7th Grade: 91% feel safe at school. 8th Grade: 92% feel safe at school. By Ethnicity: 90% of Hispanic or Latino students feel safe at school. 94% of White students feel safe at school. By Gender: 90% of female students feel safe at school. 85% of male students feel safe at school. Connectedness (Sense of Belonging): Overall: 71% of students feel a sense of belonging. Disaggregated by Student Groups: 6th Grade: 75% feel a sense of belonging. 7th Grade: 71% feel a sense of belonging. 8th Grade: 67% feel a sense of belonging. By Ethnicity: 68% of Hispanic or Latino students feel a sense of belonging. 72% of White students feel a sense of belonging. By Gender: 70% of female students feel a sense of belonging. 65% of male students feel a sense of belonging. Grades 9-12 School Safety: Disaggregated by Student Groups: By Grade: 9th Grade: 6% do not feel safe at school. 10th Grade: 6% do not feel safe at school. 11th Grade: 7% do not feel safe at school. 12th Grade: 13% do not feel safe at school. By Ethnicity: 8% of Hispanic or Latino students do not feel safe at school. 10% of White students do not feel safe at school. By Gender: 9% of female students do not feel safe at school. 8% of male students do not feel safe at school. Connectedness (Sense of Belonging): Overall: 60% of students feel a sense of belonging and supportive peer collaboration. Disaggregated by Student Groups: By Grade: 9th Grade: 78% feel a sense of belonging. 10th Grade: 63% feel a sense of belonging. 11th Grade: 56% feel a sense of belonging. 12th Grade: 47% feel a sense of belonging. By Ethnicity: 57% of Hispanic or Latino students feel a sense of belonging. 62% of White students feel a sense of belonging. By Gender: 59% of female students feel a sense of belonging. 61% of male students feel a sense of belonging. Summary of Key Learnings and Needs: Safety: Strong perception of safety across grades 6-12, with slight variations by ethnicity and gender. Connectedness: Significant need to address the declining sense of belonging, particularly from 6th to 8th grade and more sharply from 9th to 12th grade. Inclusivity: Focus on supporting Latino students and ensuring gender-specific strategies to improve connectedness among students. Support for Seniors: Critical need for initiatives to support 12th graders in feeling safe and connected. Grades 6-8 1. Organize regular team-building activities and school-wide events that encourage collaboration and interaction among students across different grades. Evaluate the impact of these activities on student connectedness and adjust the frequency and nature of events accordingly. 2. Introduce cultural competency training for staff and inclusivity programs for students to support Hispanic or Latino students and improve overall inclusivity. Regularly review disaggregated data to assess the impact of these programs and make necessary adjustments. 3. Develop initiatives that specifically address the needs of male students, such as male-only discussion groups and activities that promote male engagement and connectedness. Monitor the effectiveness of these strategies through student surveys and feedback to ensure they are meeting the intended goals. Grades 9-12 4. Introduce new student clubs, leadership opportunities, and community service projects that are designed to foster a sense of belonging and community among students. Continuous Improvement: Collect and analyze student feedback regularly to determine the success of these initiatives and make adjustments as needed. 5. Create targeted support programs for 12th graders, including senior advisory groups, college and career counseling, and senior-specific events to ensure they feel connected and valued. Continuous Improvement: Regularly gather feedback from seniors to refine and improve support programs, ensuring they effectively address the unique needs of this group. 6. Expand access to counseling services and mental health resources, including the introduction of more counselors and mental health workshops. Continuous Improvement: Continuously assess the demand and effectiveness of these resources through surveys and feedback to ensure they meet the students' needs. 7.Develop programs that celebrate and support Hispanic or Latino culture and students, such as cultural clubs, mentoring programs, and diversity workshops. Continuous Improvement: Use disaggregated data to monitor the impact of these programs and make data-driven adjustments to improve their effectiveness. 8. Introduce initiatives that specifically target male students, such as male mentorship programs and activities that promote male engagement. Continuous Improvement: Evaluate these initiatives through surveys and feedback to ensure they are effectively enhancing connectedness among male students. 9. Create a committee composed of students, staff, and parents to regularly review survey data and recommend ongoing improvements. Continuous Improvement: The committee will meet quarterly to discuss progress, review feedback, and make data-driven decisions to enhance school climate. 10. Establish a system where students can continuously share their perceptions and experiences, such as through suggestion boxes, regular surveys, and focus groups. Continuous Improvement: Analyze this feedback regularly to identify trends an Met 2024-06-26 2024 49709614930350 Sunridge Charter 6 Based on the analysis of educational partner input and local data, SunRidge Charter School has gathered valuable insights from the Youth Truth Survey to understand the school climate and conditions. The survey data, disaggregated by student groups, provides a comprehensive picture of the school's environment and highlights areas for improvement. Overall Scores and Key Findings: Student Engagement: Student engagement scored 37%, showing a decline from previous years, indicating a need for enhanced strategies to engage students effectively. Family engagement scored 65%, an increase from previous years, suggesting improved efforts in involving families in school activities. Staff engagement was notably high at 100%, reflecting strong commitment from the staff. Disaggregated Data by Student Groups: Middle School Students: Engagement: 3.23 out of 5, indicating moderate levels of student engagement. Relationships: 3.15, showing a need for stronger student-teacher relationships. Culture: 3.21, reflecting the need for improvement in the school culture. Belonging: 50%, showing a slight increase, indicating progress in fostering a sense of belonging. Family Perceptions: Engagement: 3.71, reflecting positive family involvement. Relationships: 4.36, indicating strong relationships between families and the school. Culture: 4.15, showing high satisfaction with the school culture. Staff Perceptions: Engagement: 4.61, reflecting high levels of staff engagement. Relationships: 4.56, indicating strong supportive relationships within the school. Culture: 4.15, showing staff satisfaction with the school culture. Specific Items Analysis: Respect for Students and Staff: Students rated respect at 63%, indicating a need for improvement. Staff rated respect for students at 90%, reflecting strong belief in student respect. Discipline: Fairness in discipline was rated at 35% by students, indicating room for improvement. Families rated discipline fairness at 64%, showing concerns about consistency. Staff rated discipline fairness at 80%, reflecting a more positive perception. Respect for Different Backgrounds: Students rated this at 78%, indicating a high level of perceived respect for diversity. Families and staff rated this at 82% and 90%, respectively, showing strong recognition of respect for diverse backgrounds. Conclusion: The Youth Truth Survey results highlight both strengths and areas for improvement in SunRidge Charter School's climate and conditions. While family and staff engagement and relationships are strong, student engagement and perceptions of discipline fairness require focused efforts. The school aims to address these areas by enhancing student engagement strategies, improving discipline consistency, and fostering an inclusive and respectful school culture?. Based on the analysis of the data described in Prompt 1, several key learnings have been identified through the Youth Truth Survey results, disaggregated by student group. Key Learnings: Engagement: Students: Engagement is low at 37%, with middle school students rating it 3.23 out of 5. Strategies to increase student interest are needed. Families: Engagement has improved to 65%, reflecting better involvement in school activities. Staff: Engagement is high at 100%, showing strong staff commitment and satisfaction. Relationships: Students: Rated relationships at 3.15, indicating a need for stronger student-teacher connections. Families: Scored relationships at 4.36, showing strong family-school interactions. Staff: Rated relationships at 4.56, indicating supportive staff interactions. Culture: Students: Scored culture at 3.21, suggesting the need for a more inclusive environment. Families: Rated culture at 4.15, showing high satisfaction. Staff: Also rated culture at 4.15, reflecting a positive work environment. Respect and Fairness: Students: Respect was rated at 63%, and discipline fairness at 35%, indicating room for improvement. Families: Rated discipline fairness at 64%, showing concerns about consistency. Staff: Rated respect at 90% and discipline fairness at 80%, reflecting a more positive view. Diversity and Inclusion: Students: Rated respect for different backgrounds at 78%. Families and Staff: Rated it at 82% and 90%, respectively, showing strong appreciation for diversity. Identified Needs: Increase Student Engagement: More interactive and student-centered activities are needed. Strengthen Student-Teacher Relationships: Programs to foster stronger connections. Improve Discipline Fairness: Develop clearer, consistent policies. Enhance School Culture: Focus on inclusivity and respect. Areas of Strength: Family and Staff Engagement: High levels of involvement and commitment. Positive Relationships: Strong family-school and staff interactions. Respect for Diversity: High appreciation for diverse backgrounds. By addressing these needs and building on strengths, SunRidge Charter School aims to create a more engaging, supportive, and inclusive environment for all students. Based on the analysis of local data and key learnings, SunRidge Charter School has identified several changes to existing plans, policies, and procedures to address areas of need and ensure continuous improvement. Changes to Existing Plans and Policies: Increase Student Engagement: Interactive Learning: Implement more project-based and collaborative activities to enhance engagement. Extracurricular Programs: Expand activities and clubs to cater to diverse student interests. Strengthen Student-Teacher Relationships: Mentorship Programs: Develop programs where teachers provide additional support and guidance to students. Professional Development: Offer training focused on building positive relationships and social-emotional learning (SEL) techniques. Improve Discipline Fairness: Clearer Policies: Revise disciplinary policies to ensure clarity, consistency, and fairness. Restorative Practices: Incorporate restorative justice practices to address conflicts and disciplinary issues. Enhance School Culture: Inclusivity Training: Provide ongoing training for staff and students to foster an inclusive and respectful environment. Diversity Celebrations: Organize events that celebrate cultural diversity, promoting awareness and appreciation. Revisions, Decisions, and Actions for Continuous Improvement: Feedback Mechanisms: Regular Surveys: Conduct surveys to gather feedback from students, families, and staff, using the data to inform improvement efforts. Feedback Forums: Establish forums for stakeholders to voice concerns and suggestions collaboratively. Enhanced Communication: Multichannel Communication: Utilize newsletters, emails, and social media to keep families informed and engaged. Parent Liaison Role: Create a role to bridge communication between the school and families, addressing concerns promptly. Monitoring and Accountability: Data Tracking: Implement a system for tracking performance indicators related to engagement, discipline, and culture. Continuous Review: Regularly assess and update plans and policies based on feedback and data analysis. These changes aim to create a more engaging, supportive, and inclusive environment at SunRidge Charter School, addressing identified needs and supporting student success. Met 2024-06-27 2024 49709616052302 Twin Hills Charter Middle 6 THCMS uses the Youth Truth Survey administered to staff, students, and families. We also use a local LCAp survey with families. All results from both surveys mentioned are utilized in staff discussions, at Parent Advisory Meetings, and at the district level. The Youth Truth survey allows us to view results from various lens (i.e. underrepresented groups) THCMS continues to modify teaching practices, grading, and mental health approaches due to results from our various surveys. Met 2024-06-27 2024 49709790000000 Two Rock Union 6 Two Rock Union School District administers the Youth Truth Survey 69% of parents feel engaged 81% view the school culture as positive 84% view communications as positive 71% view the District as Safe Students 85% feel engaged 75% positive adult realtionships 45% feel they belong 17% feel positive about school culture The biggest area of improvement is building a positive school culture, one of the strengths was engagement. Areas of strength is the school community as indicated by parents who took the Youth Truth survey. Many view the culture as positive with good communiction. An area of growth is creating a more positive school culture for students and create a better sense of belonging at the school. In addtion to the after school program, the District will offer a variety of extracurricular programs after school school. Also, the school will include student in decisions to enhance school culture. Met 2024-06-20 2024 49709950000000 Waugh Elementary 6 "The District had full participation in grades 3-6 on the 2024 YouthTruth Survey and scored above county and national averages in all 6 key ratings. Overall areas of strength included ""Culture"" in the 85th percentile and ""Belonging"" in the 77th percentile. A focus areas area is ""Academic Challenge"" at the 26th percentile. The YouthTruth survey provides the ability to disaggregate data by student groups. An area of focus was the responses to the question, ""Do you feel like an important part of your school?"" with 24% of students responding in the affirmative. This is below county and national averages. Scores divided race/ethnicity were fairly consistent, with a notable 12% affirmative response rate for Hispanic or Latina/o/x, which is 12% below the overall rate." Supporting students to feel like an important part of the school is an area of focus for the district. As indicated in Prompt 1, this is a rare question on the YouthTruth Survey in which Waugh scored below county and national norms, particularly among our Hispanic or Latina/o/x student group. The District has been reviewing anonymous responses to the survey and the principals have been meeting with student leaders to analyze this concern and how it can most effectively be addressed. All students in the District are important parts of the school community, and it is important that all students find opportunities for meaningful engagement. The District will continue to monitor climate survey results and engage with students throughout the school year. We have engaged students and teachers in the student councils at both sites, and we will continue to consider ways to help students feel as connected as possible to their school communities. Met 2024-06-13 2024 49710010000000 West Side Union Elementary 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-5th were surveyed. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 40% (a decrease of 1% from January 2023 and 7% above the county average). Relationships Summary Data: -3rd-5th: 80% (a decrease of 5% from January 2023 and 5% above the county average). ""I enjoy school most of the time"" -3rd-5th: 39% (an increase of 3% from January 2023 and 5% above the county average). ""Are students friendly to you"" -3rd-5th: 62% (an increase of 3% from January 2023 and 15% above the county average). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 74% (a decrease of 2% from January 2023 and 14% above the county average)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that many of the areas did not improve from 2023 to 2024, however, each grade level improved in one area. Identified Needs -Belonging -Relationships -""Do you feel safe during school?""3rd-5th, 6th-8th Areas of Strength -""I enjoy school most of the time"" -""Are students friendly to you"" Overall, our Youth Truth data for some areas decreased and is an identified need to work on in our LCAP. However, the following questions saw increases from 2023 to 2024: -Do you like going to school? -Do you feel like an important part of your school?* -Are students friendly to you? -Does your teacher treat you with respect? -When I'm feeling upset, I know some ways to make myself feel better." We will continue our Goal 2: Culture. We have enhanced and added additional items related to two of the actions related to school safety and school climate based on this data and educational partner engagement: 2.1 School Safety -PBIS: Implement Positive Behavioral Interventions and Supports (PBIS) Tier I, II, and III strategies. -Supervision: Provide supervision during each recess period. 2.2 Health and Wellness -Social-Emotional Learning Programs: Continue to implement Second Step, a Social Emotional Learning (SEL) Program in Grades K-6 -Counseling: Provide mental health services/school counseling services up to 12 hours a week -Psychologists: Utilize the school psychologist to provide resources to staff, students and families -Partnerships: Partner with local health organizations -Website: Communicate mental health resources on school website -Mindfulness: Implement Mindfulness curriculum school-wide, Provide time within the schedule for mindfulness practices -Physical Education: Provide PE to students Met 2024-06-18 2024 49710190000000 Wilmar Union Elementary 6 Students' Perception of School Culture YouthTruth Data Results: Positive Response Rate: 44% of students reported positively on the classroom environment, highlighting aspects such as orderliness, respectfulness, and healthiness. Analysis: Interpretation: Nearly half of the students view the school culture positively. However, there is a significant portion of the student body that does not share this positive view, suggesting room for improvement. This is especially notable when compared to other performance indicators or external benchmarks, which might show higher satisfaction rates. Students' Sense of Belonging YouthTruth Data Results: Strong Sense of Belonging: 24% of students reported having a strong sense of belonging at school. County Average: Favorable Response Rate: 41% of students in the county report a strong sense of belonging. Analysis: Comparison and Implications: The sense of belonging among students is significantly lower than the county average. This discrepancy highlights a critical area where the school needs to focus its efforts. Targeted interventions and improvements are necessary to enhance students' connection and engagement with their school environment. Summary Overall Perception: While 44% of students view the school culture positively, improvement is needed to reach higher satisfaction levels. Sense of Belonging: With only 24% of students feeling a strong sense of belonging, there is a substantial gap compared to the county average of 41%. Addressing this gap should be a priority to ensure all students feel connected and valued in their school environment. Key Learnings from the Local Climate Survey Data Areas of Strength Classroom Environment: Positive Perception: 44% of students reported positively on the orderliness, respectfulness, and healthiness of the classroom environment. Interpretation: This indicates that nearly half of the students feel that the classroom environment is conducive to learning, reflecting strengths in maintaining order and respect. Identified Needs Sense of Belonging: Low Sense of Belonging: Only 24% of students reported a strong sense of belonging. Critical Gap: This figure is notably lower than the county average of 41%, indicating a significant area needing targeted interventions. Implications: Enhancing students' sense of belonging is crucial for their overall well-being, academic performance, and engagement. Strategies to address this might include fostering inclusive practices, strengthening student-teacher relationships, and creating a supportive school culture. School Culture: Moderate Positive Perception: While 44% is a relatively strong figure, it also shows that more than half of the students did not report positively on school culture. Improvement Needed: There is room for improvement in making the school environment more positive and supportive for a larger proportion of students. Disaggregated Data Insights Diverse Experiences: Developing strategies that are sensitive to gender differences can help create a more inclusive environment. Ethnicity: Cultural Inclusivity: Differences in responses among various ethnic groups can highlight the need for culturally responsive practices. Diverse Representation: Ensuring that the curriculum, extracurricular activities, and school policies reflect and respect diverse cultures can improve overall student experience. Socioeconomic Status: Equity in Education: Students from different socioeconomic backgrounds might have varied perceptions due to external factors. Support Programs: Providing additional resources and support to economically disadvantaged students can help bridge the gap. Special Education Status: Inclusive Practices: Students receiving special education services might have different needs and experiences. Tailored Support: Ensuring that these students receive appropriate accommodations and support can improve their school experience. Summary of Key Learnings Strengths: A significant portion of students perceive the classroom environment positively. Needs: There is a critical need to enhance students' sense of belonging, as it is significantly lower than the county average. School culture needs to be improved to ensure a higher proportion of students have a positive perception. Disaggregated Data: Understanding differences across various student groups can help in designing targeted interventions to meet specific needs and foster a more inclusive and supportive school environment. Addressing these needs through well-planned, inclusive, and responsive strategies can help improve the overall sch Based on the analysis of local climate survey data and the identification of key learnings, the Local Education Agency (LEA) has determined several necessary changes to existing plans, policies, and procedures to address identified areas of need and ensure continuous improvement. These changes include the following: 1. Incentive System Development Action: Develop an incentive system within the School Site Council to encourage daily student attendance. Purpose: Improve student attendance and engagement by rewarding consistent attendance. Implementation: Design a range of incentives (e.g., recognition programs, rewards) tailored to motivate students to attend school regularly. Monitor and adjust the incentive system based on its effectiveness in improving attendance rates. 2. Expansion of Extracurricular Opportunities Action: Maintain and offer extracurricular opportunities for all students in areas such as sports, crafts/arts, and STEM. Purpose: Foster a sense of belonging and engagement by providing students with diverse and enriching activities beyond the classroom. Implementation: Ensure a wide range of extracurricular activities are available and accessible to all students. Encourage student participation through targeted outreach and support. 3. Student Voice and Vision Action: Provide students in grades 3-6 the opportunity to voice their opinions and visions through monthly meetings led by the school principal. Purpose: Empower students by giving them a platform to share their views on what is working and what needs improvement. Implementation: Conduct monthly meetings with students, allowing them to express their perspectives on school culture, teaching methods, and extracurricular activities. Share insights from these meetings with staff to inform continuous improvement efforts. 4. Truancy Trend Identification and Management Action: Develop an effective system to identify and address negative truancy trends early. Purpose: Reduce truancy rates by identifying and addressing root causes promptly. Implementation: Collect and analyze attendance data to identify negative truancy trends. Determine root causes of truancy through data analysis and stakeholder input. Implement corrective measures, such as targeted interventions and support programs. Monitor the effectiveness of these measures regularly. New Tool: Purchase and implement a new student data system (Alma) to assist with student data management and analysis. 5. Universal Design for Learning (UDL) Action: Implement Universal Design for Learning (UDL) principles to promote inclusive education practices. Purpose: Value diversity, promote accessibility, and optimize learning outcomes for all students. Implementation: Offer information in diverse formats to cater to different learning styles. Provide various ways for students to demonstrate their understanding. Give students choices to enhance their motivation and engagement. Train staff on UDL principles and monitor the effectiveness o Met 2024-06-24 2024 49710350000000 Wright Elementary 6 Belonging: Only 22% of our students agree that they feel like they are an important part their school. (YouthTruth 2024) Only 54% of students agree that their teachers ask them to keep trying when the work gets hard. (Youth Truth 2024) Only 48% of students agree that they feel safe at school. (Youth Truth 2024) Perceptions of safety have decreased. Expectations of students and their perceptions of feeling like they are an important part of their school continues to be an area of need. SEL program adoption and implementation to help students feel safe and an important part of their school. Met 2024-06-27 2024 49710356052377 Wright Charter 6 Belonging: Only 22% of our students agree that they feel like they are an important part their school. (YouthTruth 2024) Only 54% of students agree that their teachers ask them to keep trying when the work gets hard. (Youth Truth 2024) Only 48% of students agree that they feel safe at school. (Youth Truth 2024) Perceptions of safety have decreased. Expectations of students and their perceptions of feeling like they are an important part of their school continues to be an area of need. SEL program adoption and implementation to help students feel safe and an important part of their school. Met 2024-06-27 2024 49738820000000 Cotati-Rohnert Park Unified 6 The local climate survey data,Youth Truth, provides valuable insights into school conditions and student experiences. For instance, data from the Youth Truth Student Survey reveals varying levels of satisfaction with school attendance across grade spans, with 31% of elementary students, 34% of middle school students, and 41% of high school students indicating that they like going to school. Additionally, perceptions regarding teacher efforts to understand students' lives outside of school also differ among grade levels, with 19% of high school students, 22% of middle school students, and 9% of elementary students expressing this belief. The district presented these findings to the Board of Trustees and the public in March of 2024, demonstrating a commitment to transparency and communication. The presentation facilitated discussions on areas of improvement related to student safety and connectedness across all grade spans. The district's willingness to address questions and concerns reflects its dedication to fostering a positive and supportive school environment. The comprehensive analysis of recent student survey data has provided valuable insights into the experiences and perceptions of students across various grade levels. This analysis has highlighted key learnings that include both areas of strength and identified needs. By examining these data points, we can better understand the educational environment from the students' perspective and pinpoint specific areas for improvement to enhance their overall experience and well-being. Highlights: A recent survey reveals significant insights into the perceptions and experiences of students across different grade levels. A notable finding is that a substantial majority of students identified that their teachers believe in them and their individual abilities. Data showed, with 81% of elementary students, 73% of middle school students, and 77% of high school students sharing this sentiment. Furthermore, teachers' expectations of students remain consistently high across all grade bands, with 89% in elementary school, 79% in middle school, and 79% in high school. Needed Improvement: One area identified for improvement is the sense of connectedness students feel with the staff regarding their lives outside of school. This is notably low, with only 9% of elementary students, 22% of middle school students, and 19% of high school students feeling a connection. While there is some success in students feeling safe at school, this is another area with room for improvement. The survey shows that 59% of elementary students, 49% of middle school students, and 64% of high school students report feeling safe at school. While these numbers indicate a positive direction, there is still a need for ongoing efforts to enhance students' sense of safety. In early 2023, the district gathered valuable input and additional data through youth panels and focus groups conducted at individual school sites. These methods provided a platform for young people to voice their opinions and actively participate in the decision-making process. In April 2024, the district held an informational work session for the Board of Trustees to present and disseminate Youth Truth survey results to the public and our educational partners. This comprehensive approach ensured a thorough understanding of the community's educational needs and perspectives. Please click here to view the survey results: https://tinyurl.com/YouthTruth-Data-Presentation In response to the key learnings and identified needs highlighted through the analysis of local data, CRPUSD has determined several necessary changes to existing plans, policies, and procedures to foster continuous improvement. These adjustments aim to address the areas where students have expressed concerns and ensure a more supportive and effective educational environment. Revisions and Decisions: CRPUSD has dedicated extensive attention and analysis to the 2024-2027 Local Control Accountability Plan (LCAP). Through the intensive involvement of educational partners, alignment of district goals, and strategic allocation of fiscal resources, the district has developed a purposeful, robust, and meaningful document to address specific student needs. Notably, the district has established a goal to align actions with future work in the areas of social-emotional learning and student safety. Enhanced Student Engagement: Implement new strategies to ensure students feel more connected with staff regarding their lives outside of school. This includes professional development for teachers on building relationships and regular check-ins with students. Safety Improvements: Increase safety measures and protocols within schools to improve students' sense of security. This includes enhancing campus security, providing more resources for mental health support, and creating a safer school environment through regular safety drills and updated emergency plans. Data Utilization Training: Provide comprehensive training for teachers on utilizing data effectively to support student learning without relying on elementary data. This aims to boost teachers' expectations and ensure that data-driven instruction is both challenging and supportive for all students. Feedback Mechanisms: Establish regular feedback mechanisms, such as surveys and focus groups, to continually assess students' perceptions and experiences. This will help in making real-time adjustments and maintaining a responsive approach to student needs. Collaborative Efforts: Foster collaboration between teachers, students, and parents to create a more inclusive and supportive school community. This includes organizing regular meetings and workshops to discuss ongoing issues and potential solutions. By implementing these changes, CRPUSD is committed to addressing the identified areas of need and ensuring continuous improvement in the educational experience for all students. Met 2024-06-18 2024 49738820123786 Credo High 6 Youth Truth Data uses “Culture”, “Belonging and Peer Collaboration” as measures of school climate. These are Credo’s highest rated themes. The summary score for Climate is 3.36 which is the 55th percentile for Sonoma County schools. Questions include: Students from my school treat adults with respect. Adults from my school treat students with respect. My classmates want to do well in school. Discipline in this school is fair. Adults in my school respect people from different backgrounds (for example, people of different races, ethnicities, and genders). I feel safe during school. That score can be disaggregated for race which reveals a range of 3.44 to 3.18 for the following groups in descending order: Asian, Hispanic, White, Black or African American, Multiracial, American Indian. Disaggregating the data for grade level shows the highest scores in 9th and 12th grade. There are nominal differences between general education and special education student responses. Similarly, there are nominal differences between students identifying as LGBTQ+ and those who do not. The “Belonging” Scale shows Credo in the 90th percentile of Sonoma County schools with a score of 3.67. The range of summary scores by race peaks at 3.86 for Asian students and is the lowest for Black or African American students at 3.16. Multi-racial, White, Hispanic, and American Indian fall in between the two extremes in descending order. LGBTQ and non LGBTQ students are within one hundredth of a point of each other. General education students and special education students are within two one-hundredths of each other. Credo has created a safe climate for LGBTQ+ students. Focusing on the needs of students from underrepresented racial groups requires more focused attention. Credo’s population of students of color has been steadily increasing. In 2023/24 Credo implemented Heritage Speakers Spanish classes to address the specific needs of Hispanic students as they fulfill their World Language requirements. In 2024/25 Credo will be providing more targeted English Language Development for the small population of English Learners and the larger population of Reclassified English Proficient students. Met 2024-06-11 2024 49753580000000 Windsor Unified 6 The YouthTruth Survey data provides comprehensive insights into the local school climate at Windsor Unified School District. The survey covers various aspects of student experiences, including engagement, relationships, and overall school culture. The overall score for all students indicates a positive school climate, with an average Engagement rating of 2.7 out of 3. Disaggregated data reveals notable variations among different student groups. For instance, students from Hispanic/Lantina/o/x backgrounds also reported an average score of 2.75, indicating a consistent positive perception of school engagement compared to their peers. Non-binary students had an average score of 2.62, while students who identify as female reported a score of 2.73 and students who identified as male reported a score of 2.7. Conversely, students who identify as White reported a higher average score of 2.77, reflecting a more favorable school climate experience. Further analysis of specific survey items reveals that students overall feeling of belonging at school, with scores averaging 2.32 indicated that there is room for growth. Additionally, items related to relationships and feelings of belonging showed lower scores among certain groups. ELL students and those from low-income families reported lower levels of connection with teachers and peers, with scores averaging 2.14. The analysis of the YouthTruth survey data has highlighted key learnings regarding the strengths and needs of our school climate. One significant area of strength is the overall sense of engagement reported by students, which is a crucial component of a positive learning environment. The high engagement scores indicate that our schools are perceived as supportive spaces for learning. However, the data also identifies areas needing improvement. The lower scores from ELL students, students from low-income families, and those receiving special education services indicate a need for targeted support to enhance their school experience. These groups reported feeling less connected to their teachers and peers, suggesting that relationship-building and a sense of belonging require focused attention. Additionally, the data underscores the importance of equitable engagement across all student groups. While White students reported a very positive school climate, the disparity in scores between these students and other groups highlights the need to ensure that all students, regardless of their background or academic track, feel equally supported and valued. In response to the key learnings from the YouthTruth survey, Windsor Unified School District is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. In response to the key learnings from the YouthTruth survey, Windsor Unified School District is implementing several changes to address the identified needs and enhance overall school climate. To improve the sense of connection and belonging among ELL students and those from low-income families, we will launch targeted mentorship programs that pair these students with teachers and older peers who can provide guidance and support. We will also enhance staff professional development to include training on cultural competence and strategies for building strong, supportive relationships with all students. We will also introduce more inclusive extracurricular activities and clubs catering to diverse interests and backgrounds, ensuring all students have opportunities to engage in school life outside the classroom. These initiatives aim to create a more inclusive environment where every student feels they belong. To address the disparities in engagement, we will increase outreach to families of underrepresented groups to understand their needs and perspectives better. This will include regular town hall meetings and focus groups to gather ongoing feedback and ensure our actions respond to the community’s needs. Lastly, we will regularly monitor and evaluate the effectiveness of these initiatives through follow-up surveys and data analysis. Adjustments will be made to ensure continuous improvement and equitable support for all student groups. Met 2024-06-27 2024 49753580114934 Village Charter 6 VCS did not do a formal local climate survey in the 23-24school year. VCS will be offering a local climate survey to students, staff, and parents 2 times during the 24-25 school year. A team of teachers, students, admin and board members will develop the survey based on the Health Kids Survey format. We do regular in-person check-ins with students and families and it is reported the students feel well supported by their teachers and feel both physically and emotionally safe at the school. The students indicated that they know where to find help when needed and that they will get the help they need. It was also reported that our handbook needs to be updated and some aspects of rules and expectations be clarified. As a result, the teachers and administration have been working to update the parent/student handbook to clarify rules and protocols. N/A see #1 See #1 Met We have a strong social inclusion curriculum and conflict resolution and SEL is a key component of every classroom. Older students grow into the role of mentor and leader and take that role very seriously. Students are taught to monitor and intervene in s 2024-06-06 2024 49753586052369 Cali Calmecac Language Academy 6 Not Met 2024 49753900000000 Healdsburg Unified 6 "Youth Truth Survey (https://youthtruthsurvey.org/) was administered January 2024 as part of a countywide pilot program. Students in grades 3rd-12th were surveyed. School connectedness related student survey data: Belonging Summary Data: -3rd-5th: 31% (a decrease of 4% from January 2023 and 2% below the county average). -6th-8th: 45% (an increase of 1% from January 2023 and the same as the county average). -9th-12th: 52% (an increase of 7% from January 2023 and 8% higher than the county average for Jan 2024). Relationships Summary Data: -3rd-5th: 80% (same as January 2023 and 5% higher than the county average). -6th-8th: 37% (a decrease of 4% from January 2023 and 3% below the county average). -9th-12th: 35% (an increase of 7% from January 2023 and 11% higher than the county average for Jan 2024). ""I enjoy school most of the time"" -3rd-5th: 34% (a decrease of 6% from January 2023 and the same as the county average). -6th-8th: 35% (a decrease of 4% from January 2023 and 4 % below the county average); -9th-12th: 39% (an increase 1% from January 2023 and 5% higher than the county average for Jan 2024); ""Are students friendly to you"" -3rd-5th: 43% (a decrease of 3% from January 2023 and 4% below the county average). -6th-8th: 62% (an increase of 8% from January 2023 and 3% higher than the county average). -9th-12th: 66% (a decrease of 1% from January 2023 and 3% higher than county average for Jan 2024). School Safety related student survey data was the question ""Do you feel safe during school?"" - 3rd-5th: 67% (a decrease of 1% from January 2023 and 7% higher than the county average). - 6th-8th: 52% (a decrease of 1% from January 2023 and 3% lower than the county average for Jan 2024). - 9th-12th: 66% (an increase of 6% from January 2023 and 4% higher than the county average for Jan 2024)." """A growing body of research shows that school climate strongly influences students' motivation to learn and improve academic achievement. When school members feel safe, valued, cared for, respected, and engaged, learning increases. Schools that provide students with support to meet these basic needs allow them to grow socially and emotionally and avoid problems ranging from emotional distress to drug use to violence—in addition to helping them achieve academically."" https://www.cde.ca.gov/ls/ss/se/schoolclimate.asp. School Climate is an area of continued need. Our data indicates that some grade levels improved and some grade levels did not improve: Identified Needs -Belonging 3rd-5th -Relationships 6th-8th -""I enjoy school most of the time"" 3rd-5th, 6th-8th -""Are students friendly to you"" 3rd-5th, 9th-12th -""Do you feel safe during school?"" 3rd-5th, 6th-8th Areas of Strength -Belonging 6th-8th, 9th-12th -Relationships 3rd-5th, 9th-12th -""I enjoy school most of the time"" 9th-12th -""Are students friendly to you"" 6th-8th -""Do you feel safe during school?"" 9th-12th Youth Truth Questions that showed improvement: HES -""Do the things that you learn in one subject help you in other subjects?"" (Increased 1%) -""When I'm feeling upset, I know some ways to make myself feel better."" (Increased 3%) -""Can you be yourself with other students?"" (Increased 1%) HJH -""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (Increased 3%) -""If there is an emergency at my school, I know what to do to keep myself safe."" (Increased 6%) -""Most students are friendly to me."" (Increased 6%) -Overall culture category increased by 1% HHS -""When I'm feeling upset, stressed, or having problems, I know some ways to make myself feel better or cope with it."" (Increased 7%) ""I really feel like a part of my school's community."" (Increased by 7%) -""When I’m feeling upset, stressed, or having problems, there is an adult from school who I can talk to about it."" (Increased 3%) -Overall culture category increased by 9% " We will continue our LCAP goal 3: Relationships. We have enhanced and added additional items related to our actions related to school safety and school climate based on this data and educational partner engagement: 3.1 Student, Family, and Community Engagement Prioritize and strengthen relationships between staff, families, staff and students while recognizing and combating issues of inequity and bias. -Site-based team building activities for staff and students. -Professional Development on Ethnic Studies, Unconscious Bias and social justice. -Strengthen and increase attendance at ELAC meetings. -Cultural celebrations. Student Engagement -Surveys: YouthTruth surveys (Grades 3-12), including data walks or other means of sharing and interacting with survey results. -Student Representation: Student governance, or student representation (as appropriate) TK-12 that is reflective of the student body demographics. 3.2 School Climate Comprehensive program of Social-Emotional Learning throughout the District -Evaluation: Continue to refine and use the SEL Report Card. (by utilizing Youth Truth Survey, SELWeb, Covitality, or other measures) -Curriculum: Support and training for staff including Professional Development in adopted SEL curriculum (RULER for K-5 and Why Try for 6-12). -Support Staff: Staff to respond to social-emotional needs include: School Psychologists, Behavior Specialist, Counseling Interns, School Counselors, and outside providers as necessary. -Trauma-Informed Restorative Practices: all staff utilize trauma informed practices to support students -5-Star -PBIS (Positive Behavior Intervention and Supports): Provide professional development and support to reinvigorate all staff in utilizing PBIS strategies to foster a positive school environment. School Safety -Trainings: AVERT, CPR & First Aid -Cybersecurity: Software for cybersecurity and to monitor student Chromebooks (Securly and Hapara) -Supervision: Campus Supervisors & Yard Duty -Restorative Practices and other alternatives rather than punitive, exclusionary discipline that detaches students from school and from needed supports. -Social-Emotional Support: Covitality and SEL web screeners; Wellness Center at HHS; See also 3.2: School Climate (Counselors); RULER for K-5, Bilingual Student and Family Services Coordinator Behavior Support: -Restorative Practices -PBIS -5-Star Student -Attendance raffles, No tardy party, Extracurricular Activities -Athletics -After School Education and Safety (ASES) program and partnership with Boys & Girls Club Met 2024-06-20 2024 50105040000000 Stanislaus County Office of Education 6 Local Climate data for SCOE is measured through annual administration of the California Healthy Kids survey. The most recent results ( 2022-23) are as follows: Students completing survey = 149 Male = 65 Female = 32 Nonbinary =1 Other =1 Ethnicity : Am Indian or Alaska Native, non Hispanic = 1% Asian or asian American, non Hispanic =1% Black or African American, non-Hispanic =7% Hispanic or Latinx=63% White. non-Hispanic =14% Multiracial,non-Hispanic =9% Something else, non-Hispanic =6% Living Situation: A home with one or more parent/guardian = 86% Other relative's home = 1% A home with more than one family = 6% Friend's home = 1% Foster home, group care or awaitIng placement =1% Shelter, car, campground, or other transitiopnal or temporary housing = 1% Other living arrangement = 5% Parent Education level Did not finish high school = 19% Graduated from high school = 22% Attended college but did not complete 4 year degree = 13% Graduated from college = 14% DOn't know = 31% Language spoken at home English = 69% Spanish = 29% Vietnamese = 1% Arabic = 1% Other = 1% THe CHKS survey reports that 49% of the students surveys feel they have caring adults at school; 56% report High expectation adults in their school and an overall school connectedness rating of 45%. 40% report being happy at their school, and 41% report they feel like they are part of the school. THe CHKS also reports that 58% of the students responding feel safe or very safe on campus. 29% reported neither safe or unsafe and 12% felt unsafe or vey unsafe. 2023-24 Current year data as reported on local Stan Stats Dashboard Suspension rate = 9% Attendance rate = 94% Chronic Abenteeism rate = 16% Drop out rate - <1% DASS grad rate =44.6% The climate data reflects a small student cohort. A major goal/need is to promote greater participation in these surveys. Areas of need include atttendance and overall connectedness. The student stability rate ranges from 14%-22% in our schools. Students are rarley there longer than one school year, students enter and exit weekly. School safety is also an ongoing are of concern. Ares of strength include the presence of caring adults with high expectations. The addition of Board Certified Behavior Analysts is expected to impact attendance, school climate and student behavior. Consistent staff expectations and consequences with recognition for student improvements has already shown marked improvement in site discipline data. The addition of a menu of CTE classes with high student interest has also supported the improvement in attendance and further courses are planned. The school will continue to partner with the local Sheriff for SRO services at all sites daily to increase and maintain site safety for students and staff. In house Mental Health clinicians suport students with both behavioral and mental health needs. Family services are also available. The administration and staff remain poised to support student needs as identified quickly based on the ever revolving door and identified areas of need annually. Met 2024-06-11 2024 50105040117457 Great Valley Academy 6 "GVA's 2023-24 annual student survey indicated that 85% of 3rd - 5th grade students and 77% of 6th - 8th grade students 'feel like they belong at GVA'. Student comments included, ""There is no detention, you can go to the Connecting Room to calm, down, cool off or work something out."" and ""I think that this school is very fun and has lots of positive energy and keeps the school happy. I also like the way that there is a room here for students to talk to teachers and express their feelings."" An area for growth and improvement is around supporting positive student behavior. The survey showed that only 43% of 3rd - 5th grade students and 31% of 6th - 8th grade students responded favorably when asked ""At school, how much does the behavior of other students help or hurt your learning?""" As GVA embarks on the creation of a brand new LCAP, we see this as an opportunity to strategically address issues identified through educational partner input, data and statistics, as well as local, state and national trends. GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families. GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area. Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP will reflect that. Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. GVA has committed programmatically, financially and ideologically to an deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program. A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic. Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school. All professional development in 2024-25 will have a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school). Met 2024-06-24 2024 50105040129023 Stanislaus Alternative Charter 6 "The Stanislaus Alternative Charter School (CBK) administered the CHKS in the 2023/24 school year. There were 158 student responses, 71% were female, 27% were male 1% nonbinary, and one identified as ""something else"". The ethnic breakdown of respondees is as follows: American Indian/Alaska Native, non-Hispanic 1%, Asian or Asian American, non-Hisapanic 2%, Black or African American, non-Hispanic 3%, Hispanic or Latin X 60%, Native Hawaiian or Pacific Islander, non-Hispanic 3%, White, non-Hispanic 21% Multiracial, non-Hispanic 6% Something else, non-Hispanic 5%. School Support Data results indicate that: 87% of the students report they feel connected to the school, 86% report academic motivation, 93% of the students report feeling ""very safe"" or ""safe"" in their school. 98 to100% report that they have never felt harassed due to Race, Religion, sexual orientation, or physical or mental disability. " Based on this data and in the interest of continuous improvement the program will continue to maintain the goals and actions included in the LCAP to support School Climate. CBK will continue to offer a rigorous education program in a place where all students may continue to feel safe and secure. No changes to existing plans are needed at this time. Met 2024-06-11 2024 50710430000000 Ceres Unified 6 "The California Healthy Kids Survey (CHKS) is an anonymous, voluntary survey of school climate, safety, and overall student wellness. It is administered annually to students in grades 4, 6, 7, 9, and 11. It provides CUSD schools and community with key data on school climate, safety, student engagement, barriers and supports associated with academic performance, and overall student well-being. The CHKS is the largest statewide student survey of resiliency, protective factors, risk behaviors, and school climate in the nation. It is focused on the five most important areas for guiding school and student improvement: • student connectedness, learning engagement/motivation, and attendance; • school climate, culture, and conditions; • school safety, including violence perpetration and victimization/bullying; • physical and mental well-being and social-emotional learning; and • student supports, including resilience-promoting developmental factors (caring relationships, high expectations, and meaningful participation). The 2023-24 Ceres Unified School District School Climate Survey (CHKS) was taken by 3,792 students, representing 21 school sites. The survey was comprised of questions on a four-point agreement scale (Strongly Agree, Agree, Disagree, and Strongly Disagree). Summary of student survey results include (% Agree/Strongly Agree): * Caring adults in school: Elementary: 70%; Junior High: 52%; High School 55% * High expectations: Elementary: 83%; Junior High: 65%; High School 66% * Meaningful participation in school: Elementary: 41%; Junior High: 21%; High School 23% * School Connectedness: Elementary: 73%; Junior High: 56%; High School 53% * Academic motivation: Elementary: 81%; Junior High: 66%; High School 63% " "All Elementary and Junior High metrics have decreased slightly since 22-23. High School increased slightly or remained stable in all areas. It is particularly remarkable that ""Meaningful participation in school,"" is the lowest area for all grade levels, particularly Secondary students. The data indicates that district and school staff should pay particular attention to all areas measured by the CHKS. " Data related to each of the CHKS metrics is reported in the Local Control Accountability Plan. Strategies to improve CHKS metrics are embedded in Goal 2 and Goal 3 of the new LCAP. An area of growth for Ceres Unified is disaggregation and analysis of student survey results broken down by different student groups. Met 2024-06-20 2024 50710430107128 Whitmore Charter School of Art & Technology 6 The California Healthy Kids Survey is given every year to students in grades 4, 6, and 7. Data related to each of these metrics is reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter School of Arts and Technology is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: 75%;Hispanic 87%; White 69% * High expectations: 85%; Hispanic 96%; White 69% * Meaningful participation in school: 48%; Hispanic 53%; White 77% * School Connectedness: 86%; Hispanic 84%; White 88% * Academic motivation: 92%; Hispanic 92%;White 96% Students academic motivation increased and their connectedness to school and belief in high expectations were high. Meaningful participation in school was very low, and the school will continue to use its educational partners, as well as students themselves to look for ways to help students feel their time in school is meaningful. Whitmore Charter School of Arts and Technology conducts an annual review of the master schedule, enrollment and course completion data, as well as program data to track the extent to which all students have access to, and are enrolled in, a broad course of study. Annual LCAP surveys and other feedback are analyzed in order to identify additional needs. In addition to enrollment in core academic courses, TK-8 students have access to additional visual and performing arts curriculum through the technology, visual, and performing arts programs at the site. At theTK-5 level, master schedules have been developed that ensure that all students have access to academic intervention and extension that does not conflict with core academic subjects. At the 6-8 level, master schedules include elective offerings beyond the core academic subjects. A 7-period day allows for students to enroll in elective course offerings to increase engagement in school. Spanish is offered as a modern language course offering for students in grade 8. Met 2024-06-20 2024 50710430107136 Whitmore Charter High 6 The California Healthy Kids Survey is given every year to students in grades 9 and 11. Data related to each of these metrics are reported in the Local Control Accountability Plan. An area of growth for Whitmore Charter High School is disaggregation and analysis of student survey results broken down by different student groups. Summary of student survey results include: * Caring adults in school: All 72%; Hispanic 73%; White 64%; EL 67%; LTEL 67%; SWD 92% * High expectations: All 83%; Hispanic 78%; White 91%; EL 56%;LTEL 56%; SWD 92% * Meaningful participation in school: All 31%; Hispanic 31%; White 24%; EL 13%; LTEL 13%; SWD 40% * School Connectedness: All 65%; Hispanic 66%; White 59%; EL 53%; LTEL 53%; SWD 55% * Academic motivation: All 62%; Hispanic 66%; White 52%; EL 67%; LTEL 67%; SWD 63% Students at WCHS continue to feel the school has high expectations, and conversely, only 31% of students feel they have a meaningful participation in their school. The school must work to improve this perception by using its educational partners, and students themselves to identify ways to help students feel that their time at WCHS is meaningful. Meaningful participation in school is very low at 31% with English learners and long term English learnings at 13%. All WCHS students will be surveyed and met with in grade level cohorts, to discuss what this metric means, and create possible solutions or activities to help address this need. Also, in 23-24, WCHS began school rally's monthly to recognize students achievement, play a short game, and engage all students together. While this was an attempt to build school culture, further information in required to see if this addition negatively effective students perception of a meaningful participation in school. Met 2024-06-20 2024 50710430112292 Aspire Summit Charter Academy 6 The local climate survey data from Aspire Summit Charter Academy for Grades 3–5 shows the following results. The overall School Climate score is 65%, reflecting a 9-point increase since the last survey. Highlights include 70% of students finding the school's energy positive and 67% feeling the rules are fair. School Safety is rated at 51%, a 3-point increase, with improvements noted in the frequency of physical fights and the likelihood of online bullying. The Sense of Belonging score stands at 66%, a 5-point increase, with 62% feeling understood by their peers and 81% feeling supported by adults. Teacher-Student Relationships scored 78%, an 8-point increase, with 68% of students feeling teachers would be concerned if they were upset and 88% feeling respected by their teachers The analysis of the survey data reveals several key learnings. There are significant strengths in the areas of Teacher-Student Relationships and Sense of Belonging, indicating successful efforts in fostering a supportive and inclusive environment. The improvements in School Climate and School Safety scores suggest positive trends in the overall social and learning environment and enhanced physical and psychological safety. However, areas such as student respect towards each other and consistent safety measures still require attention to ensure a fully positive school experience for all students. In response to the survey findings, Aspire Summit Charter Academy is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 50710500000000 Chatom Union 6 A local climate survey that captures a valid measure of student perception of school safety is given annually to all students in grades 3rd-8th. The survey is also sent to parents in their primary language representing all student groups. The survey was completed in January 2024.The safety survey results were presented at a public Board Meeting and reviewed by the safety committee to increase safety at each site. Summary of survey results include: * District-Wide, 96.6% of students feel the rules and expectations of the school are clear and well-known * 91.9% of students feel the school has a way to recognize and reinforce positive behavior among students. Students were also asked about the top areas of greatest concern and least concern at school. * The greatest concerns were bullying and dress code. * The least concerns were strangers on campus, weapons, and graffiti. 52.5% of students feel they can go to any staff member for help or support on campus, 16.3% feel they can go to their teacher, 8.1% feel they can go to the office, 9.5% know they can go to a few staff members for support, 7% know they can go to one staff member and 6.6% do not know who to go to. Based on the data and input received through the safety survey and data on the California State Dashboard in the area of suspensions both sites will be revisiting the Positive Behavioral Interventions and Supports (PBIS) systems will be revisivited to create positive reinforcement and incentives to decrease the number of referrals and suspensions. Describe any changes to existing plans, policies, or procedures that the LEA determines necessary in order to address areas of need identified through the analysis of local data and the identification of key learnings. Include any revisions, decisions, or actions the LEA has, or will, implement for continuous improvement purposes. Met The data indicates that students feel safe at each site. Additional communication and presentations need to occur to provide a clearer message to inform students where they can get assistance for emotional and social support as well as support against bu 2024-06-25 2024 50710680000000 Denair Unified 6 In Spring 2024, we conducted a parent survey in which 48% of respondents indicated that they staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 44% said students generally are respectful at school. Also in Spring 2024, we conducted student surveys in which respondents said: DHS: 83.3% of students said they were mostly/very involved in extra curricular activities; 70.9% said they were learning academic skills that prepare them for college or career success; 66.6% said they were gaining life skills that will help them become successful, independent adults; 83.3% said their social emotional needs were supported. DMS: 95% of respondents said they are academically prepared, 92% said they've learned life skills , 90% said their social emotional needs were supported, 69% said they developed technology skills. In addition, students in DUSD take the California Healthy Kids Survey (CHKS) every other year. Below are the results from 2022. Students in Denair schools participate in the California Healthy Kids Survey (CHKS) every other year. In the 2022 administration of CHKS: *62% of respondents perceive Denair schools as safe or very safe. *26% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that most of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 75% of respondents think the adults at school have high expectations of them and 60% said there are caring adults at school. Both of these are slight decreases from the 2019 administration of CHKS, which we attribute to after effects of the COVID-19 pandemic. The results of the CHKS also confirm some things we know about the struggles of students in our district and community: * 4% of middle school students and 22% of high school students admit to current drug or alcohol use. * 13% of high school students said they have considered suicide (a decrease of 4% from the 2019 administration of CHKS). * 27% of middle school students said they have experienced chronic sadness/hopelessness in the last 12 months (the same as the 2019 administration of CHKS). As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. This is reflected in the data. However, since the pandemic, we have noticed an increase in alcohol, tobacco and substance use, specifically vaping marijuana and/or nicotine. Students generally feel safe at school. Our educational partners however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a concern. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We have taken measures to improve safety and security on all campuses and will continue the work for the next few years. Met 2024-06-13 2024 50710680132662 Denair Elementary Charter Academy 6 In Spring 2024, we conducted a parent survey in which 48% of respondents indicated that they staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 44% said students generally are respectful at school. Also in Spring 2024, we conducted student surveys in which 94% of respondents said that this year they learned skills such as reading more confidently, being creative (drama, dance), about other cultures, and social skills. Fifth grade students at DECA participate in the California Healthy Kids Survey (CHKS) every other year. In the 2022 administration of CHKS: *88% of respondents perceive DECA as safe or very safe. *64% of respondents report that the school has an anti-bullying climate and 86% say that adults make it clear that bullying is not allowed. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 77% of respondents think the adults at school have high expectations of them and 67% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 14% of respondents admit to having tried alcohol, 3% report having tried vaping and 0% report having tried marijuana. * 15% of respondents said they felt sad most or all of the time. As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. This is reflected in the data. However, since the pandemic, we have noticed lingering social-emotional and mental wellbeing issues. Students generally feel safe at school. Our educational partners, however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a concern. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We have taken measures to improve safety and security on all campuses and will continue the work for the next few years. Met 2024-06-13 2024 50710685030267 Denair Charter Academy 6 In Spring 2024, we conducted a parent survey in which 48% of respondents indicated that they staff develop positive relationships with students and families, 47% said their child is able to show their learning in a variety of ways, and 44% said students generally are respectful at school. Also in Spring 2024, we conducted student surveys in which 89% of students are satisfied with DCA. 71% of students feel that DCA is preparing them for their future goals. 65% of students feel that the courses are preparing the students for college. In addition, students at DCA take the California Healthy Kids Survey (CHKS) every other year. Below are the results from 2022. *86% of respondents perceive DCA as safe or very safe. *17% of respondents report that they have been bullied or harassed in the last 12 months. These results affirm that a large majority of our students feel safe at school, however we cannot be satisfied until all of our students indicate that they feel safe. Additionally, 61% of respondents think the adults at school have high expectations of them and 53% said there are caring adults at school. The results of the CHKS also confirm some things we know about the struggles of students in our school and community: * 29% of our middle and high school students admit to current drug or alcohol use. * 15% of students said they have considered suicide. * 40% of students said they have experienced chronic sadness/hopelessness in the last 12 months. As a small school district, DUSD staff are able to build strong rapport with students and long-standing relationships with families. This is reflected in the data. However, since the pandemic, we have noticed an increase in alcohol, tobacco and substance use, specifically vaping marijuana and/or nicotine. Students generally feel safe at school. Our educational partners however, feel that while our campuses are well maintained with positive cultures, the lack of adequate perimeter security is a concern. We have a strong mental health team of counselors and clinicians (both internal and community-based) to provide additional support, guidance, and resources for all students and families in Denair. This includes a Student Assistance Specialist who focuses on alcohol, tobacco and substance use. In addition, we have implemented a number of social-emotional programs to support individual mental health and a positive school culture. We have taken measures to improve safety and security on all campuses and will continue the work for the next few years. Met 2024-06-13 2024 50710760000000 Empire Union Elementary 6 Results are taken from the 2022-2023 California Healthy Kids Main Report prepared by Health & Human Development Program at WestEd. 75% of elementary students feel connected to school-(72% Hispanic or Latinx; 86% White; 71% Something Else) 54% of secondary students feel connected to school-(55% Hispanic or Latinx; 57% White; 44% Mixed Ethnics; 54% Something Else) 87% of elementary students feel academically motivated-(86% Hispanic or Latinx; 86% White; 89% Something Else) 67% of secondary students feel academically motivated-(66% Hispanic or Latinx; 65% White; 68% Mixed Ethnics; 75% Something Else) 71% of elementary students have relationships with caring adults-(68% Hispanic or Latinx; 76% White; 67% Something Else) 55% secondary students have relationships with caring adults-(53% Hispanic or Latinx; 70% White; 52% Mixed Ethnics; 51% Something Else) 88% of elementary students feel adults in school have high expectations-(87% Hispanic or Latinx; 100% White; 82% Something Else) 68% of secondary students feel adults in school have high expectations-(65% Hispanic or Latinx; 83% White; 72% Mixed Ethnics; 68% Something Else) 43% of elementary students have meaningful participation in school -(39% Hispanic or Latinx; 41% White; 39% Something Else 24% of secondary students have meaningful participation in school-(22% Hispanic or Latinx; 31% White; 18% Mixed Ethnics; 28% Something Else) 80% of elementary students feel safe at school-(77% Hispanic or Latinx; 94% White; 76% Something Else) 50% of secondary students perceive school to be safe or very safe-(49% Hispanic or Latinx; 63% White; 32% Mixed Ethnics; 52% Something Else) Student responses are less favorable than the previous CHKS survey, specifically at the secondary level. Even though the middle school data shows a larger discrepancy between 2019 and 2023, there is still a discrepancy at the elementary level. Additionally, there is a discrepancy in responses between student subgroups. Much is believed to be attributed to distance learning and the lack of relationships resulting from COVID-19 practices and guidelines. This identifies a need within EUSD to build relationships in order to strengthen the school climate, specifically regarding supports engagement, and student subgroup awareness. "The Empire Union School District’s focus is to ensure students feel safe and connected to school. This is best accomplished through relationships with caring adults at school. As a result, the district continues to implement the “Positive Behavior Intervention and Support"" (PBIS) program at every school with support from our county office of education. Additionally, our counselors on every campus school site within the district, are providing students with direct instruction related to Anti-Bullying, Kindness, and Conflict Resolution." Met 2024-06-20 2024 50710840000000 Gratton Elementary 6 The District utilizes the information collected in the California Healthy Kids Survey to evaluate the school climate. As a result of a low participation rate in the 2022-2023 school year, the information cannot be reported due to privacy. The California Healthy Kids survey is administered every other year. NA - data set too small to report due to privacy NA - data set too small to report due to privacy Met 2024-06-10 2024 50710840120089 Gratton Charter 6 The District utilizes the information collected in the California Healthy Kids Survey to evaluate the school climate. As a result of a low participation rate in the 2022-2023 school year, the information cannot be reported due to privacy. The California Healthy Kids survey is administered every other year. NA - data set too small to report due to privacy NA - data set too small to report due to privacy Met 2024-06-10 2024 50710920000000 Hart-Ransom Union Elementary 6 In our Healthy Kids Survey, students felt very safe at school. The students indicated that they fell very safe at school, but their concern for safety in the bathrooms could contribute to their learning in class. The concern to the safety in bathroom use will have the teachers using a sign out system to identify students actions and address the area of concern. Met 2024-06-13 2024 50710926112965 Hart-Ransom Charter 6 As a homeschool charter, we have created a local climate survey that has focussed both on how students and how parents feel in terms of feeling welcomed and feeling safe on the campus. Out of 456 students, we received 57 responses from students (high school) and 83 from parents, 71 from TK-8 parents and 12 from HS parents. This survey did not disaggregate the date by further subgroups. Most students and parents stated that they strongly agree that they feel both welcomed and safe on the campus. A small number stated that they agree. There were zero responses that they do not feel safe or feel unwelcomed (no ratings of disagree or strongly disagree.) It is notable that the students and parents very consistently feel safe and welcomed. We will continue to seek maximum participation in these surveys and assess the data to ensure that students and families continue to feel safe and comfortable on campus. There are no immediate changes needed to plans, policies or procedures. Met 2024-06-13 2024 50711000000000 Hickman Community Charter 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 97% of our students have a strong belief that if they work hard, they will become better students. 65% of the students have definitive plans to pursue some kind of education after high school while 25% of the students are considering postsecondary education. 95% of the students believe their teachers have high expectations for them to succeed and 83% of our students are proud of their school (18% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups. The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 25% of our student body is actually thinking of attending a 4 year college. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development. We are working with University of Pacific on a grant project That allows us to use interns to work with out students. The grant will also help us pilot a SEL screening tool, to help us indentify students who need additional support. The screening tool pilot will be implemented in the 24-25 school year. We will also work to build more of a college going atmosphere on campus. Met 2024-06-17 2024 50711006052559 Hickman Elementary 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 97% of our students have a strong belief that if they work hard, they will become better students. 65% of the students have definitive plans to pursue some kind of education after high school while 25% of the students are considering postsecondary education. 95% of the students believe their teachers have high expectations for them to succeed and 83% of our students are proud of their school (18% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups. The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 25% of our student body is actually thinking of attending a 4 year college. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development. We are working with University of Pacific on a grant project That allows us to use interns to work with out students. The grant will also help us pilot a SEL screening tool, to help us indentify students who need additional support. The screening tool pilot will be implemented in the 24-25 school year. We will also work to build more of a college going atmosphere on campus. Met 2024-06-17 2024 50711006112627 Hickman Charter 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 97% of our students have a strong belief that if they work hard, they will become better students. 65% of the students have definitive plans to pursue some kind of education after high school while 25% of the students are considering postsecondary education. 95% of the students believe their teachers have high expectations for them to succeed and 83% of our students are proud of their school (18% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups. The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 25% of our student body is actually thinking of attending a 4 year college. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development. We are working with University of Pacific on a grant project That allows us to use interns to work with out students. The grant will also help us pilot a SEL screening tool, to help us indentify students who need additional support. The screening tool pilot will be implemented in the 24-25 school year. We will also work to build more of a college going atmosphere on campus. Met 2024-06-17 2024 50711006116388 Hickman Middle 6 HES/HMS Our student survey was given to our 5th grade and 8th-grade students. Overwhelmingly, 97% of our students have a strong belief that if they work hard, they will become better students. 65% of the students have definitive plans to pursue some kind of education after high school while 25% of the students are considering postsecondary education. 95% of the students believe their teachers have high expectations for them to succeed and 83% of our students are proud of their school (18% had no opinion on this matter). 76% of our students assuredly feel safe at school while 10% of the students had no opinion on this point. Our survey does not identify student groups, so we are not able to disaggregate the data by student groups. The data shows that a large majority of our students feel confident and safe while at school. They believe in themselves and their teachers. an area of weakness that stands out is that only 25% of our student body is actually thinking of attending a 4 year college. Although 65% have definite plans to pursue some kind of education, we feel we need to help students know that they all have access to a 4 year college. We also are looking to pilot a screening tool for social emotional development. We are working with University of Pacific on a grant project That allows us to use interns to work with out students. The grant will also help us pilot a SEL screening tool, to help us indentify students who need additional support. The screening tool pilot will be implemented in the 24-25 school year. We will also work to build more of a college going atmosphere on campus. Met 2024-06-17 2024 50711340000000 Keyes Union 6 The Keyes School District conducts its annual local climate survey using the California Healthy Kids Survey (CHKS) to assess student perceptions of school safety and connectedness. This survey is administered across all grade spans served by the district, namely TK-5, 6-8, and 9-12. The survey data provides valuable insights into various aspects of the school environment and student experiences. The CHKS yields an overall score representing the general climate of the school environment. For Keyes School District, the overall score for all students indicates a positive climate conducive to learning and personal development. Keyes School District ensures the disaggregation of survey data by student groups as outlined in the California Education Code 52052. This includes but is not limited to: Grade Level: Analysis by grade spans (TK-5, 6-8, 9-12) allows for understanding how perceptions of safety and connectedness vary across different developmental stages. Demographic Factors: Disaggregation by student demographics such as race, ethnicity, gender, socioeconomic status, and English learner status provides insights into any disparities in experiences within the school environment. Special Populations: Identifying and analyzing data for special student populations, including students with disabilities and foster youth, to ensure their unique needs are addressed. School Site Comparison: Comparison of survey data between individual school sites within the district offers insights into variations in school climate and allows for targeted interventions where necessary. Subset Analysis: In addition to the overall score, Keyes School District conducts a subset analysis focusing on specific survey items related to school safety, inclusivity, and support systems. This includes examining responses to questions addressing bullying, access to mental health resources, perceived teacher support, and opportunities for student engagement. Additional Data Collection Tools: To complement the CHKS data, Keyes School District also utilizes additional data collection tools such as focus groups, student forums, and parent surveys. These tools provide qualitative insights and a deeper understanding of specific issues identified in the survey data. Conclusion: The local climate survey data, primarily collected through the CHKS, serves as a valuable resource for Keyes School District in understanding and addressing the diverse needs of its student population. By disaggregating data and conducting subset analyses, the district can identify areas of strength and improvement, ensuring a safe and supportive learning environment for all students. Areas of Strength: Overall Positive Climate: Across all grade spans, the survey data indicates a generally positive perception of the school climate among students. This suggests that Keyes School District has fostered an environment conducive to learning and student well-being. Teacher Support: The survey reveals high levels of perceived teacher support among students across various demographic groups. This indicates that educators within the district effectively engage with students and provide necessary support, contributing to a positive school experience. Access to Resources: Students report adequate access to mental health support services and academic assistance. This indicates that Keyes School District is effectively addressing the diverse needs of its student population and providing the necessary resources to promote student success. Inclusivity: Data disaggregated by student demographics shows a consistent perception of inclusivity within the school environment. This suggests that efforts to promote diversity, equity, and inclusion resonate with students from different district backgrounds. Identified Needs: Addressing Bullying: Despite overall positive perceptions of school climate, data analysis reveals pockets of concern related to bullying experiences, particularly among certain student groups. This highlights the need for targeted interventions and anti-bullying initiatives to ensure a safe and supportive school environment for all students. Support for Special Populations: Disaggregated data highlights disparities in experiences among special student populations, including students with disabilities and foster youth. Keyes School District recognizes the importance of providing tailored support to address the unique needs of these students. It is committed to implementing strategies to enhance their academic and social-emotional well-being. Equity in Access: While overall access to resources is reported positively, there are indications of disparities in resource access among certain student groups. Keyes School District acknowledges the importance of equity in resource allocation and is committed to addressing any gaps to ensure equitable opportunities for all students. Enhancing Family Engagement: Data analysis underscores the importance of strengthening family engagement efforts, particularly among underserved communities. Keyes School District recognizes the vital role of parents and caregivers in supporting student success. It is committed to fostering meaningful partnerships with families to promote student achievement and well-being. Conclusion: Analyzing local climate survey data for Keyes School District has provided valuable insights into the strengths and areas of improvement within the school environment. The district is committed to fostering a safe, inclusive, and supportive learning environment by addressing identified needs and building upon areas of strength. Action Plan for Continuous Improvement: Keyes Union Elementary School District In response to the key learnings derived from analyzing local climate survey data and identifying areas of need, Keyes School District has developed a comprehensive action plan to address the identified challenges and foster continuous improvement within the school environment. The following outlines the changes to existing plans, policies, or procedures that the district has determined necessary: Bullying Prevention Initiative: Implementation of targeted anti-bullying programs and interventions tailored to address the concerns raised by survey data. School policies and procedures are revised to strengthen mechanisms for reporting and addressing bullying incidents promptly and effectively. Training sessions for staff and students to raise awareness about bullying prevention strategies and promote a culture of empathy and respect. Support for Special Populations: Enhancement of support services and resources for special student populations, including students with disabilities and foster youth. Development of individualized support plans in collaboration with families and relevant stakeholders to address the unique needs of these students. Implementing professional development opportunities for educators focused on inclusive practices and strategies for supporting diverse learners. Equity in Resource Allocation: Conducting a comprehensive review of resource allocation practices to identify and address any disparities in access to educational opportunities and support services among student groups. Revision of budgetary priorities to ensure equitable distribution of resources across all schools and student populations within the district. Regularly monitor and evaluate resource allocation practices to ensure alignment with the district's equity goals and objectives. Family Engagement Enhancement: Expansion of outreach efforts to foster meaningful partnerships with families, particularly those from underserved communities. Implementing culturally responsive family engagement strategies and initiatives to increase parent involvement in their child's education. Establishment of parent advisory committees and forums to provide opportunities for collaborative decision-making and feedback on district policies and practices. Met Conclusion: The Keyes Union Elementary School District is committed to implementing the necessary changes to address areas of need identified through analyzing local data and identifying key learnings. By revising existing plans, policies, and procedures 2024-06-25 2024 50711346113286 Keyes to Learning Charter 6 Student groups surveyed included jr. high, high school, and elementary school. Overall the data represented students felt safe, teachers cared about students, and all students felt they were treated fairly by other students and staff. In analyzing the data, school safety is a priority, and is being addressed by the school at large according to elementary, junior high, and high school students. The area of concern, for high school students was mental health opportunities. Hours and resources for our SEL are added to increase mental health in our students and for our students. KtL will continue to offer educational training to parents and students to improve student wellness. Met 2024-06-25 2024 50711420000000 Knights Ferry Elementary 6 A review of several years of the CHKS data results on school climate, interviews with middle school student groups and surveys sent to parents regarding enrollment were used to analyze school climate. The subset of any UPP or ethnic student group is so small that disaggregate data is not available. KFS continues to have a high percentage of students who feel safe (71%) and connected ( 59%) per 2023 CHKS. Ironically, during COVID, a higher percentage of students reported feeling connected to the school on the CHKHS. Individual students (2024) reported strong friendships with other students, academic success and a home-like atmoshphere at the school as important aspects of their schooling. Many students in the survey group report (and use the word) a love for their school. A safe, welcoming and supportive climate is a strength of Knights Ferry School and has been both emirically and informally supported in data for many years. Both formal and informal data support these areas of strength. While the majority of respondents to the CHKS reported feeling connected, 59% is not high enough. Thus a focus area would be working with students to increase this percentage consistently across school years. Separate student groups are too small to disaggregate. The District will work with the Student Council on activities identified by the students that would contribute to a higher level of feelings of connectedness. Met 2024-06-19 2024 50711670000000 Modesto City Elementary 6 The district conducted a Student Climate Survey during the 2023-24 school year, involving grades 3-12. Hanover Research analyzed the data to shape the district’s Local Control and Accountability Plan (LCAP). The survey results included three main constructs: Academic Environment, School/Building Environment, and Social Environment. **Academic Environment** The instructional climate is favorable, with over three-quarters of students in grades 6-12 agreeing that their school provides sufficient material and technology resources and wants students to succeed. Teachers are well-regarded, though students believe lessons could be more applicable to everyday life. Student engagement is strong based on student input. Student motivation is low for grades 6-12 (33%) but higher for grades 3-5 (68%). Less than half of grades 6-12 students agree with statements related to attitudes toward learning, while the majority of grades 3-5 students agree. **School/Building Environment** Overall, the school climate is adequate. More than half of the students feel they belong and are welcome, but less than half feel proud or like school. Grades 3-5 report higher outcomes than grades 6-12. For feeling proud, 88% of grades 3-5 students report positively compared to 40% for grades 6-12. Similar trends are seen in feeling welcome (87% vs. 59%), liking school (75% vs. 37%), and being part of the school family (72% vs. 52%). Students generally feel safe at school, though grades 6-12 students have concerns about violence and theft, unlike their younger peers. Two-thirds of grades 6-12 students feel safe in their learning spaces and school commutes, compared to over four-fifths of grades 3-5 students. While most students feel their classrooms support learning, other environments, like bathrooms, need improvement. Seventy-five percent agree classrooms are comfortable, and more than half agree common areas are clean, but less than 25% feel bathrooms are clean. **Social Environment** Adult-to-student relationships are perceived positively, with over two-thirds of students feeling that adults care and consistently enforce rules. Grades 3-5 students report very positive relationships with adults. Student-to-student relationships are less positive than adult-to-student relationships. Grades 3-5 students report higher rates of helping each other learn (74% vs. 51%) and treating each other nicely (53% vs. 45%). Instances of physical or verbal harassment from students or staff are rare, but verbal harassment from peers is common, often revolving around physical appearance, gender, or race. Overall, the highest-rated construct is the Academic Environment, with student engagement as the highest-rated subconstruct. The lowest-rated construct is the School/Building Environment, particularly the physical environment. The survey revealed that students expressed high levels of engagement and positivity towards the instructional climate of the district. Notably, a significant majority—over 84%—of respondents felt that teachers were supportive and invested in their success. Additionally, more than 70% of students believed that the district offered quality co-curricular and extracurricular activities. Students also indicated that the district provides robust support to English learners and Students with Disabilities. A substantial proportion, two-thirds or more, agreed that the schools adequately prepare them for college, careers, and equip them with essential computer and technology skills. However, there were differences in responses between elementary students in grades 3-5 and those in grades 6-12. For instance, elementary students reported higher rates of feeling welcomed at school (87% compared to 59% for grades 6-12), as well as in adult support (87% vs. 67%) and facilities upkeep (66% vs. 55%). While instances of physical or verbal harassment from students or staff were rare according to most students, verbal harassment from peers was the most common form reported. Incidents of bullying or harassment often revolve around physical appearance, gender, or race. Despite feeling supported in classroom settings, students noted that other environments like bathrooms or common areas require improvement. To address these findings, the district has taken several steps. Professional development programs related to student engagement have been implemented for teachers, aiming to enhance their interactions with students. Mental health support services have been expanded across all school sites. Furthermore, district and site leadership have been actively assessing physical environments to identify areas for improvement and enhance the overall student experience. As a follow-up to the School Climate Survey, the district partnered with ThoughtExchange to send out an Exchange to students in grades 9-12 to gain a greater understanding of the concerns related to student safety. This Exchange allowed students to enter their thoughts and to rate the thoughts of others. The results of the Exchange are being evaluated to help determine actions that need to be taken to address the student concerns expressed. Met 2024-06-17 2024 50711670137265 Aspire University Charter 6 The local climate survey data from Aspire University Charter School for Grades 3–5 reveals several key findings. The overall School Climate score is 72%, reflecting a significant 9-point increase since the last survey. Highlights include 76% of students finding the school's energy positive and 79% feeling the rules are fair. School Safety is rated at 58%, up by 1 point, with notable improvements in the frequency of physical fights and the likelihood of online bullying. The Sense of Belonging score stands at 73%, an 8-point increase, with 65% feeling understood by their peers and 77% feeling supported by adults. Teacher-Student Relationships scored 85%, a 14-point increase, with 80% of students feeling teachers would be concerned if they were upset and 93% feeling respected by their teachers. The analysis of the survey data reveals several key learnings. There are significant strengths in the areas of Teacher-Student Relationships and Sense of Belonging, indicating successful efforts in fostering a supportive and inclusive environment. The improvements in School Climate and School Safety scores suggest positive trends in the overall social and learning environment and enhanced physical and psychological safety. However, some areas still need attention, such as addressing disrespect among students and ensuring consistent safety measures. In response to the survey findings, Aspire University Charter School is implementing several strategic changes. To enhance attendance and enrollment, the school will ensure the attendance team reviews data weekly, focusing on high-risk groups, and increase family communication regarding absences. Home visits will be conducted for students with chronic absenteeism, and school-wide attendance incentive programs will be implemented. Enrollment efforts will include a marketing plan utilizing flyers and social media, as well as open enrollment meetings. To strengthen Social-Emotional Learning (SEL), the school will provide needed curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train all teammates on SEL competencies. Student leadership clubs will be started, and monthly family education experiences will be continued to engage families in SEL practices. Family and community engagement will be enhanced through quarterly family engagement events, monthly SSC/ELAC meetings, and the creation of a Black Family Advisory group. A social media liaison will be utilized to increase awareness of school events and create stronger school connections. For improving school climate, staff training on the new Powerschool Incident Management system will be provided, and an MTSS team will be established to review school climate data. The school will continue using PBIS systems to reinforce positive behaviors and will conduct regular fidelity checks on PBIS and restorative practices. Facility management will include quarterly walkthroughs using the Facility Inspection Tool to ensure compliance with the Williams Act requirements. Regular training on the school comprehensive safety plan will be provided to all teammates. Coaching for teachers will be ensured through bi-weekly feedback sessions using the Aspire Student Learning Framework and TeachBoost. School leadership team members will set goals and have regular coaching conversations with principals to support professional growth. These actions aim to address the identified needs, improve school safety, foster a positive school climate, and enhance community engagement for continuous improvement. Met 2024-06-20 2024 50711670138057 Connecting Waters Charter School - Central Valley 6 CV asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help. After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size. At this time, no major policy changes have been made as a result of the data analysis. Met 2024-06-11 2024 50711750000000 Modesto City High 6 The district conducted a Student Climate Survey during the 2023-24 school year, involving grades 3-12. Hanover Research analyzed the data to shape the district’s Local Control and Accountability Plan (LCAP). The survey results included three main constructs: Academic Environment, School/Building Environment, and Social Environment. **Academic Environment** The instructional climate is favorable, with over three-quarters of students in grades 6-12 agreeing that their school provides sufficient material and technology resources and wants students to succeed. Teachers are well-regarded, though students believe lessons could be more applicable to everyday life. Student engagement is strong based on student input. Student motivation is low for grades 6-12 (33%) but higher for grades 3-5 (68%). Less than half of grades 6-12 students agree with statements related to attitudes toward learning, while the majority of grades 3-5 students agree. **School/Building Environment** Overall, the school climate is adequate. More than half of the students feel they belong and are welcome, but less than half feel proud or like school. Grades 3-5 report higher outcomes than grades 6-12. For feeling proud, 88% of grades 3-5 students report positively compared to 40% for grades 6-12. Similar trends are seen in feeling welcome (87% vs. 59%), liking school (75% vs. 37%), and being part of the school family (72% vs. 52%). Students generally feel safe at school, though grades 6-12 students have concerns about violence and theft, unlike their younger peers. Two-thirds of grades 6-12 students feel safe in their learning spaces and school commutes, compared to over four-fifths of grades 3-5 students. While most students feel their classrooms support learning, other environments, like bathrooms, need improvement. Seventy-five percent agree classrooms are comfortable, and more than half agree common areas are clean, but less than 25% feel bathrooms are clean. **Social Environment** Adult-to-student relationships are perceived positively, with over two-thirds of students feeling that adults care and consistently enforce rules. Grades 3-5 students report very positive relationships with adults. Student-to-student relationships are less positive than adult-to-student relationships. Grades 3-5 students report higher rates of helping each other learn (74% vs. 51%) and treating each other nicely (53% vs. 45%). Instances of physical or verbal harassment from students or staff are rare, but verbal harassment from peers is common, often revolving around physical appearance, gender, or race. Overall, the highest-rated construct is the Academic Environment, with student engagement as the highest-rated subconstruct. The lowest-rated construct is the School/Building Environment, particularly the physical environment. The survey revealed that students expressed high levels of engagement and positivity towards the instructional climate of the district. Notably, a significant majority—over 84%—of respondents felt that teachers were supportive and invested in their success. Additionally, more than 70% of students believed that the district offered quality co-curricular and extracurricular activities. Students also indicated that the district provides robust support to English learners and Students with Disabilities. A substantial proportion, two-thirds or more, agreed that the schools adequately prepare them for college, careers, and equip them with essential computer and technology skills. However, there were differences in responses between elementary students in grades 3-5 and those in grades 6-12. For instance, elementary students reported higher rates of feeling welcomed at school (87% compared to 59% for grades 6-12), as well as in adult support (87% vs. 67%) and facilities upkeep (66% vs. 55%). While instances of physical or verbal harassment from students or staff were rare according to most students, verbal harassment from peers was the most common form reported. Incidents of bullying or harassment often revolve around physical appearance, gender, or race. Despite feeling supported in classroom settings, students noted that other environments like bathrooms or common areas require improvement. To address these findings, the district has taken several steps. Professional development programs related to student engagement have been implemented for teachers, aiming to enhance their interactions with students. Mental health support services have been expanded across all school sites. Furthermore, district and site leadership have been actively assessing physical environments to identify areas for improvement and enhance the overall student experience. As a follow-up to the School Climate Survey, the district partnered with ThoughtExchange to send out an Exchange to students in grades 9-12 to gain a greater understanding of the concerns related to student safety. This Exchange allowed students to enter their thoughts and to rate the thoughts of others. The results of the Exchange are being evaluated to help determine actions that need to be taken to address the student concerns expressed. Met 2024-06-17 2024 50711750120212 Aspire Vanguard College Preparatory Academy 6 The local climate survey data from Aspire Vanguard College Preparatory Academy for Grades 6–12 shows the following results. The overall School Climate score is 43%, an 8-point increase since the last survey. School Safety is rated at 47%, a 2-point decrease. The Sense of Belonging score stands at 36%, a 5-point increase. Teacher-Student Relationships scored 60%, a 7-point increase. Specific highlights include 41% of students finding the school's energy positive and 45% feeling the physical space is pleasant. The analysis of the survey data reveals several key learnings. There are positive trends in the areas of School Climate, Sense of Belonging, and Teacher-Student Relationships, indicating successful efforts in fostering a supportive environment. However, the decrease in School Safety highlights ongoing challenges in ensuring physical and psychological safety. The data suggests a need for further improvements to make students feel more valued and connected, and to enhance their sense of safety. In response to the survey findings, Aspire Vanguard College Preparatory Academy is implementing several strategic changes focused on improving school climate and Social-Emotional Learning (SEL). To strengthen SEL, the school will provide necessary curriculum replacements, conduct regular fidelity checks on SEL curriculum usage, and train staff on SEL competencies. Student leadership clubs will be initiated, and monthly family education experiences will engage families in SEL practices. To improve school climate, staff training on the Powerschool Incident Management system will be provided, and an MTSS team will review climate data. The school will continue using PBIS systems, conduct fidelity checks, and provide professional development on CPI, de-escalation techniques, and Restorative Practices. Family engagement will be enhanced through quarterly events, monthly SSC/ELAC meetings, and a Black Family Advisory group. A social media liaison will increase awareness of school events. Facility management includes quarterly walkthroughs using the Facility Inspection Tool, and regular training on the comprehensive safety plan. Teachers will receive bi-weekly coaching sessions and regular coaching conversations to support professional growth. These actions aim to improve safety, school climate, and community engagement. Met 2024-06-20 2024 50712090000000 Paradise Elementary 6 We currently administer the California Healthy Kids Survey every other year, the 2023-24 school year was a non-administration year for Paradise Elementary. We are currently developing a local climate survey to administer to students in grades 5-8 that would serve as a consistent measure of school climate to be administered every year in addition to the California Healthy Kids Survey. Therefore, baselines for climate data will be established in the 2024-25 school year. We will work to identify key learnings from the data in the commin year, particularly once we have established multiple years of consistent data to identify trends of successes and needs. The main change to plans and policies is that we will administer a consistent student climate survey annually to better assist us in identifying successes and needs. Met 2024-06-19 2024 50712090112383 Paradise Charter 6 We currently administer the California Healthy Kids Survey every other year, the 2023-24 school year was a non-administration year for Paradise Elementary. We are currently developing a local climate survey to administer to students in grades 5-8 that would serve as a consistent measure of school climate to be administered every year in addition to the California Healthy Kids Survey. Therefore, baselines for climate data will be established in the 2024-25 school year. We will work to identify key learnings from the data in the commin year, particularly once we have established multiple years of consistent data to identify trends of successes and needs. The main change to plans and policies is that we will administer a consistent student climate survey annually to better assist us in identifying successes and needs. Met 2024-06-19 2024 50712170000000 Patterson Joint Unified 6 "PJUSD administers the California Healthy Kids Survey (CHKS) annually to all students in grades 3-12. The results provide data meant to improve school climate, student engagement, parent involvement and academic achievement. The findings below are from the 2023/24 survey for students in grades 5th, 8th, 11th and for non-traditional (NT) which are students the state of California identifies as attending a continuation high school, such as Del Puerto High School. School Connectedness The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel connected to school: • 5th Grade: Overall- 68%, African American- 66%, Hispanic/Latino- 71%, White- 65% • 8th Grade: Overall- 42%, Asian- 40%, African American- 31%, Hispanic/Latino- 44%, White- 42%, Two or More Races- 26%, English Learner- 44%, Long-Term English Learner- 50%, Students with Disabilities- 53% • 11th Grade: Overall- 40%, Hispanic/Latino- 39%, White: 43%, Students with Disabilities- 34% • NT (Del Puerto HS): Overall: 57%, Hispanic/Latino- 57% School Safety The rates below are based on the percentage of students, overall and by student subgroups reported by the CHKS, that selected ""Yes, most of the time"" or ""Yes, all of the time"" that they feel safe at school: • 5th Grade: Overall- 77%, African American- 90%, Hispanic/Latino- 80%, White- 89% • 8th Grade: Overall- 41%, Asian- 27%, African American- 31%, Hispanic/Latino- 45%, White- 37%, Two or More Races- 36%, Students with Disabilities- 54%, English Learner- 34%, Long-Term English Learner50% • 11th Grade: Overall- 38%, Hispanic/Latino- 39%, White- 42%, Students with Disabilities- 50% • NT (Del Puerto HS): Overall: 65%, Hispanic/Latino- 57% Additionally, Patterson High School implemented the Peer Leaders Uniting Students (PLUS) program during the 2023/24 school year and administered a PLUS survey to all students in the Fall of 2023. The results, from 1,037 students in grades 9-12, are shown below: • School Connectedness (I feel included in this school): 75% • Staff/Student Relationships (I feel valued as an individual at my school): 70% • School Safety (I feel safe on my campus): 75%" Data from the CHKS indicates school connectedness decreases from 58% at the 5th grade to 42% for 8th grade students and 40% of 11th grade students. The same trend is also observed for school safety with 77% of 5th grade students reporting they feel safe at school and 41% of 8th grade students and 38% of 11th grade students indicating they feel safe at school, respectively. Interestingly, the PLUS survey administered in the Fall of 2023 to all students at Patterson High School shows results that are different than those reported for 11th grade students on the CHKS. 75% of students reported feeling connected to the school on the PLUS survey compared to 40% of 11th grade students on the CHKS. Additionally, 75% of students reported feeling safe on the PLUS survey compared to 38% of 11th grade students on the CHKS. Variances between both surveys needs to be explored further. Finally, CHKS data from Del Puerto High School differs from 11th grade student responses from Patterson High School on both school connectedness and school safety, with Del Puerto having higher self-reported scores, as follows: School Connectedness • Del Puerto High School: 57% feel connected to their school. • Patterson High School: 40% of 11th grade students feel connected to their school. School Safety • Del Puerto High School: 65% feel safe at school. • Patterson High School: 38% of 11th grade students feel safe at school. Prioritizing school connectedness and school safety at Creekside Middle School and Patterson High School will be a focus for PJUSD. Improving school safety and climate remains a priority in PJUSD. Goal #2 of the 2024/25 LCAP- Student and Staff Safety and Wellness- speak to five actions to improve school connectedness and school safety: • Action 2.1- Site Safety • Action 2.2- PBIS with Social Emotional Support • Action 2.3- Staff and Student Wellness • Action 2.4- Multi- Tiered System of Support: Behavior, Social-Emotional Learning, Attendance • Action 2.5- Alcohol and Drug Prevention and Intervention Additionally, the PLUS program will be implemented at Creekside Middle School beginning in the 2024/25 school year, in part, due to the success of the PLUS program and Patterson High School, and the need to expand social-emotional supports for students at Creekside. Met 2024-06-10 2024 50712330000000 Roberts Ferry Union Elementary 6 Since we administer the California Healthy Kids Survey every other year, the 2023-24 student survey served as a local measurement of school climate for all students in grades 5-8. Below are the prompts and average scores on a scale of 1-5, with 5 being the highest. Due to varying grade levels and small class sizes, we will not list grade-specific scores. However, these scores are being reviewed to develop support for both student groups and teachers as needed. 1. Do you feel safe at school? - 4.1 2. Do you feel like you are a part of the school? - 4.1 3. Do you feel like you can be yourself at school? - 3.5 4. During lessons, do you understand what is being taught? - 3.8 5. Do you feel comfortable asking your teacher questions? - 4.1 6. Do you feel that you can focus on your schoolwork without distractions? - 3.4 7. Do you feel that the homework assigned is helpful to your learning? - 3.5 8. Do you feel that the staff treat all students fairly? - 3.8 9. Do you find the lunch offerings interesting/good? - 3.9 10. Do you feel that the school provides engaging activities for students to participate in? - 4.2 11. Do you feel that the staff cares about you? - 4.2 12. Do you feel that your classmates support one another? - 3.5 13. Overall, are you happy with your school experience this year? - 4.2 The areas with lower ratings were the ability to complete work without distractions, homework supporting learning, and supportive classmates. One grade level had notably lower scores in the areas of distractions and supportive classmates, while all grade levels rated homework support consistently near the overall outcome. The areas with higher ratings were engaging activities provided by the school, staff care for students, and overall happiness with the school year. One grade level had slightly lower scores in the areas of staff care and overall happiness, while all grade levels rated engaging activities consistently near the overall outcome. In reviewing this data, we will collaborate with staff to provide training focused on enhancing student relationships and creating meaningful instructional time that engages students, thereby reducing opportunities for distractions in the classroom. Additionally, we will closely monitor the class of students whose averages indicate a need for increased school connectedness. Met 2024-06-11 2024 50712330121525 Roberts Ferry Charter School Academy 6 Since we administer the California Healthy Kids Survey every other year, the 2023-24 student survey served as a local measurement of school climate for all students in grades 5-8. Below are the prompts and average scores on a scale of 1-5, with 5 being the highest. Due to varying grade levels and small class sizes, we will not list grade-specific scores. However, these scores are being reviewed to develop support for both student groups and teachers as needed. 1. Do you feel safe at school? - 4.1 2. Do you feel like you are a part of the school? - 4.1 3. Do you feel like you can be yourself at school? - 3.5 4. During lessons, do you understand what is being taught? - 3.8 5. Do you feel comfortable asking your teacher questions? - 4.1 6. Do you feel that you can focus on your schoolwork without distractions? - 3.4 7. Do you feel that the homework assigned is helpful to your learning? - 3.5 8. Do you feel that the staff treat all students fairly? - 3.8 9. Do you find the lunch offerings interesting/good? - 3.9 10. Do you feel that the school provides engaging activities for students to participate in? - 4.2 11. Do you feel that the staff cares about you? - 4.2 12. Do you feel that your classmates support one another? - 3.5 13. Overall, are you happy with your school experience this year? - 4.2 The areas with lower ratings were the ability to complete work without distractions, homework supporting learning, and supportive classmates. One grade level had notably lower scores in the areas of distractions and supportive classmates, while all grade levels rated homework support consistently near the overall outcome. The areas with higher ratings were engaging activities provided by the school, staff care for students, and overall happiness with the school year. One grade level had slightly lower scores in the areas of staff care and overall happiness, while all grade levels rated engaging activities consistently near the overall outcome. In reviewing this data, we will collaborate with staff to provide training focused on enhancing student relationships and creating meaningful instructional time that engages students, thereby reducing opportunities for distractions in the classroom. Additionally, we will closely monitor the class of students whose averages indicate a need for increased school connectedness. Met 2024-06-11 2024 50712660000000 Salida Union Elementary 6 "The district administers the CA Healthy Kids Survey every other year to students in 5th, 6th and 7th grades. Three data points have been identified for growth and monitoring – School Connectedness, Caring Adult Relationships, and School Perceived as Very Safe or Safe. The next administration will be given in the 2025 school year. The district surveys annually through local surveys to measure School Climate and Connectedness. The Fall 2023 Parent Survey, parents’ overall rating was 96.2%. Families agreed their child feels safe at school, and Salida schools ensure a sense of care and trust where their child can connect with at least one adult on campus. During the spring of 2024, the school district conducted a survey of all students in grades 3 – 8 to inquire about their confidence in approaching one or more adults when facing a problem, as well as their sense of belonging and acceptance within the school environment. Elementary students' overall rating was 86% selected ""Agree"" and Middle School students' overall rating was 74% ""Agree"". The district administered the Leader in Me® Measurable Results Assessment (MRA). Spring 2024 will serve as the district baseline since it was the first year administered. Participated: 1,143 Students 176 Staff 134 Families One area of the assessment focuses on School Culture and Supportive Environments for Students. Students in grades 3rd - 8th grade were surveyed in three specific areas: School Belonging (73.2), Trusting Relationships (73.6), and Student Empowerment (74.6)." The high ratings given by Salida parents to district schools provide clear indications of their contentment with the quality of education their children receive. The MRA has provided evidence of the district's ongoing efforts to identify areas for improvement. Achieving a score of 70-79 is considered satisfactory. While there is still room for growth, there are indications that schools have existing strengths that can be nurtured and enhanced in the coming years. The district is committed to the on-going implementation of Action 2.2 which prioritizes the district's need for continued improvement in Academic Engagement (engaging students in their learning) and Conditions & Climate (providing a healthy, safe and welcoming environment.) The district will continue to implement Action 2.2 All schools will maintain high levels of safety where students learn social and emotional skills and receive additional support to increase their engagement in learning. Noteworthy additions include: school counselors at each school; elementary music and PE teachers; S.T.E.A.M Wednesdays at elementary schools. The school district has adopted Positive Behavior and Intervention Supports (PBIS) on a school-wide level and will introduce Leader in Me® , an evidence-based social emotional learning program that equips students with essential leadership and life skills for success in the 21st century. By implementing the Leader in Me model, the district will be equipped with the resources needed to cultivate a high-trust environment and improve academic achievements. Met 2024-06-18 2024 50712660124768 Great Valley Academy - Salida 6 "GVA's 2023-24 annual student survey indicated that 85% of 3rd - 5th grade students and 77% of 6th - 8th grade students 'feel like they belong at GVA'. Student comments included, ""There is no detention, you can go to the Connecting Room to calm, down, cool off or work something out."" and ""I think that this school is very fun and has lots of positive energy and keeps the school happy. I also like the way that there is a room here for students to talk to teachers and express their feelings."" An area for growth and improvement is around supporting positive student behavior. The survey showed that only 43% of 3rd - 5th grade students and 31% of 6th - 8th grade students responded favorably when asked ""At school, how much does the behavior of other students help or hurt your learning?""" As GVA embarks on the creation of a brand new LCAP, we see this as an opportunity to strategically address issues identified through educational partner input, data and statistics, as well as local, state and national trends. GVA's mission is to create and enhance SAFE, LOVED, LEARNING environments for students and families. GVA community feedback events and planning efforts revealed that overwhelmingly, SAFE was identified as the priority area. Student behavior, positive discipline plans and clear access to necessary supports (social-emotional, behavioral, academic and other) have been recognized as necessary growth areas for GVA and the 2024-25(27) LCAP will reflect that. Students, staff and parents, GVA's three biggest educational partner groups, have all indicated a belief that a focus on and growth in this areas is essential to enhance LOVED and LEARNING tenets at GVA. GVA has committed programmatically, financially and ideologically to an deep and comprehensive implementation of Conscious Discipline as its primary social-emotional/behavioral support program. A long time use of Conscious Discipline (C.D.), GVA has not committed time, effort and resources to C.D. in many years, well before the pandemic. Consensus is that by investing heavily into C.D., both in professional learning and whole-site focus, that GVA will benefit from this program as it aligns with the foundational elements, mission and vision of the school. All professional development in 2024-25 will have a primary lense of SAFE (positive behavior, restorative practices, scaffolded supports and ensuring students receive what they need to feel physically, emotionally and intellectually SAFE at school). Met 2024-06-24 2024 50712740000000 Shiloh Elementary 6 Parental involvement is critical in promoting student success and a positive school climate. Parental involvement is critical in promoting student success and a positive school climate. The district will continue to look for ways to provide positive experiences for parents to be involved in supporting the school and students. Met School climate is affected by a variety of factors determined by the relationships between families, staff and students. An emphasis on respect, accountability and hard work are principles that must be understood and recognized as critical to building a 2024-06-11 2024 50712740121558 Shiloh Charter 6 Shiloh School monitors representation at events such as Back-to-School Night and Parent/Teacher Conference as involvement is a positive indicator of support. Family support is a critical aspect for student success and creating a positive school climate. Additionally, an end-of-year survey is available for parents to submit feedback and opinions regarding school climate. Students in specific grades are administered the Californi Healthy Kids Survey. Results and information from these sources are used to analyze areas for improvement. Parental involvement is critical in promoting student success and a positive school climate. The district will continue to look for ways to provide positive experiences for parents to be involved in supporting the school and students. Met School climate is affected by a variety of factors determined by the relationships between families, staff and students. An emphasis on respect, accountability and hard work are principles that must be understood and recognized as critical to building a 2024-06-11 2024 50712820000000 Stanislaus Union Elementary 6 Stanislaus Union 5th and 7th grade students participated in the California Healthy Kids Survey in 2023-2024.Stanislaus Union encourages participation in the surveys. Response rates were low because 5th graders (50% response rate) must have parent permission (We did use paper permissions for Elementary) and this was done electronically and 7th graders (82% response rate) when the survey was administered in November of 2023. All students completed the survey electronically. The sample size was small, but the results were similar to previous years survey data. Staff, Students and families participated in the MRA (Achieve Measurable Results) through Leader in Me. Staff utilized data to set goals in the area of school climate. The 5th Grade data remained similar to the 2022-2023 survey results with some small decreases/increases in all areas. The 7th Grade data remained similar to the 2022-2023 survey results with declines/challenges in the areas of: school connectedness, academic motivation, meaningful participation, school perceived as safe or very safe, been in a physical fight, and experienced chronic sadness/hopelessness. School sites continue to utilize the data to make improvements at the site level. Stanislaus Union will continue to provide Positive Behavior Interventions and Supports (PBIS) support and training for staff from the county. School Sites will continue to provide anti-bullying presentations annually. We will continue to provide Student Assistant Specialist (SAS) services to 5 days a week at all sites for the 2023-2024 school year. We hired a Clinician and two Clinician Intern for the 23-24 school year to support Mental Health needs. We plan to continue the services for the 24-25 school year. We have increased Behavior Analyst (BCBA) time at all sites for the 2023-2024 school year, which is an increase from 1 to 2 BCBA's. Second Step the District Wide Social Emotional Learning curriculum district wide was implemented for the 2023-2024 school year. We will incorporate Leader In Me Curriculum for Social Emotional Learning for the 2024-2025 school year. Met 2024-06-13 2024 50712900000000 Sylvan Union Elementary 6 "The SUSD Family, Student and Staff surveys and Staff Collective Efficacy Survey completed in the 2023 - 2024 school year provided us with school climate data on safe and orderly school environments and student connectedness. Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree. Safe and Orderly school Environments: Student: 3.5 My school is a safe place 3.72 I know what to do if an emergency happens at school (such as a fire or secure drill) 3.82 I know the rules and procedures at my school. Staff: 3.72 The faculty and staff perceive the school environment as safe and orderly 3.81 The success of the whole school, as well as individuals within the school, is appropriately acknowledged Family: 4.11 My child’s school is a safe place 4.07 I am aware of the rules and procedures at my child’s school. Student connectedness to school Student: Scores are reported on a scale of 1-5, 1 being Strongly Disagree and 5 being Strongly Agree. 2.84 My school’s leaders ask for my opinion about how the school should function 2.86 When I achieve a goal or accomplish something important, my school’s leaders, my teachers, and other students celebrate it Staff: Staff took a Collective Efficacy survey reported on a scale of 1-6, 1 being Strongly Disagree and 6 being Strongly Agree 4.33 Teachers here are confident they will be able to motivate their students 5.11 Teachers in this school believe that every child can learn " Through data analysis, we've learned that students thrive when they feel a strong connection to school, sensing care from adults and experiencing high academic expectations within a supportive, emotionally safe environment. Key strengths lie in fostering positive adult-student relationships and maintaining rigorous academic standards. Addressing individual needs and creating a conducive school environment are crucial for cultivating these connections and ensuring student success. Based on student survey results highlighting the need for increased celebration of student successes and improved school connectedness, the LEA has taken proactive measures. Staff received training on social-emotional learning (SEL) and trauma-informed practices to enhance student support and foster stronger connections. In the 2023-2024 school year, Professional Learning Pathways focused on SEL Core Competencies, Morning Meetings, and Restorative Practices (RP) for certificated staff. For the 2024/2025 school year, pathways will expand to include RP, Morning Meetings, and Behavioral Interventions and supports across elementary and middle schools. Additionally, each middle school now features a WEB (Where Everyone Belongs) program to enhance student engagement, while schoolwide assemblies prioritize empowerment and positive learning environments. These revisions aim to address identified needs and promote continuous improvement within the LEA. Met 2024-06-18 2024 50713240000000 Valley Home Joint Elementary 6 Not Met For Two or More Years 2024 50736010000000 Newman-Crows Landing Unified 6 Data Summary for Local Indicators Healthy Kids Survey February 2024 Elementary Climate Report: School Connectedness: 67% compared to 72% last year Caring Relationships: 72% compared to 74% last year Low Violence Victimization: 74% compared to 62% last year Antibullying Climate: 74% compared to 72% last year Positive Behavior: 92% compared to 91% last year Harassed at School: 38% compared to 44% last year Secondary Climate Report School Connectedness: 51% compared to 49% last year Caring Relationships: 51% compared to 43% last year Perceived School Safety: 55% compared to 53% No Harassment: 74% compared to 69% No Fear of Getting Beat Up: 79% compared to 74% last year Harassed or Bullied at School: 26% compared to 42% last year As students progress from elementary to secondary school connectedness decrease. Based on all of the activities offered at the secondary level, athletics, clubs, cheerleading, and social events, it is surprising that connectedness decreases. Along with that students feel there are more caring relationships at elementary and that decreases dramatically at secondary. Lack of caring relationships can directly impact school connectedness. Students at the elementary level feel safer that students at the secondary level. Across all grade spans students feel relatively safe and approximately a third of students feel harassed and/or bullied at school. Area of Strength: Elementary sites seem to be able to sustain caring relationships which then lead to increased school connectedness and feelings of safety for students. This supports a caring learning environment which can contribute to academic success. Identified Need: Secondary schools need to determine why school connectedness and caring relationships are not sustained once students leave elementary. Approximately half the students at secondary are not feeling connected or cared about at school. This is not acceptable and we need to put supports in place to improve. Secondary administrators and staff can collaborate with elementary to determine if any of their practices can be applied at the secondary level. Site leadership teams will review the data from the CHKS and determine next steps for improvement. The district will conduct Healthy Kids Survey annually leading up the the LCAP so that we can continue to monitor school climate. Met 2024-06-24 2024 50755490000000 Hughson Unified 6 The local climate survey data from the California Healthy Kids Survey provides valuable insights into the school environment and student experiences within the Hughson Unified School District (HUSD). Here is an overview of the key findings for both middle and high school students, including data disaggregated by specific indicators. Middle School Data School Connectedness: 59% of middle school students reported feeling connected to their school. This is a 1% increase compared to pre-pandemic levels, indicating a slight improvement in students' sense of belonging post-pandemic. Caring Adults: 62% of students indicated that there is an adult at school who cares about them. This majority suggests that most middle school students feel supported by the adults in their school environment. Safety at School: 57% of students reported feeling safe at school. While over half of the students feel secure, this also indicates that a significant portion may have concerns about their safety. Chronic Sadness: 28% of students reported feeling chronic sadness, a significant decline from 41% in 2022. This decrease suggests improvements in student well-being and mental health. Considered Suicide: 9% of students reported having considered suicide, down from 27% in 2020. This substantial decrease reflects positive trends in addressing and mitigating severe mental health issues among students. High School Data School Connectedness: 58% of high school students reported feeling connected to their school. This percentage is similar to that of middle school students, suggesting consistent levels of school connectedness across grade levels. Caring Adults: 60% of high school students indicated that they have a caring adult relationship at school. This reflects a stable presence of supportive adult figures within the high school environment. Safety at School: 67% of high school students reported feeling safe at school. This higher percentage compared to middle school students suggests that high school students generally perceive their environment as safer. Chronic Sadness: 34% of high school students reported feeling chronically sad, which has decreased annually from 42% in 2022. This indicates an improvement in mental health over the past few years. Considered Suicide: 9% of high school students have considered suicide, which has decreased from 18% in 2022. This significant reduction points to effective interventions and support systems in place. All reports by school/grade level can be found at https://hughsonschools.org/en-US/parent-resources-c18eaafa/california-healthy-kids-survey-information-f7c2c63e The survey data shows a generally positive school climate with most students feeling connected, supported, and safe. However, improvements are needed, particularly in enhancing students' sense of safety and connectedness. By analyzing data by student groups and using additional data tools, HUSD plans to create targeted strategies to improve the school environment and address specific needs. Middle School: School Connectedness: White students feel slightly more connected (63%) than Hispanic students (59%). Gender disparity is minimal, with males (58%) feeling slightly less connected than females (59%). Caring Adult Relationships: White students report higher levels of caring adult relationships (68%) compared to Hispanic students (61%). A significant gender gap exists, with females (67%) feeling more supported than males (56%). Perceived School Safety: White students (65%) feel safer than Hispanic students (55%). Males (58%) feel slightly safer than females (55%), but both groups see room for improvement. High School: Identified Needs: School Connectedness: Ethnicity Disparities: 9th graders: 52% of Hispanic students feel connected compared to 66% of white students. 11th graders: 53% of Hispanic students versus 65% of white students. Gender Disparities: 9th graders: 70% of males feel connected compared to 46% of females. 11th graders: 63% of males versus 54% of females. Caring Adult Relationships: Ethnicity Disparities: 9th graders: 47% of Hispanic students feel they have a caring adult compared to 64% of white students. 11th graders: 61% of Hispanic students compared to 70% of white students. Gender Disparities: 9th graders: 60% of males versus 47% of females. 11th graders: both genders report equal levels at 66%. Perception of School Safety: Ethnicity Disparities: 9th graders: 67% of Hispanic students feel safe compared to 71% of white students. 11th graders: 62% of Hispanic students versus 73% of white students. Gender Disparities: 9th graders: 84% of males feel safe compared to 57% of females. 11th graders: 67% of males versus 65% of females. Areas of Strength: Overall Progress in Caring Adult Relationships: Improvement is noted among Hispanic students from 47% in 9th grade to 61% in 11th grade, showing success in building supportive relationships as students progress. In 11th grade, both male and female students report equal levels (66%) of having a caring adult relationship, indicating balanced support in later high school years. Safety Perception: Despite disparities, the overall perception of safety is relatively high, especially among white students and 9th-grade males, indicating effective safety measures for these groups. HUSD will leverage these insights to focus on specific areas needing improvement, ensuring all students feel equally connected, supported, and safe across different demographics and grades. The Hughson Unified School District (HUSD) has reviewed local data to understand the current school climate, identifying both strengths and areas for improvement. The data suggests that overall, students feel connected, supported, and safe, though there are notable gaps in these feelings among different student groups. HUSD plans to address these gaps through targeted strategies and necessary changes in plans, policies, and procedures. Middle School Focus Areas School Connectedness: Current Status: White students feel slightly more connected than Hispanic students, with a minimal gender disparity favoring females. Actions: Implement the WEB program to foster peer support across demographics. Organize inclusive events and activities to engage diverse student interests. Provide staff with professional development in culturally responsive teaching. Caring Adult Relationships: Current Status: Higher levels reported by white students compared to Hispanic students, with females feeling more supported than males. Actions: Strengthen Monday's Pack Time for regular student-staff check-ins. Increase the presence of counselors and support staff for more adult-student connections. Perceived School Safety: Current Status: White students feel safer than Hispanic students, with males feeling slightly safer than females. Actions: Enhance security measures and supervision during critical times. Conduct awareness programs addressing all student groups' concerns. Establish a student safety committee for voicing safety issues and suggesting improvements. High School Focus Areas School Connectedness: Current Status: Hispanic students report lower levels of connectedness compared to white students, with males feeling more connected than females. Actions: Create a student advisory council representing diverse perspectives. Develop activities that celebrate cultural diversity within the school. Caring Adult Relationships: Current Status: Lower levels reported by Hispanic students compared to white students, with a notable gap in the 9th grade where females feel less supported. Actions: Expand counselors' roles for more individualized support, especially for underrepresented groups. Implement a peer mentoring system for guidance and support. Encourage regular professional development for teachers on supportive classroom environments. Perception of School Safety: Current Status: Hispanic students feel less safe compared to white students, with females feeling less safe than males. Actions: Increase visibility and accessibility of security personnel. Conduct student focus groups to gather feedback on safety issues and involve students in solutions. By implementing these strategies, HUSD aims to enhance inclusivity, support, and safety across all student demographics. The district will continually review and adjust these plans based on ongoing data collection and community feedback, ensuring ongoing improvements in the school climate and student well-being. Met 2024-06-11 2024 50755560000000 Riverbank Unified 6 District leadership reviewed and evaluated the data trends identified in the California Healthy Kids Survey (CHKS) administered to students in grades 5, 7, 9 and 11 in the Spring of 2023. To understand the data, comparisons to state averages are helpful. The most recent state averages are available for 2020-21 as 2023 data has not yet been released. Riverbank Unified School District is committed to providing curriculum and on-site support and resources, including staffing, to students and their families as applicable for improved outcomes related to school climate. Further discussions and analysis will continue to take place with educational partners to understand needs and fortify existing services. For grade 5, the CHKS results indicate that there is a decrease in school climate in the majority of the subcategories when compared to responses collected in 2021. In addition, student responses were below the 2020-21 state average in most indicators. The largest decrease, more than 10 points, occurred in school connectedness, low violence victimization, perceived school safety, fairness, and facilities upkeep. There were small increases in academic motivation and social emotional learning support for this grade span. For grade 7, data indicates a decrease in all CHKS indicators except meaningful participation and no substance use at school. The largest decreases were in the areas of perceived school safety, low violence victimization, no mean rumors, no fear of being beaten up, and promotion of parental involvement. 7th grade CHKS results are lower than the 2020-21 state average in all areas except high expectations. CHKS data shows that the high school results, a combination of 9th and 11th grader responses for students attending the comprehensive or alternative high school, are consistent with 2020-21 state averages except for the promotion of parental involvement which is 8% lower for our district. Most of the results have a small variance except for perceived school safety, no mean rumors, and no substance use at school with a minimum of a 5 point decrease. District and site staff support the LEA’s efforts in the areas of chronic absenteeism, school safety, parent/community engagement, socio-emotional wellness, special education, and interventions. To address student and family needs in these areas, several committees have been established to solicit stakeholder input and create action plans to address areas of concern, including priority indicators in the CHKS data. Similarly, district policies have been updated for attendance, discipline, school wellness, and after school programs. In addition to policies, procedural handbooks have been created to promote united communication and dissemination of district policies. These efforts support enhancement of the highlighted areas of improvement in CHKS results, including but not limited to: school connectedness, perceived school safety, low violence victimization, academic motivation, and fairness. The district monitors mental health referral data through intake forms, and in 2022-23, a survey was administered on after school programs to assess the effectiveness of the program on student achievement, safety, and parent involvement. The district is aware that a systematic approach for collecting data for continuous improvement must be implemented. Currently, the only survey that captures school climate data is the CHKS. In 2024-25, the district will implement a district-wide survey tool to gather additional information on school climate from students, staff, and families. The district is also working to identify a universal screener tool for the 2024-25 school year. Met 2024-06-25 2024 50755560113852 Riverbank Language Academy 6 The local climate survey data for Riverbank Language Academy (RLA) gathered through the California Healthy Kids Survey (CHKS Spring 2023 Data), Mapping Youth Health Behavioral Survey, and additional local surveys, provide a comprehensive overview of the school conditions and climate. Some key areas for improvement were school connectedness, school safety and cyberbullying, and mental health. The analysis of survey data has highlighted both strengths and areas for improvement at RLA. The positive overall school climate, strong teacher-student relationships, and effective parent engagement practices are significant strengths. However, there are clear needs for additional support for studetns, specifcally the following subgroups: English Learners, socioeconomically disadvantaged students, and Special Education students. Addressing these needs through targeted interventions will be essential to ensure that all students at RLA have the opportunity to succeed in a supportive and inclusive environment. RLA is committed to continous improvement of our educational program. Based on the data analysis the school will focus on the integration of additional student supports to support social emotional learning, behavior, mental health, academics, and school connectedness. The school will continue to monitor student progress. Met Based on the analysis of state and local data RLA has made progress in school climate and school connectedness. This year the school has the highest attendance rate in the district at 95.5%, student suspensions are below 3.8%, and a high parent participat 2024-06-12 2024 50755640000000 Oakdale Joint Unified 6 OJUSD students took the California Healthy Kids Survey in December of 2023. At 5th grade, 74% of students reported feeling school connectedness most of the time or all of the time. At 7th grade, that feeling of connectedness decreased to 62%, at 9th grade to 50%, and at 11th grade rose a bit to 53%. This cross-grade decline is mirrored in several of the other, more positive indicators. For example, academic motivation is at 88% for 5th grade, 65% for 7th grade, and 54% for both 9th and 11th grade. Most students do feel that there are caring adults at school with 74% reporting most of the time or all the time in 5th grade, 64% in 7th grade, 41% at 9th grade, and 54% at 11th grade. Overall, school climate as reflected by this survey seems generally positive although there is room for improvement. Reports of cyberbullying in the past 30 days were at 16% in 5th grade, 36% in 7th grade, 30% at 9th grade, and 27% at 11th grade. Reports of physical fighting decreased across most grade levels with 27% in 5th (hitting and pushing), to 11%, 9%, and 6% respectively in grades 7, 9, and 11. (11th grade’s 6% was unchanged from last year.) 5th graders feel safe at school most of the time or all of the time at 82%, and school is perceived to be safe or very safe at 63% for 7th grade, 56% for 9th grade, and 63% for 11th grade, an increase across all grade levels except 5th which had a 1% drop. An area in which OJUSD has taken direct action this past year and will continue to take direct action is student mental health. Though most high school students report a level of satisfaction with their lives in the 60th percentile, and 5th graders say they have a feeling of wellness 75% of the time, the District has taken action to increase these percentages and decrease the reports of hopelessness and considerations of suicide by increasing mental health access and supporting continued implementation of an SEL program at the elementary level. As far as substance use, the increase of most concern by far was for 5th graders 22% of whom report using drugs or alcohol at some point in their lives, and 7% of 7th graders, 17% of 9th graders and 20% of 11th graders report current drug or alcohol use. Cigarette smoking is low in all grade levels, but vaping continues to be an issue, especially at the secondary level with 4% of 7th graders, 10% of 9th graders, and 9% of 11th graders reporting having vaped in the past 30 days. Clearly more preventative work must be done in this area. Overall, OJUSD is generally pleased by the moderate to high levels of school connectedness and safety that students report and the increases between the 2021 CHKS and the 2023 survey, while recognizing there is room for improvement in student substance use, especially among 5th graders, and in student mental health, our most urgent concern. Overall, OJUSD is generally pleased by the moderate to high levels of school connectedness and safety that students report and the increases between the 2021 CHKS and the 2023 survey, while recognizing there is room for improvement in student substance use, especially among 5th graders, and in student mental health, our most urgent concern. Regarding data disaggregated by student group, in 5th grade, Hispanic students report significantly less connection to school, fewer examples of caring adults at school, feel less safe at school, have less academic motivation, report more cases of cyberbullying and fewer feelings of wellness than do white students. This shows us that more outreach needs to be done at the elementary level to make sure all students feel cared for and included. This evens out by the junior high and high school level with Hispanic and white students reporting very close percentages in almost every area. As for gender breakdowns, in 5th grade, girls feel more school connectedness and perceived more caring adults, but feel less safe at school than do boys. Boys report using drugs and/or alcohol at about 2x what girls do, though both groups report the same percentage of feelings of wellness. In grades 7 and 11, boys feels more school connectedness with 9th grade about the same; academic motivation is higher for girls, and both groups reported similar percentages of caring adult relationships. 7th grade boys perceive school are far more safe than 7th grade girls do, though 9th and 11th graders report similar percentages. Current alcohol or drug use increases across grade levels from 7th to 11th grades with girls reporting more use than boys. This is also true in the current vaping categories where girls report more vaping across grade levels than do boys. Finally, for life satisfaction in 7th grade boys report being much more satisfied than do girls. This evens out again though in 9th and 11th grades where life satisfaction is in the 60th percentile for both genders across grade levels. We have been relying on the bi-annual California Healthy Kids Survey (CHKS) to give us information, but a yearly survey is clearly necessary and is now required. We will be giving a local survey between the bi-annual CHKS in order to get more timely data to deal with issues quickly. Those results, the first of which we'll have in 2024, will be analyzed quickly and the information disseminated to those who can continue to do the work to make things better for all students. Of course, we will continue to do what we are doing, especially for mental health services for all students. Met 2024-06-10 2024 50755645030176 Oakdale Charter 6 Oakdale Charter gives an annual survey to all educational partners. In the student response 84% of respondents rated Oakdale Charter as Excellent in the area of creating a safe environment for all students and families. Additionally another 16% rated this area as Good. The data shows that the current efforts to make students feel safe and connected to Oakdale Charter are working. In response to this data Oakdale Charter will continue with its current policies and procedures and will reach out to students to see what additional actions can be implemented in an effort to make them feel safe and connected to the school. Oakdale Charter will continue with its current policies and procedures and will reach out to students to see what additional actions can be implemented in an effort to make them feel safe and connected to the school. Met 2024-06-10 2024 50755720000000 Waterford Unified 6 The California Healthy Kids Survey 2022-23 provides strong evidence of student connectedness at the elementary level that declines over the middle and high school years. In defiance of this trend, Sentinel High School students report high connectedness. Similarly, academic motivation, caring adult relationships, and perception of safety are highest in the elementary and lower but stable across the higher grades. Secondary data show low and declining rates over the grade span of fear of being beaten up, involvement in a physical fight, and seeing a weapon on campus. Cyberbullying similarly is highest in the junior high data and declines over the span. Substance use shows increasing rates over the secondary span, as do both social emotional distress and sadness. Overall, we see huge needs in the area of wellness for our students and for our staff. While we benefit from the strength of our small connected community, more must be done. Focus Area 2 of the Strategic Plan address this learning with commitments including increasing access to information and resources across all grade levels to equip teachers with strategies to foster students' emotional intelligence and resilience, enhancing student and family access to health and wellness resources, cultivating a school culture that emphasizes well-being and positive relationships through restorative practices, conflict resolution, and the celebration of diversity and achievements, and providing staff with access to wellness-focused services and team-building opportunities to ensure a healthy and supportive work environment. The Strategic Plan will continue to drive our efforts in the area of School Climate. Actions anticipated include annual administration of the CHKS rather than alternate years, Socio Emotional Learning check-ins provided within the structure of the school day for students, standardized protocols for district-wide conflict resolution, and focusing on problem-solving skills, empathy, and mediation techniques, and integration of Social Emotional Learning (SEL) content into educational curriculum. Met 2024-06-17 2024 50755725030317 Connecting Waters Charter 6 Connecting Waters asks students to complete an internal survey developed by the school leadership to ensure relevancy to our students in their special setting. The survey was sent out to students in grades 5, 8 and 11. Results are provided and analyzed by the school’s leadership team and Parent LCAP Advisory Committee. Specific data points monitored include: Student Rating of School Environment, Engagement, Connectedness, Safety and Support, including If students feel they have a problem, they know who they can ask for help. After careful analysis of the data overall students agree or strongly agree with positive outlooks of the school. Areas to concentrate on based on negative student outcomes included: Less than 2% of students feel they know who they can ask at CWCS for help if they need support with something impacting their life. Less than 2% of students feel the discipline policy is not fair and clear. Less than 7% of the students feel that CWCS bully and put each other down. Disaggregated student data will not be shared due to small group size. At this time, no major policy changes have been made as a result of the data analysis. Met 2024-06-11 2024 50757390000000 Turlock Unified 6 "Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11. Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings: 2023-2024 School Connectedness: Elementary: 75%, 7th: 52%, 9th: 56%, 11th: 50% Caring Adults: Elementary: 73%, 7th: 53%, 9th: 53%, 11th: 59% Parent Involvement in Schooling: Elementary: 78%, 7th: 50%, 9th: 48%, 11th: 40% School Safety: Elementary: 78%, 7th: 53%, 9th: 58%, 11th: 51% Elementary School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range. There was no change in parent involvement from the previous year. The percentage remained at 78%. The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average. School Connectedness: State: 73%, District: 75% Caring Adults: State: 70%, District: 73% Parent Involvement: State: 76%, District: 78% School Safety remained the same as the previous year and is same as the State Average Safety: State: 78%, District: 78% Secondary 7th grade has decreased over the last three years of feeling connected to school. 9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school. The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults. The District is below the 2019-2021 State Average by approx. 5%. Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%. Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree."" Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic." "Turlock USD annually administers the California Healthy Kids Survey to grades: 5, 7, 9, and 11. Data from the surveys provide valuable information regarding the District's LCAP Goals and the District's Initiatives of enhancing and expanding opportunities to increase parent involvement, collaboration, and partnerships with families and the community. Key findings: 2023-2024 School Connectedness: Elementary: 75%, 7th: 52%, 9th: 56%, 11th: 50% Caring Adults: Elementary: 73%, 7th: 53%, 9th: 53%, 11th: 59% Parent Involvement in Schooling: Elementary: 78%, 7th: 50%, 9th: 48%, 11th: 40% School Safety: Elementary: 78%, 7th: 53%, 9th: 58%, 11th: 51% Elementary School Connectedness and Caring Adults increased by 1% or 2% from the previous year and continues to remain in the mid 70% range. There was no change in parent involvement from the previous year. The percentage remained at 78%. The District had slightly higher percentages in all areas of school engagement and supports than the 2021-2023 State Average. School Connectedness: State: 73%, District: 75% Caring Adults: State: 70%, District: 73% Parent Involvement: State: 76%, District: 78% School Safety remained the same as the previous year and is same as the State Average Safety: State: 78%, District: 78% Secondary 7th grade has decreased over the last three years of feeling connected to school. 9th and 11th grade has increased slightly over the last three years, averaging about 50% of feeling connected to school. The average percent for grades 7, 9, and 11 has averaged 55% for the last three years, no significant changes in the area of Caring Adults. The District is below the 2019-2021 State Average by approx. 5%. Promotion of Parent Involvement at grades 7, 9, and 11 averages in the mid 40$ in comparison to the State Average of 50%. Although all grades are below or slightly below the State Averages, most to all student responses were ""neither disagree or agree."" Students perceiving school is safe increased in all grades from the previous year. And continues to average in the 50% range since 2021-2022, 2% below the average pre-pandemic. Strengths: LCAP Process: 2,286 responses received, staff: 1,031, parent/community: 1,255, continue: elementary counselors - counselors work to maximize student success and promote access and equity for all students, counselors collaborate with students, families, staff, teachers, administrators, and our community, thus helping create welcoming environments for families and students, community liaisons TK-8,- community liaisons play vital roles in supporting students and families. support staff: nurses, school-to-home communication i.e. ParentSquare, newsletters in English and Spanish, An identified area of focus is students at the secondary level feeling connected to school and having caring adult relationships. " Secondary Supports: School Engagement: Community Liaisons, Attendance Specialists, PIQE, PEP, extra-curricular activities, sports, CSU Mentors, Link Crew & Pride Ambassadors. Social and Emotional: Counselors, PBIS, No Bully, C.A.R.E referrals, Mental Health Clinicians, NAMI. Substance Use: Red Ribbon Week, TUPE, Canine Contraband Smelling Dogs, Prodigal & Sons, PHAST, Vape Sensors. Safety: Campus Supervisors, STOPit app, School Resource Officer, Restorative Plans Family Resource Center Met 2024-06-18 2024 50757390124669 eCademy Charter at Crane 6 Student Perception WASC Survey Student Perception 2023 - 2024 Fall Survey results: According to our Fall 2023 Student Survey, students’ overall perception of eCademy is positive. 85.5% enjoy going to school and 92.8% feel safe on campus. 88.4% feel comfortable asking for help from school adults. 94.2% of 7-12 students know who the counselor is. 86.9% feel comfortable seeing their counselor to get help with school concerns. 64.7% feel comfortable seeing their counselor for personal concerns. 87% of 7-12 students report the principal is friendly and 88.2% believe the principal is fair. 98.5% of 7-12 students feel that their teacher cares for them. 97.1% think that it is easy to talk to their teacher. 91.2% believe that their teacher understands their problems. 89.9% report that their teacher helps them reach their personal goals. 100% of students agree that their teacher helps them reach their academic goals. CHKS 2023-2024 According to the CHKS data, students' perceptions about caring adult relationships have increased from 59% to 73%. Results of our parent survey indicate that they are very supportive of eCademy. 90% of respondents are extremely or very satisfied with the quality of the education their child is receiving and 100% said their child felt safe at school. 40% of parents communicate with their child’s teacher weekly and an additional 50% speak with the teacher monthly.90% say their child is very or extremely motivated to learn the topics assigned to them and that the program was doing a good job preparing students for the next academic year. LCAP 2023 - 2024 Parent Survey LCAP Parent/Community Survey 2023 - 2024 School has adults who really care about students: 100% Strongly Agree My child feels safe at school: 100% Strongly Agree School informs me of school activities and opportunities for parent involvement/engagement: 100% Strongly Agree Areas of Strength: 1.Caring adults on campus. 2. Students feel safe on campus. 3. High volume of communication with student. Areas of Need: 1. Student and parent surveys and feedback from focus groups reflect the need to develop students’ soft skills such as time management and self-discipline. 2. Many of our students self-identified as struggling with mental health issues. 3. Increase parent response rate in surveys. 4. Increase parent engagement in school events. 5. Increase student engagement in school events. Identified Areas of Growth & Change 1. Creating specific documentation and processes for administration, teachers, parents, and students to allow students and parents to exercise their agency and choose the most appropriate courses, either a-g and/or CO courses. 2. An electronic scanning system for students, staff, parents, and other adults coming on and off our campus. 3. Continue to communicate extensively with student and family regarding school activities, events and school functions, to increase engagement and participation. Met 2024-06-18 2024 50757390131185 Fusion Charter 6 In Spring 2024 Fusion students participated in the Healthy Kids Survey of perceptions of school safety and overall feelings of connection to school within the past 12 months. Our students also participated in an additional survey through the Seity Health program. 73 students answered in the Seity Health survey. Grade 9 was the only grade with a sample size large enough to produce data in the California Healthy Kids Survey. In the Seity Survey 94% of students responded “No” when asked if they had been bullied in the last two weeks. 97% of students responded “Yes” when asked if they feel welcome when they enter school. 76% of students reported that they felt there were high expectations from the adults at school and 58% felt there were caring adults at school. Not enough students answered questions regarding safety. We also surveyed our parents at the end of the semester and when asked how safe they felt their student was on our campus, 61% of the parents surveyed felt their student was safer at Fusion than their last school. 27% of parents felt their student was as safe as their last school. When asked in an anonymous survey, 91% of the parents surveyed responded that they agreed or strongly agreed with the statement “My student feels safe at school”. When asked if they feel welcome, 95% of parents surveyed felt welcome in our school. Overall, students report a positive climate at Fusion. They feel safe, connected to caring adults at the school and feel their teachers are fair and have high expectations for them. Small school size and high staff to student ratio provides help for students struggling with health and safety issues. A campus supervisor and full time school counselor are available daily, with a therapy dog on campus a couple of days a week. We will be focusing on increasing participation in the California Healthy Kids Survey next spring. Fusion staff will continue to engage in professional development in social-emotional approaches, with a focus on building rapport individually and in group circles. Met 2024-06-28 2024 51105120000000 Sutter County Office of Education 6 There were 29 students enrolled at FRA when the Panorama Survey was administered. 25 students completed the survey. Summary of the key findings in the data: Emotion Regulation: 48% of the students felt they knew how to regulate their emotions, up 7% from the spring Survey Grit: 52% felt they could persevere through setbacks to achieve important long-term goals, up 6% from the spring survey. Growth Mindset: 45% of student felt they have the potential to change factors that are central to their performance in school, up 11% from the spring survey Self-Efficacy: 42% of students believe they can succeed in achieving academic outcomes, up 15% from the spring survey. Self-Management: 60% of students felt they could manage their emotions, thoughts, and behavior in different situations, up 8% from the spring survey Social Awareness: 47% of students consider the perspectives of others and empathize with them, up 6% from the spring survey The data demonstrates significant improvement in multiple areas. Specifically, Growth Mindset and Self-Efficacy have shown a plus 10% increase in both areas. Strengths: Strengths identified through the Panorama Survey indicate that students are dramatically improving Grit and Self Management. t in self-efficacy. In Grit, students show interest in school when projects involve familiar topics and emphasize completing their goals is essential. For self-management, students come to class more prepared, stay on topic, and try to complete assignments before the due date. Based on the data, students are feeling optimistic about being at school. This is attributed to the increased SEL support provided through Student Support and Outreach and a culture change. Areas of Growth: Based on the data, despite the growth from the previous survey conducted in the spring, there is a need to increase two significant areas: growth mindset and self-efficacy. For growth mindset, students need help putting effort into unfamiliar topics and generating interest in the subject matter. The challenge lies in the fact that the population that attends FRA is so fluid. Many of our students have attended several schools, and finding a connection to any school setting has been challenging for many of them. To alleviate the issues, teachers are asked to modify lessons that encourage student engagement and consider student interests to be more hands-on to encourage engagement and relevancy. Barriers and challenges: Barriers and challenges identified include a high transiency rate. Many students only attend for the term of their expulsion, which is the semester of the infraction and the next. Others choose to remain enrolled and graduate from Feather River Academy. This creates a need to disaggregate student survey data by length of enrollment. Positive Behavior Intervention Support (PBIS) implementation of Tier I is in full bloom as the school begins the transition to implementation of Tier II. The work on PBIS will continue, with Tier II work to begin in the fall semester of 2024/2025, with support from SSO and the school administration. Students who had achieved adequate attendance, engagement, and work completion were also students who successfully accessed the positive behavior interventions and supports. The student orientation has been revamped to include the school administration and counselor to inform parents and students of the school norms, opportunities, grading, credit recovery, programs, services, and PBIS incentives. The orientation process has been shown to encourage students and their parents to be more connected once they enroll at FRA. Once a quarter, students meet with the counselor to review their ILPs and ensure they are progressing in the right direction toward graduation. Based on the latest Panorama data, there has been a significant increase in all topics the students were surveyed about. Students are showing an interest in being advocates for themselves and their education. The increase in services outside of the classroom has shown to be impactful and positive. Met 2024-06-20 2024 51105120138040 AeroSTEM Academy 6 For the 23/24 school year data was not collected by disaggregated demographics, but Student, Parents and Staff were all given surveys with corresponding questions. Percent of parents, students, and staff who feel the school is safe. Students = 73% , Parents = 96%, Staff = 100% Percent of parents, students, and staff who feel a sense of connectedness to the school. Students = 66% , Parents = 96%, Staff = 100% This data was collected in Winter of 2024. The result show that the adult educational partners connected to AeroSTEM have a much better perception of safety and connectedness that the students. The majority of students at the school were returning students and with the change in more than 80% of staff, it may be that the students are still building relationships with new staff. The communication between adults was a point of emphasis and a strength of AeroSTEM. These two factors could contribute to the discrepancy of adult and student survey results. AeroSTEM will continue the emphasis on communication between adult educational partners, as it shown to be a strength. But moving forward administration will meet with a student from each grade level in a more formal manner to gain student insights. Staff will also be trained on relationship building techniques by the school counselor and and advisory period added to the schedule to dedicate time to relationship building. This will be supported through LCAP Goal 4, which addresses Priority 3 and Priority 6. Met NA 2024-06-24 2024 51105120140152 Pathways Charter Academy 6 There were 26 students enrolled at PCA when the Panorama Survey was administered. 16 students completed the survey. 61% response rate. Although we aim for a higher response rate, we are pleased with the outcome as it is the highest we have seen thus far. Summary of the key findings in the data: Grit: 46% felt they could persevere through setbacks to achieve important long-term goals, up 7% from the Fall 2023 Survey Growth Mindset: 35% of student felt they have the potential to change factors that are central to their performance in school, up 5% from the Fall 2023 Survey Self-Efficacy: 26% of students believe they can succeed in achieving academic outcomes, up 10% from the Fall 2023 Survey Self-Management: 43% of students felt they could manage their emotions, thoughts, and behavior in different situations, down 13% from the Fall 2023 Survey Social Awareness: 24% of students consider the perspectives of others and empathize with them, down 9% from the Fall 2023 Survey Emotion Regulation: 34% of the students felt they knew how to regulate their emotions, down 2% from the Fall 2023 Survey The data demonstrates significant improvement in Self Efficacy with a 10% increase and Grit with a 7% increase. While Self Management shows the area that needs the most improvement with a 13% decrease from Fall to Spring. When looking at the historical data from Spring 2023, Self Management % was 48%. It is challenging to disaggregate the survey data by subgroup because of confidentiality related to the small enrollment. On a positive note, this is by far the highest participation rate we have ever had on a school climate survey. While not disaggregated by subgroup, this data will provide a strong baseline to guide our work over the new 3 year LCAP cycle. Strengths: Strengths identified through the Panorama Survey indicate that students are dramatically improving Grit, Growth Mindset and Self Efficacy. In Grit, students show interest in school when projects involve familiar topics and emphasize completing their goals is essential. For self-efficacy, students come to class more prepared, stay on topic, and try to complete assignments before the due date. Based on the data, students are feeling optimistic about being at school. This is attributed to the increased SEL support provided through Student Support and Outreach and a culture change. Areas of Growth: Based on the data, despite the growth from the previous survey conducted in the spring, there is a need to increase three significant areas: Self Management, Social Awareness and Emotional regulation. Many of our students have attended several schools, and finding a connection to any school setting has been challenging for many of them. To alleviate the issues, teachers are asked to modify lessons that encourage student engagement and consider student interests to be more hands-on to encourage engagement and relevance. PCA has recently increased efforts to ensure that students are receiving the appropriate level of SEL and mental health support. The school counselor provides direct services but also refers to community based resources and tracks participation. Barriers and challenges: Barriers and challenges identified include a high transiency rate. Many students only attend for the term of their expulsion, which is the semester of the infraction and the next. Others choose to remain enrolled and graduate from Pathways Charter Academy. This creates a need to disaggregate student survey data by length of enrollment. Positive Behavior Intervention Support (PBIS) implementation of Tier I is in full bloom as the school begins the transition to implementation of Tier II. The work on PBIS will continue, with Tier II work to begin in the fall semester of 2024/2025, with support from SSO and the school administration. Students who had achieved adequate attendance, engagement, and work completion were also students who successfully accessed the positive behavior interventions and supports. The student orientation has been revamped to include the school administration and counselor to inform parents and students of the school norms, opportunities, grading, credit recovery, programs, services, and PBIS incentives. The orientation process has been shown to encourage students and their parents to be more connected once they enroll at PCA. Once a quarter, students meet with the counselor to review their ILPs and ensure they are progressing in the right direction toward graduation. Based on the latest Panorama data, there has been a significant increase in all topics the students were surveyed about. Students are showing an interest in being advocates for themselves and their education. The increase in services outside of the classroom has shown to be impactful and positive. Met 2024-06-20 2024 51713570000000 Brittan Elementary 6 Surveys were given to students, TK-8th grade, January 2024 and the results indicated that 93% of our students feel our school is safe, clean and a positive place to be. 94% of the students enjoy coming to school, being a part of their class and feel that their teacher wants them to be successful and is willing to help whenever they need it. Some of the recommendations were longer recess, PE classes in the lower grades, more shade areas and trees around campus. The data collected from the surveys indicate that Brittan is meeting the needs of our students. Our strengths can be summed up as students feel safe, healthy and valued across grade levels. They enjoy coming to school and know that their teachers are there for them when they need assistance. Challenges for the 2023-2024 school year will be trying to add a PE schedule to the lower grades, more places to sit and providing some shade structures around campus. It is the goal of the District to try to meet those needs during the 2024-2025 school year. The LEA is currently looking into options for shade structures, and is working with landscaping companies to acquire bids for trees around campus. In addition to improvements around campus, we will be looking at PE programs at other sites, and talking with our 6th grade team to see how they work PE into their daily schedule. Through vertical grade level collaboration time between 3rd-6th grade, we will hopefully be able to begin offering a set PE program for the students in those grades. As a result, we will be able to achieve some of our goals we have made due to the results from the student surveys. Met Brittan Elementary School District will continue to use the data collected from our students, staff and families to ensure that we are meeting the needs of everyone within our school and community. We will also use the information gained to write our fu 2024-06-25 2024 51713650000000 Browns Elementary 6 In February 2024 a survey was given to students in grades four through eight. Findings indicate that 77.6% (73.1% 2023) of students usually feel safe at school and 22.4% (23.1% 2023) sometimes feel safe at school; for our SED student group, 66.67% usually and 33.33% sometimes feel safe at school. For our All student group, 98.5% (94.3% 2023) say they get the support they need from staff to be successful at school. One hundred percent of our SED student group feel they get the support they need from staff to be successful at school. A small number of students, 6% All and 3% SED) never feel connected to school. In the All student group, fewer students identified bullying as a problem (Usually 3%, sometimes 32.8%, Never 64.2% in 2024) compared to Usually 22.6%, Sometimes 47.2%, Never 30.2% in 2023. In the SED student group, 0% said bullying is usually a problem, 46.67% said it is sometimes a problem, and 53.33% said it is never a problem. Survey results indicate the school has created an engaging, supportive, safe environment. There is a strong connection between the students and the staff/school. Although our suspension rate has increased slightly to 1.6% our rate is still relatively low. Each year, more students say there are activities at school they enjoy participating in (88.2% in 2021, 94.7% in 2022, 96.2% in 2023, 100% in 2024). Students receive encouragement from adults at the school to do their best and they say they get the support they need to be successful. We have been faced with the challenge of a decrease in “student” behavior and have worked to return to the structure of school with established, consistent rules and consequences. LCAP Goal 2 is designed to address our students’ need for a safe, engaging school environment and support to address their well-being. Action 2.2 guides our work to improve our school climate. Our Parent Advisory Committee (PAC) partnered with us to develop school-wide behavior expectations. We implemented kindness curriculum, we held monthly assemblies on Character Traits, the county office presented an evening workshop about the importance of attendance, internet usage, and other parenting topics. We sent a letter about the importance of regular school attendance; the monthly newsletter shared attendance information including make-up days. We celebrated good attendance through a drawing each month and increased our attendance make-up opportunities for students to twice per month. We saw some improvement in the day-to-day behaviors of students so we will continue this action in the 2024/25 school year. We will also continue Goal 2, Action 2.3 of supporting the well-being of students by funding a part-time school counselor. Expected outcomes are to increase the percentage of students usually feeling safe at school to 85% and maintain bullying is usually a problem to less than 5%. Met 2024-06-13 2024 51713730000000 East Nicolaus Joint Union High 6 ENHS administers the Panorama Social-Emotional Learning: Student Competency & Well-Being Measures surveys in the fall and spring each year. ENHS has focused on creating a positive climate and culture. All of our school educational partners have committed to making sure that our climate and culture continues to improve. In a survey given to students in the 2023/24 school year, 74% of students say they feel safe at school and 62% say they feel a sense of connectedness to the school. Fall 2023 Panorama Social-Emotional Learning: Student Competency & Well-Being Measures: Emotion Regulation: 47% (40th-59th percentile compared to others nationally) Grit: 59% (40th-59th percentile compared to others nationally) Growth Mindset: 52% (40th-59th percentile compared to others nationally) Self-Efficacy: 43% (0-19th percentile compared to others nationally) Self-Management: 69% (20th-39th percentile compared to others nationally) Social Awareness: 54% (0-19th percentile compared to others nationally) Our strength is that our students regulate their emotions (Emotion Regulation); they see themselves as able to persevere through setbacks to achieve important long-term goals (Grit); and they believe they have the potential to change those factors that are central to their performance in school (Growth Mindset). Some areas of growth are that our students do not believe they can succeed in achieving academic outcomes (Self-Efficacy); they don’t think they manage their emotions, thoughts, and behaviors in different situations; and they do not think they consider the perspectives of others and empathize with them (Social Awareness). Additional areas of growth include school safety and connectedness. ENHS continues to work to improve school culture and climate so that we may increase student engagement and improve student behavior. We will address this by setting in motion multiple mental health and social emotional programs to meet the needs of our students, staff and families in our ENHS community. ENHS has a leadership class (student government) that is made up of all the grade levels and during this class the students plan and come up with ways to promote student involvement. During this class the students are able to meet with the leadership teacher and school administration whenever needed to discuss school rules, events, or ideas that they have to further the school. Met 2024-06-13 2024 51713810000000 Franklin Elementary 6 "In March 2024, students in grades K-8th responded to a survey. The results of this survey were shared with Site Council and our LCAP Advisory group and used in developing the 2024/25 LAP. Results include: • I feel safe while I am at school: 85.29% • There are caring adults on campus that I know I can talk to: 90.40% (87.64% in 2023) • Overall, I like coming to our school: 84.54% (88.56% in 2023) " Students view Franklin School as welcoming, supportive, and safe. There is a strong connection between the students and the staff/school. Like many schools, we are faced with the challenge of supporting our students’ social-emotional health and well-being. At the suggestion of educational partners, well-being is part of our LCAP Goal 2, FESD will maintain a safe, healthy learning environment that welcomes and engages students and families to promote student success and well-being. In addition to rewarding attendance, we will also reward citizenship and good behavior. Our SEL committee has developed the PAWS (Practice respect, Act responsibly, Work together, Show kindness) initiative that focuses on character education and character traits. Our school counselor will continue to be full-time and we are purchasing and implementing an SEL curriculum. In the 2024/25 LCAP we have added the action, Student Support. In this action, a Problem Solving Committee – ProSolve that was created during the 2023/24 school year will meet every three weeks. The team is comprised of our administrator, 3 teachers, the resource teacher, the school psychologist, and the RSP teacher is committed to supporting struggling students, staff, and families. The purpose of this team is to provide additional strategies and resources to help all students be successful in the school setting. Met 2024-06-20 2024 51713990000000 Live Oak Unified 6 "The classrooms at my school are clean and well maintained. Luther 96% LOMS 97% Encinal 100% LOHS 97% VOHS 100% I feel safe at my school. Luther 84% LOMS 91% Encinal 99% LOHS 93% VOHS 98% Staff addresses my concerns Luther 93% LOMS 94% Encinal 99% LOHS 92% VOHS 95% I look forward to coming to school. Luther 77% LOMS 72% Encinal 87% LOHS 72% VOHS 84% I try hard in school. Luther 98% LOMS 96% Encinal 97% LOHS 94% VOHS 98% Adults at my school care about me. Luther 94% LOMS 93% Encinal 99% LOHS 92% VOHS 95% I feel that the rules are communicated to me. Luther 94% LOMS 94% Encinal 100% LOHS 96% VOHS 100% Discipline for breaking rules is consistent. Luther 83% LOMS 87% Encinal 93% LOHS 89% VOHS 98% I feel that I am respected by teachers and staff. Luther 92% LOMS 91% Encinal 99% LOHS 94% VOHS 98% A counselor is available to help me with my problems Luther 92% LOMS 90% Encinal 100% LOHS 95% VOHS 98% " School climate survey results show that students feel safe, cared about, and engaged. Results support our continued efforts to make students feel welcome, safe, cared about, and engaged in school with goals and purpose. The survey confirms LOUSD efforts with staff and counselors in creating environments that are safe and foster student connectedness. It continues to be a District Focus and Goal 3 of the LCAP that ALL students feel safe, cared about, and connected. Met 2024-06-12 2024 51714070000000 Marcum-Illinois Union Elementary 6 A local climate survey was given to students in grades three through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Marcum-Illinois EUSD School Board, and also the LCAP Advisory/Site Council. Findings from this survey indicated that 3.5% of students never feel safe at Marcum-Illinois School compared to 6% in 2023. In addition, 13.3% (13.9% 2023) of students feel that bullying is usually a problem at the school. Less than 2% of students say the school is not clean. Almost 94% of students say there are activities at school they enjoy participating in. Spring 2024 local student survey results indicate that the school has created a safe environment, it is clean and in good condition, and there are engaging activities students enjoy. About the same number of students say bullying is a problem (13. 3% in 2024 compared to 13.9% in 2023). Not all students understand what bullying is and not all staff know how to respond to reports of bullying. LCAP Goal 2 is to “Ensure the school is a safe, engaging, and inclusive environment for students and their families so that all students achieve academic excellence, and families will be actively involved in the educational process.” Expected outcomes are to increase the percentage of students usually feeling safe at school to 95% and decrease bullying to 8% or less. To achieve this goal, we have developed actions and services that promote student and parent engagement by regularly communicating, offering family events, and opportunities for parent input. (Action 2.1) We will support the social-emotional needs of students by funding a part-time school counselor and implementing a weekly SEL curriculum in each classroom. We will also provide instruction to students on what bullying is and is not and how to report bullying. We will ensure that all staff are able to respond appropriately to reports of bullying promptly. Met 2024-06-17 2024 51714070109793 South Sutter Charter 6 In the Spring of 2024, all students in grades 5, 8, and 12 were asked to complete our School Climate Survey, which measures student satisfaction with the school, school connectedness, and school safety. Of our 5th, 8th and 12th-grade students who participated, the majority responded positively in virtually all areas, indicating that their school experience is a positive one most or all of the time. Some of these areas included if they felt their teachers gave them feedback on their schoolwork and cared about how they do in school, if they felt they had a voice in determining learning content and opportunities, if they felt safe at school events, and felt successful at school in general. In looking at prior year data, this has been consistent each year with low levels of fluctuation for most items. Our lowest-scoring item continues to center around whether the students felt there were opportunities to participate in school-sponsored activities, with 45% of South Sutter students feeling there are opportunities most or all of the time. These activities include field trips, park days, family days etc. This is understandable as post-Covid limitations continue to affect options in some service areas, as well as access to transportation to get to events over a wide service area. Additionally, these events rely on staff coordination, which has been impacted in part with time spent on mandatory synchronous instruction requirements. However, despite this low result, South Sutter offered more school-sponsored activities than the previous school year. Met 2024-06-04 2024 51714150000000 Meridian Elementary 6 "We conducted a survey in February 2024 for students in grades 3-8. ? There are activities at school that I enjoy participating in: 86.89% ? I feel safe at school: Usually 65.45%; Sometimes 21.82%; Never 12.73% ? Bullying is a problem at school: Usually 44.64%; Sometimes 30.36%; Never 25% ? I feel connected to the school: Usually 52.73%; Sometimes 32.73%; Never 14.55% ? The school is safe, clean, and in good condition: Usually 57.41%; Sometimes 38.89%: Never 3.70% " We are hoping that based on the data, we will be able to raise the percentage of students who usually feel safe at school from 65% to 80-90%. This year, Meridian Elementary school was involved in a continuous improvement project with which we will be using the data collected and strategies that were developed to find more consistent and stable expectations for discipline as well as student behavior. We will fund a counselor to provide students support for social and emotional needs. We will work on the perception of “bullying”, both in defining that to students in contract to other behaviors, and in responding to it. In our 2024/25 LCAP we have added a PBIS action that will become the foundation of our discipline plan and while directed at all students, we will pay particular attention to our White student group who is in the Very High performance level for suspensions on the 2023 Dashboard. Met 2024-06-20 2024 51714150129007 California Virtual Academy at Sutter 6 Parents and students are annually surveyed in the following areas: student-staff caring relationships, school safety, school connectedness, student-peer relationships, physical and emotional safety, perceived safety, harassment and bullying, substance use, and self-management. Each question for the elementary survey is based on a 4-point scale. In the elementary grade level survey, students reported an average score of 3.0-3.6 for all domain questions and for all student groups. The English learner group scored slightly higher, 3.6-3.7, in all domains. Students with an IEP scored a bit lower, with a score of 2.9-3.5 in all domains. The older grade student domain questions are based on a 5-point scale. Grades 7, 9, and 11 were surveyed with an average score of 4.1-4.4 for all domains for all student groups. Students with an IEP scored similarly, with an average score of 4.3-4.4 in each domain. English Language students scored an average of 4.4-4.6 on all domains. Parents in both age groups were surveyed using a 5-point scale. Parents scored an average of 4.4-4.7 on each of the domains. Overall, respondents indicated the school has a favorable climate that promotes learning. Positive trends include students feeling that adults at the school genuinely care about them, support their learning, and encourage them to attend school each day. They also indicated that the school is a safe place for them, and teachers and adults respond appropriately to any reported bullying incident and, moreover, make it clear that bullying is not tolerated. Results indicate that there has been improvement since the last survey regarding opportunities for students to make decisions about school and class activities. As we continue to focus on this area, this year's survey results indicate that students would like more opportunities for peer interaction, building student connections, and helping others. Some areas for improvement include increasing parent and student participation in the climate survey. We plan on sharing the survey with students during homeroom and with parents of students during academic conferences. We will increase school connectedness for the elementary grades by increasing student opportunities to share ideas in class. We plan to implement 3 Signature Practices emphasizing activities that build peer connection and encourage student voice. We will have a daily morning meeting to support peer relationships and foster a positive classroom environment that builds safety and connection. We will increase peer connectedness for the older grades by creating opportunities for students to interact, collaborate, and help each other. In our Freshman Academy, we will support incoming high school students with dedicated Freshman Support Specialist staff members, daily homeroom, and a focus on building good habits to be successful. We will continue to have a daily morning meeting and homeroom session to encourage a safe learning community, build trust, and provide more opportunities for students to interact and connect with their peers. We plan to provide opportunities for students to participate in community service projects. Met 2024-06-12 2024 51714230000000 Nuestro Elementary 6 Nuestro Elementary surveys every grade level we serve each year to determine students’ perceptions of school safety and connectedness. We report the results to our local governing board, educational partners, and the public. Furthermore, the results are considered when determining the goals and actions for our LCAP. Results of the spring 2024 student survey: • I feel safe while at school: 91% • I like coming to our school: 82% • My school is clean, safe, and in good condition: 70% in 2024; 76.2% in 2023 • I am bullied at school: 80% • I feel connected to this school: 84% in 2024, 79.4% in 2023 • I get the support I need from my teachers/staff to be successful at school: 86% in 2024, 89.3% in 2023 • There are activities at school that I enjoy participating in: 86% in 2024; 92.9% in 2023 Spring 2024 local student survey results indicate there are engaging activities students enjoy and students feel they are supported by staff to be successful in school. The 2023 Dashboard reports 2% of all students were suspended, a decline of 3.4%; SED 4.4% a decline of 4%. Students with Disabilities (SWD) was our only student group to increase in suspensions, 6.7%, increased 3.3%. This moved the SWD student group to the Very High performance level on the Dashboard. Our local suspension rate for the 2023/24 school year was 0%. Our LCAP Goal 2, Nuestro Elementary School District will promote engagement for all educational partners and a school culture conducive to learning will support the safety, engagement, and involvement of all educational partners. In order to improve student behavior and decrease bullying and suspensions, Nuestro will implement Action 2.2 Care Team in the 2024/25 LCAP. Working with SCSOS staff this team, made up of school staff and our administrator, will meet once per month to discuss students who are struggling with attendance, behavior, and/or academics. The team will develop an action plan for this student. In addition, SCSOS will continue to teach Character Counts to each class one day per week. In our LCAP Goal 2, Action 2.3 Counseling we will provide support for our Students with Disabilities (SWD). If a SWD has a behavior problem, we have a tiered intervention plan in place that includes meeting with the student, parents, and school staff to develop an action plan to change behavior. If a SWD is suspended, the counselor will meet with the student and the special education teacher to develop a reentry plan. Met 2024-06-13 2024 51714230132977 Sutter Peak Charter Academy 6 In the spring of 2024 Sutter Peak conducted a survey among students in grades 3-12 to assess their perceptions of connectedness and school safety. Overall, 67% of students reported being happy at school, with higher satisfaction among SED students (73%) and English Learners (100%). However, only 50% of Hispanic students felt connected, and the single African American respondent felt disconnected. There were no responses from special education students regarding connectedness. For school safety, 83% of students felt safe, with responses varying: SED (82%), English Learners (100%), Hispanic students (100%), African American (0%), and no responses from special education students. One key insight from the survey is the insufficient number of respondents, attributed to the survey being conducted late in the year and the sample not accurately representing the school's demographic composition. While it is encouraging that 67% of students reported feeling connected to the school and 83% feel safe, there is still room for improvement in both areas. Sutter Peak is an Independent Study charter and many of the students do not attend onsite or virtual classes so increasing school connectedness is often achieved through events such as graduation, park days, and attendance at site celebrations. Sutter Peak will administer student surveys at least twice annually to gauge perceptions of school connectedness and safety. These more frequent surveys will enable the school to promptly identify and address areas of concern. The 2024 LCAP includes several actions related to improving school connectedness, and an event focused on safety has been incorporated into Action 2.1. Met 2024-06-13 2024 51714310000000 Pleasant Grove Joint Union 6 A local climate survey was given to students in grades four through eight that provided a valid measure of school safety and connectedness. The results of this survey were shared with staff, the Pleasant Grove JUSD School Board, and also the Parent Advisory Committee. Findings from this 2024 survey indicate that 73.3% of students felt safe at Pleasant Grove School, 25.6% sometimes felt safe, and 1.2% do not feel at school. This is an improvement on last year when 3.8% of students did not feel safe at school. In addition, less students feel that bullying is a problem at school 15.1% in 2024; 16% in 2023). Students feel connected to the school (86%) and 91.86% of students say there are activities they enjoy participating in at school. Winter 2024 local student survey results indicate students feel connected to the school and have activities they enjoy. There has been an increase in the number of students who feel the school is a safe place to learn and there has been a decrease in number of students who say bullying is a problem. LCAP Goal 2 is to, ” Enhance student engagement by providing enrichment activities, a positive and safe school climate, effective character education, and meaningful parent participation opportunities.” Expected outcomes are to decrease the percentage of students who don’t feel safe at school to less than 1% and decrease bullying to 5% or less. To achieve this goal, actions and services include promoting parent and student engagement, supporting the social-emotional health of students by funding a part-time school counselor and implementing a character education curriculum, and maintaining a safe, welcoming school environment. Met 2024-06-13 2024 51714490000000 Sutter Union High 6 "Creating a positive, safe and clean learning environment has always been a top priority for the SUHSD. The district and its educational partners continue to report that this goal is important and it continues to be one of the district's ongoing successes. Staff, students and families continue to rate the district's campus as clean and safe and that there is a high level of connectedness to the school and its activities. With the implementation of the Capturing Kid's Hearts program, and the addition of bilingual positions to provide families with increased support, the district hopes to add to its strengths and make the culture of the school even stronger. Based on a 2023/24 school year survey, students say: ? SUHS is clean and well-maintained: 97.2% ? I feel safe on campus: 83.3% ? Students are adequately monitored and supervised on campus: 66.6% ? Discipline is administered in an effective and consistent manner: 50% ? The SUHS staff demonstrates caring and concern for students in an environment that honors individual differences: 75% ? There is at least one adult on campus I can go to if I have a problem or concern: 83.3% " "Students report that the schools are clean and well-maintained and the majority feel safe on campus. Most students believe there are caring adults on campus that they can go to if they have a problem. Areas of growth are: ? Improve communication regarding student expectations and consequences so that parents and students understand and feel that discipline is administered effectively and consistently ? Review of student expectations to ensure student conduct expectations are clear and that they meet district policies. " The district has identified high suspension rate and chronic absenteeism as two areas that need revision to current interventions to improve both areas. 2024/25 LCAP Goal 2, Actions 2.1 and 2.3 will provide additional staffing (SEL counseling, assistant principal) as well as interventions which include increase in proactive strategies, online courses regarding positive choices, and Saturday school will be implemented as part of our continuous improvement plan. Goal 3, Action 3.1 will focus work on decreasing the suspension rate of our students who attend Butte View. Met 2024-06-18 2024 51714560000000 Winship-Robbins 6 "During fall of 2023, all students in grades 4-8 completed a local climate survey. The following are key findings from the student survey that impacted the development of the W-RESD 2023/24 LCAP: • 5.5% say they are absent from school because of social issues with their classmates. • 66.1% feel happy at school. • 80.4% feel emotionally supported by at least one adult at the school. • 74.1% feel comfortable at school. • 80.4% feel the school is a safe and supportive place for all students. • 73.2% feel their voice is heard . • 32.7% say they have been bullied at school. • 63.6% feel like they can talk to their teacher if they have a problem in class. " Most students feel safe at school both physically and emotionally. There are activities at school they enjoy and they feel encouraged to do their best. Students say the school is clean, safe, and in good condition. Areas that we need to improve are student engagement so that students want to come to school, bully prevention, and teacher communication with students. Our LCAP Goal 2, Through community outreach, develop and cultivate positive relationships between staff, students, parents, and the community to create a safe and welcoming environment that will ensure a successful learning environment for all students has guided our work to improve our school climate. We have made facility improvements to improve the feeling of safety for all educational partners; improvements to the grounds have increased the outdoor areas available for student activities; our use of Restorative Justice practices has reduced behavior problems and helped maintain a positive school climate; and a new part-time Student Support Services Coordinator has worked with students to improve behavior and monitor their social-emotional health. In the 2024/25 LCAP we will fund a school counselor to provide counseling services to students and monitor the social-emotional needs of all students. Anti-vaping education and training for students and staff provided by SCSOS. Met 2024-06-18 2024 51714560133934 Feather River Charter 6 At Feather River School, there is a strong emphasis on safety and support to enhance the educational experience for staff, parents, and students. The majority of stakeholders are satisfied with the school's policies and rules, showing a commitment to creating a secure and conducive environment for learning. Staff feel valued and involved in decision-making processes, but there is room for improvement in using objective data for informed decision-making. Parents emphasize the need for additional support tailored to students' individual talents and special needs, highlighting the school's dedication to inclusivity and personalized learning. Similarly, students feel safe and supported, but they express a desire to be more involved in decision-making processes. Feather River School is dedicated to fostering a culture of collaboration, inclusivity, and continual improvement to ensure every student thrives. Feather River Charter School (FRCS) stands out for its strong emphasis on safety, with all respondents unanimously feeling secure during school activities, a testament to its robust safety protocols and nurturing environment. Effective communication channels are another cornerstone, fostering a participatory culture where stakeholders students, parents, and staff are well-informed and engaged. Ninety-seven percent of staff members affirm they are knowledgeable about school practices, highlighting transparency and inclusivity in decision-making. Staff satisfaction is notably high, with 86% expressing strong agreement that FRCS is a supportive and motivating workplace. This positive environment is crucial for staff retention and professional growth, contributing to the overall success of the school community. While FRCS excels in these areas, there are significant opportunities for growth. Enhancing data utilization for decision-making processes is a key objective, aiming to implement targeted interventions and improve educational outcomes systematically. By integrating objective data more effectively, FRCS can strengthen its evidence-based practices and ensure accountability across all levels. Community connectedness is another focus for FRCS, aiming to foster deeper relationships among students, staff, and parents. Initiatives such as mentorship programs and collaborative projects are envisioned to cultivate a cohesive school culture where every member feels valued and supported. However, FRCS faces challenges as well. Addressing social-emotional needs comprehensively remains a priority, requiring innovative approaches and dedicated resources. The school is committed to supporting the holistic development of its students by exploring partnerships with mental health professionals and implementing social-emotional learning programs. Resource allocation presents another complex challenge, necessitating strategic planning and collaboration to optimize limited resources effectively. By leveraging partnerships with stakeholders and community organizations, FRCS aims to maximize its impact and ensure equitable access to educational opportunities for all students. In conclusion, while FRCS excels in safety, communication, and staff satisfaction, its commitment to data-driven decision-making, community cohesion, and overcoming challenges in student well-being and resource management will enhance its educational impact and foster a supportive learning environment for all stakeholders. In response to the survey results aimed at continuous improvement, Feather River Charter School has initiated several revisions, decisions, and actions: Enhanced Data Utilization: Prioritizing the use of objective data for decision-making processes, the school has implemented mechanisms to gather, analyze, and utilize data effectively to inform improvement initiatives. By leveraging data-driven insights, the aim is to identify areas for growth more accurately and implement targeted interventions to address them. Strengthened Community Engagement: Recognizing the importance of fostering a deeper sense of connectedness within the school community, initiatives have been launched to enhance community engagement. This involves creating opportunities for meaningful dialogue and collaboration among stakeholders, promoting inclusivity and shared ownership in driving continuous improvement efforts. Resource Allocation Strategies: To address challenges related to resource allocation and capacity-building, a comprehensive review of resource allocation strategies has been undertaken. This includes identifying areas where resources may be reallocated to better support priority areas identified through the survey results. Additionally, the school is exploring avenues for securing additional resources and funding to address identified needs effectively. Professional Development Initiatives: Responding to identified areas for growth, particularly in supporting social-emotional needs and fostering a positive work culture, professional development initiatives have been prioritized. These aim to equip staff with the necessary skills, knowledge, and resources to address the diverse needs of students effectively, empowering them to create a supportive and inclusive learning environment. The implementation of these actions is driven by Feather River Charter's commitment to continuous improvement and ensuring the provision of high-quality education for all students. While some actions have already been implemented, the process of continuous improvement is recognized as ongoing. Regular monitoring and evaluation are necessary to assess effectiveness and make necessary adjustments as needed. The focus remains on striving towards goals of excellence and equity in education. Met 2024-06-14 2024 51714640000000 Yuba City Unified 6 In 2023-2024, our district used a local climate survey (PASS) and the CHKS (California Healthy Kids Survey) to elicit student feedback about culture and climate. The results from the CHKS survey are indicated below in specific area of importance. CHKS Survey 23-24 Elementary Student Data Results: (All Students) - School Connectedness: 67% - Academic Motivation: 80% - Caring Adults in School: 68% - Meaningful Participation: 41% - Parent Involvement in Schooling: 72% - Feel safe at school: 74% - Students treated with respect: 80% - Frequent sadness: 29% CHKS Survey 23-24 Secondary Student Data Results (All Students): - School Connectedness: Grade 7, 54%, Grade 9, 42%, Grade 11, 45% - Academic Motivation: Grade 7, 61%, Grade 9, 57%, Grade 11, 58% - Caring Adult Relationships: Grade 7, 62%, Grade 9, 43%, Grade 11, 53% - Meaningful Participation: Grade 7, 23%, Grade 9, 17%, Grade 11, 20% - Perception of school as safe or very safe: Grade 7, 58%, Grade 9, 43%, Grade 11, 42% - Social and Emotional Distress: Grade 7, 27%, Grade 9 37%, Grade 11, 40% - Chronic Sadness/Hopelessness: Grade 7, 32%, Grade 9, 41%, Grade 11, 50% Some key learning identified based on the survey data include the following areas of strength: - Our students in elementary feel very connected and supported at their school. Although it dips at the secondary level, there is still almost half of students who still feel this same connection. - Academic motivation for students in elementary and secondary maintains fairly equal through the grade levels. Some key learning identified based on the survey data include the following areas of growth: - Our students, as they get to high school, need to have at least one caring adult at school who knows them and can help provide them support. This can include a teacher, counselors, campus monitor, etc. We need to make sure all students have trusted adults they can lean on at their respective school sites. - Our students need more social/emotional support and we can provide that with increased services through our counseling and wellness centers. We need to increase the amount of groups we offer and the support we offer students. - Our school safety perception by students decreases as they enter high school. We need to continue to provide school resource officers, enhanced security cameras with infostructure, and campus supervisors to make sure students feel safe while on campus. We want all of our students to feel safe on campus. Based on the current data from our climate surveys, we plan to address the following: - Expand our services in our wellness centers to address our students who need more social/emotional supports through more targeted interventions and screening for students. - Continue to fund our social workers through our LCAP in order to work with groups of students who have the highest need in order to provide them services in addition to their academic counseling. - Continue to work on Professional Development for staff in addressing culture and climate at the school site and at the classroom level, that includes training in Restorative Justice practices. Met 2024-06-25 2024 51714640107318 Twin Rivers Charter 6 Student survey responses show that 85.90% of students feel that TRCS provides a positive school climate where they feel safe. Results indicate that 71.50% of students feel supported by teachers and school administration. In grades 3-5, 86.75% of students indicate they perceive school as safe, and 72.1% feel they are supported by teachers and school administration. In grades 6-8, 85.0% of students perceive the school as safe, and 69.2% feel supported by teachers and administration. These results are fairly consistent with the school-wide results and indicate a need for a comprehensive school-wide approach. TRCS is piloting Restorative Practices in grades with an implementation team consisting of the Middle School Director/Principal, Leadership Advisor, Advocacy Coordinator, and School Counselor. The implementation team will pilot restorative circles in middle school grades and provide professional development to the TK-8 staff to expand the program to a school-wide implementation. Tier 1 SEL lessons will be led by teachers in grades TK-2, and led by the Counselor in grades 6-8. The Positive Behavioral Intervention Supports, (PBIS), will remain a core practice in all grades serving as the basis for climate and a sense of safety. Met 2024-06-12 2024 51714645130125 Yuba City Charter 6 YCCS surveys families at each event and once per year. Survey results find that families have a positive reflection on the school climate. 88% of families feel that their students are safe on the campus and 86% of students feel safe on campus. 76% of families feel comfortable in speaking with school leadership and sharing ideas or asking questions. Students have indicated that they feel welcome on the campus. Students continue to indicate that they feel the campus could be more appealing. The administration is working with the landlord to improve the exterior siding of the buildings to improve the appearance of the campus. All student groups indicated that the campus could be more appealing. The administration will continue to work with the landlord to make improvements to the exterior of the buildings. All student groups had a majority of students that felt the campus is welcoming. Administration will continue to promote Capturing Kids' Hearts to all staff and incorporating CKH in every classroom through Social Contracts and other aspects of the CKH program. YCCS will continue to incorporate the Capturing Kids' Hearts program with all staff, the Board, and students to continue to grow healthy relationships with administration, staff, students, parents and the community. Met 2024-06-05 2024 52105200000000 Tehama County Department of Education 6 Our local climate survey, conducted annually, captures student perceptions of school safety and connectedness. The survey results indicate that 85% of students feel safe at school, and 80% feel connected to the school community. When disaggregated by student groups, we observe that 88% of female students and 82% of male students feel safe, while 83% of female students and 78% of male students feel connected. Additionally, students from underserved backgrounds report feeling slightly less connected, highlighting an area for targeted improvement. The survey data reveal key strengths in our school climate, particularly in overall safety and connectedness. However, the slightly lower sense of connectedness among male students and those from underserved backgrounds indicates a need for more inclusive and targeted support programs. Our strength lies in the high percentage of students who feel safe, which we attribute to our robust safety protocols and positive relationships between staff and students. Based on the key learnings from our survey data, Tehama Oaks will implement several changes to enhance school climate. First, we will introduce targeted support programs, such as mentorship and peer support groups, specifically designed to increase connectedness among male students and those from underserved backgrounds. Additionally, we will enhance our existing social-emotional learning (SEL) curriculum to include more activities that foster inclusivity and community building. To further support these initiatives, we will provide professional development for staff on culturally responsive teaching practices and effective strategies for building strong relationships with all students. Finally, we will establish a School Climate Committee composed of students, staff, and parents to regularly review climate data, provide feedback, and recommend additional improvements. These actions reflect our commitment to continuous improvement and ensuring that all students at Tehama Oaks feel safe, supported, and connected to their school community. Met 2024-06-26 2024 52105206119606 Lincoln Street 6 Lincoln Street's annual parent and student surveys illustrate that our school is a safe and inviting environment in which staff, parents, and students feel welcome. Data from the surveys reveal options for parents as teachers to be trained in the curriculum through multiple modalities throughout the year. Historically we have multiple local measures we utilize in addition to the annual state testing to guide our practice and support of students. This last year, our team has taken a deeper dive into streamlining intervention and the use of our measurements to drive instructional practices. Our school serves a diverse population of students and families that have often had school failure or lack of success. Lincoln Street continues to adapt to our changing needs through ongoing professional development and innovation for our staff. In our efforts toward continuous improvement, Lincoln Street will continue to build a robust MTSS system of support, use data to drive decision-making for academics and social-emotional needs, and lean into our community resources. Going into the next year, we have added additional staff to support intervention and personalized learning opportunities. Parent surveys support that they would appreciate alternate times for training and communication that is clear regarding the activities the school is hosting. A strength is how safe our students and families feel at Lincoln Street. Survey data supports that families believe the staff care about them and they have what they need to be successful. Based on the survey data this year, Lincoln Street staff met and will be rebranding some of our school climate options and how we communicate those to build clarity and relevance. Also, Met 2024-06-13 2024 52105206119671 Tehama eLearning Academy 6 The Healthy Kids Survey was administered to all students during this school year. Here is the link to the report. https://drive.google.com/file/d/1lcYJJQZIlmFus_RCm-ljdmMU6pRioyA_/view?usp=sharing Staff met to review this data in January 2024. The areas identified as being especially concerning were around drug, alcohol and vape use, especially among younger students. Additionally older students, particularly 11th graders, (61%) report feelings of chronic sadness/hopelessness and 22% have considered suicide in the last 12 months. Due to these heightened concerns, we are increasing education and resources for vaping, alcohol and drugs for our younger students (middle school). Additionally, we will be adding to our program a universal screener to identify students struggling with mental health concerns. We will contract with a local Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students. For School Connectedness, 82%of 12th graders, 77% of 11th graders, feel connected to our school. Due to these heightened concerns, we are increasing education and resources for vaping, alcohol and drugs for our younger students (middle school). Additionally, we will be adding to our program a universal screener to identify students struggling with mental health concerns. We will contract with a local Mental Health and Wellness program to provide social and emotional support opportunities and referrals to counseling to all students. We will continue to work on building relationships with our students. We have increased the number and variety of field trips in response to requests from students and families as a way for students to build relationships with staff and other students. Additional drop in tutoring times, called PowerHour, have been put on the schedule to allow for students to come to school without an appointment and interact with staff and other students and to get additional support in their coursework. Intervention groups will be held in-person on campus to allow for social support as well as academic support and relationship building with students. Met 2024-06-13 2024 52714720000000 Antelope Elementary 6 "Local Climate Survey data indicates that in terms of school safety, 3rd grade students report a 90% agreement with the statement that ""I feel safe at school."" Unduplicated third grade students had the same result at 90% agreement. Also, 6th grade students report 80% agreement with the same statement. Unduplicated 6th grade students agreed at 82%. In terms of school connectedness, 3rd grade reported 95%, with unduplicated at 92%. 6th grade agreed at 90% with unduplicated at 85%." The AESD will continue to foster a safe and connected learning environment for all students. The AESD is engaged in Multi Tiered Systems of Support training, and will be implementing procedures at all sites to better serve our students and ensure that they feel connected and safe at school. Met 2024-06-27 2024 52714720134403 Lassen-Antelope Volcanic Academy (LAVA) 6 1: Data - a)Results reflect over 95% of students district wide feel safe at school. b) Results reflect over 95% of students know an adult at school that they feel cares about them. c) Results reflect that less than 5% students report having been bullied at school. 2. Meaning - Students feel safe at our district schools. 3. Use - Continued implementation of safety plans, SEL instruction, and trauma informed instruction. Continued partnership with local law enforcement agencies and other community support organizations. Met 2024-06-27 2024 52714980000000 Corning Union Elementary 6 The LEA administers a local climate survey at least every other year that provides a valid measure of perceptions of school safety and connectedness, such as the California Healthy Kids Survey, to students in at least one grade within the grade span(s) that the LEA serves (e.g., K-5, 6-8, 9-12), and reports the results to its local governing board at a regularly scheduled meeting of the local governing board and to educational partners and the public through the Dashboard. The feedback from all partners provided the district with direction that includes a need for increased focus, awareness and education around bullying, increased need for outdoor play in our Community Day program, We learned that student discipline is a concern from all perspectives and something the district plans will continue to focus on. The District will adopt a new SEL curriculum to address the needs of students and families including specifically addressing bullying from an awareness and preventative approach. Met 2024-06-25 2024 52715060000000 Corning Union High 6 Participation Rates: High for 9th grade (100%), moderate for 10th grade (42%), and high for 11th grade (83%). Instructional Models: Predominantly in-school learning with minimal remote learning participation. Key Indicators School Climate and Engagement School Connectedness: 9th grade: 55% 10th grade: 44% 11th grade: 51% Academic Motivation: Consistently around 60% across grades. School Boredom: 41-43% find school boring. Perception of School Value: 7-15% see school as worthless. Social and Emotional Health Emotional Distress: 9th grade: 24% 10th grade: 22% 11th grade: 21% Chronic Sadness/Hopelessness: 24-26% across grades. Suicidal Thoughts: 16% of 9th graders, 13% of 10th graders, and 10% of 11th graders. Optimism: Ranges from 38-43%. Life Satisfaction: 9th grade: 63% 10th grade: 57% 11th grade: 67%. Substance Use Current Use (past 30 days): Alcohol/Drugs: 13-14% Tobacco: 5-9% Marijuana: 7-8% Binge Drinking: 6-8% Lifetime Use: Very drunk/high 7+ times: 6-7% Drunk/high at school: 6-8%. Safety and Violence Perceived Safety: 9th grade: 56% 10th grade: 47% 11th grade: 50%. Bullying/Harassment: Experienced: 19-29%. Physical Fights: 5-11%. The 2023-2024 California Healthy Kids Survey for Corning Union High School District reveals a student body with strong academic motivation and a considerable sense of school connectedness, particularly among 9th graders. However, the data also highlights significant challenges in areas such as emotional distress, substance use, perceived safety, and bullying. A notable proportion of students report experiencing social-emotional distress and chronic sadness, with some considering suicide. Substance use remains a concern, with a portion of students engaging in alcohol, drug, and tobacco use. Perceived safety at school is moderate, with substantial reports of bullying and harassment. To address these issues, the district needs to focus on enhancing school connectedness, especially for 10th graders, implementing comprehensive mental health support, strengthening substance abuse prevention programs, and improving safety and anti-bullying measures. Additional support should be directed towards special education students and English learners. By leveraging existing strengths and addressing these critical needs, the district can foster a safer, more supportive, and engaging educational environment for all students. Met 2024-06-20 2024 52715220000000 Evergreen Union 6 The California Healthy Kids Survey was administered in May of 2024 at Evergreen Middle School and Bend Elementary School. The administration of these modules ensures that we have captured a valid measure of student perceptions of school safety and connectedness in grade spans TK-5 and 6-8. Evergreen Middle School 7th graders took the following: Core, Social Emotional Health, Resilience and Youth Development, and Physical Health and Nutrition. Bend 6th-8th graders took the same modules. Evergreen Middle School 5th graders took the Core Module; the Bend 5th graders took this, as well. For a detailed summary, please see each of these reports attached. These reports will be analyzed in detail by the administration and MTSS teams at the onset of the 24-25 school year. The key areas of strength are: A perception of connectedness and caring adults in the younger grades. A perception of students being treated with respect in the younger grades. A perception of feeling safe at school in the older grades. A perception of consistent levels of expectations and rule clarity. A perception of life satisfaction improving. The key areas of need are: A perception of not feeling safe at school in the younger grades as well as students not being treated fairly. A perception of lack of connectedness and caring adults in the older grades. A perception for the need for greater parent involvement and SEL supports. For the 2024-2025 LCAP, greater emphasis will be placed on Behavior, Safety and Connectedness, and Mental Health Supports for students. All of these actions can be found in detail in the 24-25 LCAP. Met 2024-06-25 2024 52715220132597 Evergreen Institute of Excellence 6 Evergreen Institute of Excellence (EIE) is a Personalized Learning, flexed based public charter school. The majority of a student's daily instruction occurs at home with parents, in the community through enrichment/extracurricular vendors and/or through attendance at our local community college. However, this 2023-2024 school year has brought an increase in in-person learning opportunities. EIE operates under the Evergreen Middle School Safe School Plan, which is the campus we reside on, to ensure student and staff safety. EIE developed surveys for parents of students in grades TK-12, specifically given to 4th-5th grade students, middle school and high school students (6th-12th). Included were questions designed and tailored to the uniqueness of our school programs and student population. The most recent School Climate Survey given Spring 2023 revealed in regards to safety: The 4th-5th Grades School Climate survey results indicated the majority of the students feel safe while on campus with 100% responding that grown-up at school care about them. The 6th-12th Grade School Climate survey results indicated 100% feel safe on campus with 92% expressing grown ups at school care about them. Spring 2023 revealed in regards to standards aligned curriculum and ability to ensure students meet/exceed academic performance and expectations- 96% of the respondents agreed/strongly agreed they are supported, have the necessary resources and understand the state standards and expectations. An area of need pointed out was a request for annual curriculum fair for parents to make informed decisions to ensure the best fit for their students. Areas of strengths EIE will continue offering and supporting are in-person offerings, field trips, project based learning and community gatherings to encourage developing a network among parents. EIE will continue to provide interventions, parental support and training to increase student achievement. Met 2024-06-25 2024 52715300000000 Flournoy Union Elementary 6 Parent/staff feedback was positive in regards to the sense of community felt among parents and students. Broad course of study includes fieldtrips and sports. Communication between school and home is positive and effective. An appreciation was expressed for the initial implementation of an SEL curriculum. On the parent survey, positive responses were noted in the relationship between staff and families. In the area of academics, it was appreciated that students are grouped by ability and not necessarily grade level. One on one support is available to students based on the small classroom sizes and it is felt the school is a physically safe place for students with bullying minimized as compared to larger schools Parents appreciate that phonics and cursive writing is taught. Students: The student survey from Flournoy School revealed a variety of sentiments about the school environment, capturing opinions on belonging, safety, respect, and educational quality. A substantial number of students agree or somewhat agree that they feel a sense of belonging at the school (23 out of 26), feel safe (24 out of 26), and are proud of their school buildings (25 out of 26). However, responses also indicated mixed feelings about whether the students feel that teachers and principals are fair and caring. For instance, while a majority feels that teachers care about their success and believe they can learn, there's a significant portion expressing disagreement or only somewhat agreeing to these sentiments. One area to consider is creating multiple opportunities for families to learn more about the school and provide input. The majority of responses recognize the positive contributions of staff as they reach out to families to discuss programs and ways to work collaboratively with families. Suspension rates are minimal and chronic absenteeism has decreased. Suggestions for improvement included providing more fieldtrips, helping students transition to a bigger school when they graduate, and trying to find male mentor's for students. Areas to consider reviewing is setting goals for state standards and determining if the current math program is meeting student needs and state standards. Parents would like to see more intentional focus on Science and History (staff did share that science and History is integrated within the ELA program). Parents also suggested they would like to see more art for upper grade students and electives, such as coding and Sciences. Areas such as student respect towards each other and fairness of school rules also showed diverse opinions. Only 12 students agreed that most students are respectful to each other, with a similar number expressing neutrality or disagreement. On the aspect of rule fairness and the handling of rule-breaking, opinions are divided, with nearly half the students showing less satisfaction. Overall, while many students feel positive about their physical environment and safety, there is a clear need for improvement in the areas of interpersonal relationships and fairness, as reflected in the varied responses across these themes. The LEA is implementing more opportunities for parents to engage through community meetings. Options for expanding our course of student to include more opportunities for STEM and the integration of subjects is being considered and incorporated into the LCAP. Full implementation of an SEL Curriculum is also being implemented during the 24/25 school year with a curriculum being piloted during the current year. Met 2024-06-20 2024 52715480000000 Gerber Union Elementary 6 SSC/PAC/Parent Feedback: Impressed with focus on DI and multilingual learner supports appreciate prioritizing PE, music and art Wants continued supports for students that are struggling (MTSS) Seeks more field trip opportunities and assemblies Highlight that the district provides home to school transportation for all students More enrichment opportunities for SERRF Staff (Admin/classified/certificated/union representation) Feedback: Continue to prioritize student achievement with appropriate supports (MTSS) for goal 1 Continue to prioritize goal 2: engagement, positive behavior supports include PE, music and art into plan (survey's prioritized this) Include professional development opportunities and stipends for both certificated and classified. High priority on literacy and SEL (Character Strong) Build our DI program and supports for multilingual learners More enrichment opportunities for field trips Student Feedback (Elementary Students): Most notably, a significant 57% of respondents indicated that student depression and harassment or bullying among students are moderate to severe problems, highlighting urgent needs in mental health support and bullying prevention. Furthermore, only 7% of respondents believe students are motivated to complete schoolwork, pointing to a substantial lack of student engagement. Additionally, the support for social-emotional learning is alarmingly low at 18%, suggesting a deficiency in emotional and psychological support for students. Parental involvement and meaningful student participation are also notably low, at 18% and 21% respectively, indicating a need for more inclusive and engaging activities that could better integrate the school community. Lastly, safety perceptions are worryingly low for both staff and students, at 18% and 21% respectively, which underscores the necessity for improved safety measures within the school environment. These findings collectively emphasize the need for strategic improvements in several key areas to foster a more supportive and engaging educational atmosphere. Student Feedback (Middle Level Students): School engagement and supports show a significant positive response, with 60% of Grade 6 and 37% of Grade 7 students feeling connected to their school, and 79% of Grade 6 students motivated academically, though this drops to 53% in Grade 7. Adult relationships are strong in Grade 6, with 81% reporting caring interactions, compared to 46% in Grade 7. School safety perceptions vary dramatically between grades, with 82% of Grade 6 feeling the school is safe versus only 35% in Grade 7. Bullying is a notable issue, experienced by over half of the students in both grades. Substance use is minimal, but there are significant emotional distress concerns, particularly in Grade 7, where 24% report chronic sadness or hopelessness. These results suggest areas where the school could focus improvement efforts, especially in enhancing safety perceptions and supporting mental health. Parents highly appreciate the district’s focus on Differentiated Instruction (DI) and supports for multilingual learners, showing a positive reception towards inclusive practices. They value the inclusion of physical education, music, and art, reflecting the importance of a well-rounded education. Continued support for struggling students through MTSS is desired, along with more field trip opportunities and assemblies, indicating a preference for experiential learning. The district’s provision of home-to-school transportation is noted positively, and there is a demand for more enrichment opportunities in the SERRF program, highlighting the need for additional after-school activities. Staff members emphasize the importance of continuing to prioritize student achievement with appropriate MTSS supports. They also stress the need to maintain engagement and positive behavior supports. Inclusion of physical education, music, and art into the educational plan is highly prioritized. Professional development opportunities and stipends for both certificated and classified staff are essential, with a focus on literacy and social-emotional learning (SEL), particularly through Character Strong. There is also a need to build and support the DI program and multilingual learners, along with more enrichment opportunities through field trips. Elementary student feedback indicates significant concerns regarding mental health and bullying, with 57% reporting these as moderate to severe issues, highlighting the need for mental health support and bullying prevention. Only 7% feel motivated to complete schoolwork, indicating a lack of engagement. Support for social-emotional learning (SEL) is very low at 18%, suggesting a deficiency in emotional support. Parental involvement and student participation are also low, at 18% and 21% respectively, indicating a need for more inclusive activities. Safety perceptions are worryingly low for both staff and students, at 18% and 21% respectively, underscoring the need for improved safety measures. Middle-level student feedback shows that 60% of Grade 6 students feel connected to their school, and 79% are motivated academically, though these numbers drop significantly in Grade 7. Strong adult relationships are reported by 81% of Grade 6 students, but this figure falls to 46% in Grade 7. School safety perceptions vary, with 82% of Grade 6 students feeling safe compared to only 35% in Grade 7. Bullying is a notable issue, experienced by over half of the students in both grades. While substance use is minimal, there are significant concerns about emotional distress, particularly in Grade 7, where 24% report chronic sadness or hopelessness. These results suggest a need for improved safety perceptions and mental health support as students progress in grades. We will continue to focus on MTSS structures and SEL structures that support addressing the mental health needs of our students. Engagement activities will be continued and enhanced. Professional development will focus on Tier 1 and Tier 2 systems with leadership teams assigned to each of these tiers. Through this PD, we will focus on improvement safety as we enhance conditions for learning and work on parental involvement. Met 2024-06-18 2024 52715550000000 Kirkwood Elementary 6 Parent/staff feedback was overall positive throughout the year in regards to the sense of community. Broad course of study includes fieldtrips and sports. Communication between school and home is positive and effective. On the parent survey, one area to consider is creating multiple opportunities for families to learn more about the school, increase family engagement oppportunities, and provide input. The majority of responses recognize the positive contributions of staff as they reach out to families to discuss programs and ways to work collaboratively with families. Suspension rates are minimal and chronic absenteeism has decreased. Students: The student survey from Kirkwood School revealed a variety of sentiments about the school environment, capturing opinions on belonging, safety, respect, and educational quality. Results from the student survey of students agree or somewhat agree that they feel a sense of belonging at the school (67%), feel safe in the classroom (86%), and say Kirkwood has a positive climate (65%). Suggestions for improvement included providing more fieldtrips, helping students transition to a bigger school when they graduate, and decreasing negative student behaviors. In the area of academics, it was appreciated that students are in combo classes as the majority of families voice that is their preference. It is felt the school is a physically safe place for students with bullying minimized as compared to larger schools. Areas to consider reviewing is setting goals for state standards and determining if the current ELA program is meeting student needs and state standards. There are things we can work on concerning students. Kirkwood will be increasing Character development lessons to help students with constructs such as Respect, Friendship, Responding to Challenge, Diversity, etc. Providing students with strategies to handle anxiety and anger are a top priority. Kirkwood has adopted a Character Development curriculum that the whole staff will implement. Each week all Kirkwood students will participate in Tier one classroom lessons. Any students who are presenting with Tier two challenges will receive targeted lessons to teach skill building and gain knowledge on how to respond. Met 2024-06-11 2024 52715630000000 Lassen View Union Elementary 6 Students feel recognized and included by the staff, which contributes to a positive school experience. Parents and community members appreciate the effective communication methods used, such as reminders and feedback. The support provided by the school in helping parents assist their children's learning is also valued. Staff at Lassen View highlight the positive work environment, strong teamwork, and supportive dynamics among colleagues as significant strengths. Parents involvement on School Site Council and feedback received for decision-making will continue to be an emphasis for the school through the established formal and information practices in place. There are areas for improvement, such as providing more consistent feedback to students and organizing more engagement activities to foster a stronger sense of community. Parents have suggested the need for more consistent feedback and additional engagement activities to enhance their involvement. There is also room for improvement in ensuring that all children feel emotionally safe and included. There are suggestions for more team-building activities to enhance collaboration, and a need for increased support for special education. Some staff members have also noted the variability in feedback mechanisms and expressed a desire for improvements in this area. There are common areas for improvement, such as the need for more consistent feedback, increased engagement activities, and better support for special education. Strengthening team collaboration and ensuring emotional safety and inclusion for all students are also highlighted as important areas to address. We will continue to focus on strengthening our systems for communication between home and school. We will also be implementing a formal focus on building MTSS structures that enhance our delivery of instruction as we align all resources to Tier 1 and Tier 2 supports for students. We will also work on strengthening and enhancing our conditions for learning as we support student learning. Met 2024-06-18 2024 52715710000000 Los Molinos Unified 6 Based on the LMUSD Healthy Kids Survey results, the following data is reported; in grades 9 and 11, over 55% of the students felt connected to the school, in grades 6 and 7; over 65% felt connected to their school. Grades 9 and 11-over 55% felt very safe or safe while at school, grades 6 and 7-over 66% felt very safe or safe while at school. In grades 9 and 11, 22% experienced cyberbullying at some point, and in grades 6 and 7, 23%. Based on the LMUSD Health Kids Survey, in grades 9 and 11, 25% of students have experienced social emotional distress and 26% has experienced chronic sadness. In grades 6 and 7, 24% have experienced social emotional distress and 32% have experienced chronic sadness. This is an area of need for LMUSD. Areas of strength include; grades 9 and 11-over 55% felt there are caring adult relationships and 60% feel adults of high expectations of students. In grades 6 and 7, 65% of students feel caring adult relationships exists, and over 80% feel adults have high expectations of students. Based on the data above, LMUSD will continue to implement the PBIS program and add more restorative justice opportunities within the school day to increase school connections amongst students. In order to address the social emotional well being of students, LMUSD will implement a school social worker position for the 2024-2025 school year. This position will add more group and individual counseling as well case management. Met 2024-06-20 2024 52716210000000 Red Bluff Union Elementary 6 "In October of 2023 the district administered the Youth Truth Survey to over 1,000 students in grades 3-8 on a variety of themes including culture, climate, safety, and belonging. Student results showed favorable data in engagement and relationships. The highest-rated themes were Professional Development (staff), Communication & Feedback (families), and Academic Challenge/Emotional & Mental Health (students). The highest overall rated questions for students were ""Does what you learn in class help you in your life"" and ""The work that I do for class makes me really think"". At the elementary level, students rated questions on a scale of 1.0-3.0 with any score above 2.0 considered favorable. All sites had favorable ratings of at least 2.0 or higher. The middle school survey questions were rated on a scale fo 1.0 -5.0 with any score above 3.5 considered favorable. Family and Staff survey results showed favorable results; however, student results showed unfavorable ratings. The highest rating was 2.74 in Engagement with the lowest rating was 2.15 in Culture, such as ""Is discipline fair?"" We continue to address the social-emotional and mental health needs. We have focused our efforts on the MTSS process and professional development around the implementation guided by frameworks and evidence-based practice as part of positive behaviors and supports and intervention and social-emotional learning guided by the principles of CASEL (Collaborative for Academic, Social, and Emotional Learning). Counseling teams are made up of counselors, psychologists, and mental health clinicians. We have also introduced wellness teams this year that include additional mental health clinicians, behaviorists, and social workers. " 3rd graders report more positive perceptions across all themes, except engagement. Boys and girls are reporting similar experiences except in themes of Culture and Belonging, where boys are reporting more positive perceptions. -Black or African-American students rated lower than peers in engagement, academic challenge, instructional methods, and culture. -Asian or Asian-American & American Indian students rated lowest or second lowest in every theme. Data was shared with the administration, site teams, and the board. Action plans and goals were made to improve results and bridge the gap of key findings and areas of discrepancy. Met 2024-06-20 2024 52716390000000 Red Bluff Joint Union High 6 Local climate survey data including the Panaroma Surveygiven to all students grades 9-12 shows that though improvements have been made in the area of student self-belonging, it is still low. Only 33% of the students surveying have a favorable opinion of their own self-belonging. The California Healthy Kids Survey taken by 9th and 11th graders indicated that 47% of students feel a connection with school. The data also reveals that one out of three have experienced or witnessed bullying at school, and that though the suicidal ideation has been lower than in the past, 15% of 9th and 11th graders taking the survey have experienced it. The district has been implementing and improving its social and emotional learning through its Advisory classes, GRIT center, and other student supports. Student responses to survey indicate that they are supportive of these measures and want better connections with both adults and students on campuses. School, staff, and student connectiveness continues to be a priority for the district. The addition and improvements to advisory, the development of the Superintendent Student Advisory Committee, and the addition of the SEL Coordinator is an attempt to improve the Social and Emotional Learning for our staff and students. In its new LCAP, the district has included a broad goal of increasing the behavior, social and emotional, and mental health of students. This broad goal includes actions such as increasing student access to behavioral services by increasing supports through a wellness center model. Met 2024-06-20 2024 52716470000000 Reeds Creek Elementary 6 Parent: Strengths: Open Communication: Teachers and staff are noted for being very communicative and open, ensuring parents are well-informed. Supportive Environment: There is a strong sense of care and support for students, which helps in building student positive learning environment. Respectful Relationships: The school is appreciated for building respectful relationships with families, enhancing trust and collaboration. Areas for growth: Need for Parent Engagement: Suggestions indicate a need for more parent engagement opportunities, such as parent nights or meetings with teachers. Communication Enhancements: Some parents feel there is room for improvement in the way the school communicates policies and expectations to families. Student: Students reported high satisfaction in most areas, with 100% favorable responses in Instructions, Experiences with Culturally/Linguistically Responsive Teaching, Opportunities for Student Voice and Leadership, and Safety and Connection. The Overall dimension received a slightly lower, but still high, favorable response rate of 96%. Staff (Classified, Certificated, Administration): he staff survey shows a high level of satisfaction, with dimensions such as Instructions, Overall, and Experiences with Culturally/Linguistically Responsive Teaching receiving 100% favorable responses. Teachers exhibited unanimous satisfaction across all dimensions surveyed, each receiving a 100% favorable response rate. This indicates a strong positive reception to the CalHOPE initiative among teachers, particularly in areas critical to their professional roles such as Partnerships, Training, Tools, and Coaching. Parents would like to know about their legal rights. Need for Parent Engagement: Suggestions indicate a need for more parent engagement opportunities, such as parent nights or meetings with teachers. Communication Enhancements: Some parents feel there is room for improvement in the way the school communicates policies and expectations to families. Opportunities for Student Voice and Leadership, and Safety and Connection We are developing MTSS alignment plans to support the learning of all students. Character Strong SEL curriculum has been implemented schoolwide. LCAP is being redesigned to focus on key actions that address the State Priorities (academic, social, emotional). Met 2024-06-20 2024 52716540000000 Richfield Elementary 6 "RESD administered the California Healthy Kids Survey and found an decrease in the % of student respondents that answered ""yes"" to the ""During the past 12 months, did you ever feel so sad or hopeless almost every day for two weeks or more that you stopped doing some usual activities?"" prompt for 7th/8th Grade students. Regardless, additional counselors have been hired as a result and we're training our teachers and paraprofessionals to identify and work with students in social-emotional distress and also using programs such as Character Strong to empower students to self regulate and self advocate." English Learners recorded lower scores for coping and resiliency. We plan on incorporating the key learning into the EL Master Plan. We will also be implementing an MTSS Tier 1 leadership team to help address the conditions for learning and creating consistent and common practices across the school to reduce equity gaps between student groups. Met 2024-06-18 2024 53105380000000 Trinity County Office of Education 6 The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will provide a local climate survey and analyze results at the end of the school year. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will provide a local climate survey and analyze results at the end of the school year. The school did not enroll students during 2023-24 school year. We will be enrolling students again in 2024-25. We will provide a local climate survey and analyze results at the end of the school year. Met 2024-06-19 2024 53105380125633 California Heritage Youthbuild Academy II 6 Overall Scores: Feeling Close to People at School: 70% of students either agreed or strongly agreed. Happiness at School: 60% of students agreed, and 13.3% strongly agreed. Feeling Part of the School: 40% agreed, and 40% were neutral. Fair Treatment by Teachers: 26.7% agreed, while 30% remained neutral. Disaggregated Data: Gender: Male: 43.3% Female: 56.7% Other: Not specified. Grade Levels: 9th Grade: 16.7% 10th Grade: 30% 11th Grade: 26.7% 12th Grade: 26.7% Hispanic or Latino Origin: 93.3% Race: White: 43.3% Mixed (two or more races): 46.7% Specific Items: Teacher Communication with Parents: 46.7% agreed that teachers communicate effectively about what students are expected to learn. Parents Feeling Welcome: 43.3% agreed, while 33.3% were neutral. Parent Concerns Taken Seriously: 43.3% agreed, with 30% remaining neutral. Feeling Safe at School: 53.3% agreed, while 26.7% were neutral. Challenges Identified: Transportation Issues: 6.7% indicated they don’t have reliable transportation. Depression or Lack of Motivation: 23.3% cited feeling depressed or unmotivated as a barrier to regular attendance. Academic Challenges: 3.3% reported that the work is too hard and they don’t get enough help. Substance Use: Cigarettes and Alcohol: 75.9% and 72.4% respectively reported never using them. Marijuana: 65.5% reported never using it. Prescription Drugs and Other Substances: High percentages reported never using these, with over 80% abstaining from each category. Key Learnings and Areas of Strength: Student Connectedness: A significant majority (70%) of students feel close to people at school, indicating strong peer relationships. Safety and Happiness: 53.3% feel safe at school, and 60% are happy to be at school, reflecting a generally positive school environment. Teacher-Parent Communication: 46.7% of students feel that teachers communicate effectively with parents about what is expected in class, suggesting an area of moderate strength but with room for improvement. Identified Needs: Enhanced Communication: With only 46.7% of students agreeing that teachers communicate expectations effectively, there is a need for improved teacher-parent communication. Parental Engagement: While 43.3% of students feel their parents are welcome at the school, 33.3% remain neutral, indicating a need to make parents feel more involved and valued. Mental Health and Motivation: 23.3% of students cited feeling depressed or unmotivated as barriers to regular attendance, highlighting the need for increased mental health support and motivation strategies. Fair Treatment by Staff: Only 26.7% of students agreed that other staff treat students fairly, with a significant portion (40%) being neutral, suggesting a need for staff training on equitable treatment. Academic Challenges: Some students (3.3%) feel that the academic work is too hard and support is insufficient, indicating a need for enhanced academic support and resources. To address areas of need identified through the analysis of local data and key learnings, CHYBA has determined the following changes to existing plans, policies, and procedures: Enhanced Teacher-Parent Communication: Implementing regular communication protocols to improve teacher-parent interactions, ensuring parents are well-informed about academic expectations and student progress. Parental Engagement Initiatives: Increasing efforts to make parents feel more welcomed and involved, including more frequent and varied engagement opportunities and feedback mechanisms. Mental Health Support: Expanding mental health resources and support systems to address the high percentage of students reporting depression or lack of motivation. This includes hiring additional counselors and implementing targeted mental health programs. Staff Training on Equitable Treatment: Conducting regular professional development for staff focused on equitable treatment and fair practices to address concerns about fair treatment by staff. Academic Support: Providing additional academic support and resources for students who find the coursework challenging. This includes tutoring programs, study sessions, and access to online resources. These revisions aim to create a more supportive and engaging school environment, improve student outcomes, and foster stronger connections between the school, students, and their families. Met 2024-06-27 2024 53716620000000 Burnt Ranch Elementary 6 Burnt Ranch School issued a student climate survey to students in grades 3-8 which covers topics like feeling safe and connected at school, relationships with adults and peers, satisfaction with academic progress, extracurricular activities like art/music/PE, the after school program, school rules and discipline, and nutrition/cafeteria food. Overall, the responses show a mix of positive and negative perceptions across grade levels. Many students report feeling safe, having good relationships with teachers/staff, being aware of rules, and being satisfied with academic progress in core subjects. However, there are also notable numbers expressing concerns in areas like belonging, student treatment fairness, counseling services, homework load, after school program quality, and nutrition. Some key takeaways: • Safety and adult relationships are rated relatively positively overall • Sense of belonging and peer relationships have more mixed responses • Academic satisfaction is generally positive, especially in core subjects like math and ELA • Extracurriculars like art, music, PE, and field trips are desired by many • The after school program receives mixed reviews on activities, snacks, and helpfulness • Discipline policy fairness is an area of concern for some students • Nutrition and cafeteria food quality could be improved according to several responses There are also several individual comments and suggestions provided, such as requests for more sports/clubs, longer recess, showers, addressing bullying issues, and facilities improvements like basketball courts and tennis courts. In summary, the data highlights both strengths and areas for potential improvement in fostering a positive, supportive school climate across academic, social-emotional, and operational dimensions. Strengths: Safety and adult relationships are rated relatively positively overall Academic satisfaction is generally positive, especially in core subjects like math and ELA Areas for Improvement: Sense of belonging and peer relationships have more mixed responses Extracurriculars like art, music, PE, and field trips are desired by many Burnt Ranch School will begin the research and development of restorative practices, which is the science of relationships and community. These practices and intention to collaborative leadership and decision making will be included at each level, staff relations as well as teacher student and peer to peer. To address expanded learning improvement, we will be recruiting high quality staff to work in these programs and increase opportunities for field trips and enrichment activities. Both areas of improvement are included with actions in our 2024 LCAP. Met 2024-06-11 2024 53716700000000 Coffee Creek Elementary 6 Our student population is too small to have the local climate survey data disaggregated by student groups. Overall, the students and parents feel safe at the school, the teachers are kind/fair, school is fun overall, and they like the lunch. The students would like to have more art/music classes. The location of our school provides an obstacle to hire a music teacher. The students and parents showed a strong desire to be provided musical instrument instruction. The school will be looking at purchasing guitars and hiring an instructor to meet this need/desire from our students and parents. The school invested in art education with a focus on illustrations and drawings using a variety of mediums. We will move towards music instruction for this upcoming school year. Met 2024-06-14 2024 53716960000000 Douglas City Elementary 6 Our school gives a local survey to students and their families. Our school population is too small to publish disaggregated data by student groups, and therefore we can only provide an overall score for our local climate survey data. According to our 2023-24 School Survey, 98% of students feel safe at our school and 97% of families feel there is enough supervision on campus. 92% of students feel a sense of belonging and connectedness at school, and 94% of students have positive relationships with adults on campus. Our 2024 School Survey data indicates that we have a positive school climate. We believe that maintaining a safe, welcoming, inclusive, and supportive climate for all students, their families, and our school community is vital for the success and well-being of our students. We feel that it is important to maintain these survey outcomes and continue to strive for the highest desired outcomes as possible. Therefore, we don't plan to change any of our existing plans, policies, or procedures. Instead, we intend to continue to strengthen them. Met 2024-06-26 2024 53717380000000 Junction City Elementary 6 Our school gives a local survey to all students and their families. Our school population is too small to publish disaggregated data by student groups, and therefore we can only provide an overall score for our local climate survey data. According to our 2024 School Survey, 100% of students feel safe at our school. 100% of students and their families feel there is enough supervision, and 100% think that the campus is clean and provides a safe environment. 98% of students and their families feel welcome at school. 100% of students feel a sense of belonging and connectedness at school, and 100% of students have positive relationships with adults at school. Our 2024 School Survey data indicates that we have a positive school climate. We believe that maintaining a safe, welcoming, inclusive, and supportive climate for all students, their families, and our school community is vital for the success and well-being of our students. We feel that it is important to maintain these survey outcomes and continue to strive for the highest desired outcomes as possible. Therefore, we don't plan to change any of our existing plans, policies, or procedures. Instead, we intend to continue to strengthen them. Met 2024-06-26 2024 53717460000000 Lewiston Elementary 6 Lewiston Elementary conducts a student survey in the Fall and the Spring each year. 95% students feel that the school is safe. 12% feel that they are bullied, but only 5% feel that they can report the bullying. 100% of students feel that the calming room is a safe place to be when they need to work through something that is bothering them. 93% of students feel that the teachers support them academically and socially. *LES suspension rate is in the GREEN and has declined 10.2% *Our socioeconomically disadvantaged students have BLUE on the CA Dashboard. Decline of 8.3% *The white student group has declined 9.5% and is in the GREEN Students have indicated that they need more support in the school due to anxiety. Due to this information, we have been provided a liaison from the Trinity County Office of Education who is on campus four days a week. Last year, we had them for 5 days. Students are now requesting we go back to having them here for 5 days. TCOE also supplies our school with a counselor one day a week due to the more intense needs of some of the students which are outside the liaison's scope of education. Administration will continue to support students with their needs to follow classroom and school-wide rules and able to remain with their peers. Met 2024-06-18 2024 53717610000000 Trinity Center Elementary 6 We learned that overall, families agreed that their students felt safe and connected to their school, that students’ social and emotional needs were supported to the best of our abilities, and the school is an inviting place to learn. When surveyed, students also agreed that they felt safe and connected to their school, that their social and emotional needs were supported to the best of our abilities, and that the school is an inviting place to learn. Since our school is so small, we cannot report data regarding specific student groups. We learned that it is important to maintain a sense of emotional and physical safety at school for our families and students. This is a never-ending and ever-evolving process as the world, national, and local climate changes. Our strength comes from our extremely small school population. We are in constant daily contact with our families. Students stay with their teacher year after year so bonds become strong. Staying responsive to needs and up-to-date on appropriate interventions is a constant need. Professional development will be utilized as necessary. In response to concerns regarding some students' chronic undesired behaviors, a new discipline system was developed with the students and piloted for the second and third trimester. This system found to be successful and it will be added to our plans, policies, and procedures. Met 2024-06-30 2024 53738330000000 Southern Trinity Joint Unified 6 In the Fall 0f 2023 a community dinner was provided and well attended. Over half of the district families responded to the survey. The survey categories were Safety & School Climate, Academics, After School Program, Parent/Community Involvement, and Services and Programs. In almost every category 70% of respondents strongly agreed or agreed that STJUSD is providing a safe environment, maintaining strong academic programs, offering a quality after school program providing quality services and programs and communicating well with the parents and the community. Although the majority of categories were identified as strengths, 20-30% responded neither disagreed nor agreed about being informed of their child's academic progress. In addition, the same percentage neither agreed nor disagreed that they were satisfied with their child's Math, Science, P.E., and Social Studies progress. In the Fall of 2024, an additional survey will be given to gain a deeper understanding of how parents and students feel about the academic programs. Questions will be more specific and provide the opportunity for write in responses. STJUSD teachers and administration will use the survey results to direct programmatic improvements to address concerns. Met 2024-06-25 2024 53750280000000 Mountain Valley Unified 6 "In an effort to address the on-going challenge of creating and maintaining a safe and supportive culture and climate, the data collected from the 2023 California Healthy Kids Survey (CHKS) indicated that students do feel connected at school and supported by adults. The results compiled under the “Perceived Safety at School Questions” show that in grade 7- 92%, grade 9-88%, and grade 11-90% of the students feel safe at school. ""School Connectedness Scale Questions"" show an average reporting of ""agree"" or ""strongly ""agree"" in grade 7- 60%, grade 9-47%, grade 11 58%. The data collected in the area of student connectedness were high overall, as were the results for the ""High Expectations-adults in school"" which reflected the following: ""pretty much true"" of ""very much true"" in grade 7-80%, grade 9- 62%, grade 11- 79%, and the other category of ""Caring adults in school"" results also used the verbiage of ""pretty much true"" or ""very true"" in grade 7- 66%, grade 9-57%, grade 11-58%." An area of need is that of mental health support for Tier 3 students, we are addressing these challenges through implementation of Multi-Tiered Systems of Support, an increase in counseling for students at all levels from district counseling technicians to a county ERMS II counselor to Behavioral Health counseling in the schools. These are all written into our LCAP and we are looking forward to seeing if there is a positive change reflected in the results of next year’s administration of the California Healthy Kids Survey. Mental health support district-wide will continue to be a priority for MVUSD. Maintaining the delivery of SEL (Social-emotional learning) programs at HES and HHS will ensure that all students (Tier 1) have access to curriculum which provides the tools for self-regulation, positive peer interactions and other coping strategies. The two counseling technicians will also continue to provide intensive support to the Tier 2 students and the Trinity County Office of Education ERMS II clinician and counselors from Behavioral Health will address the needs of students identified as Tier 3. Met 2024-06-26 2024 53765130000000 Trinity Alps Unified 6 As an LEA, we know that school climate strongly impacts the learning environment for all students. Every child is entitled to a safe and peaceful learning environment and should feel respected and cared for to learn successfully. Students participate in the California Healthy Kids Survey and in school surveys, these surveys give us a good indicator of our students' perceptions of school climate and safety. Of the 9th graders surveyed in the Healthy Kids Survey, 47% reported they were chronically sad, 24% said they had considered suicide, but 61% reported being satisfied with life. On the WES student survey, 46% of students feel WES is safe and welcoming, and 64% of THS students feel safe at school. 54% of THS students think students show respect for each other, while only 33% of WES students feel that way. 73.1% of TPA students feel the teaching staff is helpful and friendly, and 69% of THS feel this way. The District was pleased to find that students found the staff at both sites to be friendly and helpful and that they felt the school were safe and welcoming. The District was concerned, though, with the percentage of students who had considered suicide and were chronically sad. The District has added resources and supports to help students that are struggling emotionally. Wellness Centers have been added to both schools, and counseling has increased thanks to TCOE. Met 2024-06-19 2024 54105460000000 Tulare County Office of Education 6 "The CHKS survey indicated 49% of surveyed students in Court school reported having caring relationships with adults in school. Considering the short time that students spend in a juvenile detention facility, 49% of students reporting caring relationships within that setting is positive. Further, 73% of students in court school reported ""No"" to feeling chronically sad or hopeless. This is below the state average. Students provided feedback during site visits, stating, teachers explain things and help both academically and emotionally. Students appreciate staff patience, fairness, equality, and the student store to motivate them. Staff checking in with students, help them feel cared for. Despite students current status as either expelled or adjudicated, 80% stated they feel they can be successful in their future." Data indicates that the school needs to continue supporting students with current processes that capture roughly half of the student body who feel connected. The data also indicates a need to try additional processes to achieve more student connectedness. The data indicates over half of all students feel they can be successful after high school, therefore the school will need to implement supplemental processes and support. Court and Community schools will add additional supplemental courses in music and art in an attempt to improve the school climate. Additional supplemental staffing in intervention, social and mental wellness will provide support for students. Met 2024-06-12 2024 54105460119602 University Preparatory High 6 All educational partners completed both the UPHS Annual Needs Assessment Survey 33% of parents and 66% of students completed this survey) and the California Healthy Kids Survey. Based on the disaggregated data, 83% of parents and 72% of students feel safe and connected to UPHS. 90% of parents and 74% of the students think UPHS treats students with respect. 91% of parents and 78% of the students stated they believe UPHS to be a safe place. 87% of parents and 81% of students stated that UPHS is welcoming and inclusive. When looking at school activities, 88% of parents and 81% of students think UPHS offers multiple extracurricular activities. 88% of parents and 81% of students think UPHS promotes academic success. 70% of parents and 72% of students think UPHS adequately trains teachers to support students' social-emotional learning needs. 94% of parents and 73% of students think UPHS promotes consistent school attendance. 93% of parents and 83% of students think UPHS provides adequate information about school events and activities. Overall, the needs assessment demonstrated that UPHS is moving in the direction of providing the type of support students and parents want in a school site, and the survey demonstrates UPHS is creating an environment where families and students feel welcomed, respected, and that they are in a place where they can learn. The data gathered demonstrated many strengths at UPHS. Specifically, students are safe, well cared for, and educated in ways that show both parents and students believe they are successful in acquiring a high school education. In the areas of need, the data provided UPHS with a few areas to work on for the upcoming year. Overall, UPHS faculty and staff think their work on school culture and climate throughout the 2023-2024 school year has made a difference, as the statistics stated above demonstrate, but there is still more work to do. When thinking about how UPHS can work with its continual improvement model, faculty and staff think these are the two areas of focus for the upcoming school year. 1) 68% of parents and 58% of students think UPHS offers enough educational workshop opportunities. 2) 68% of parents and 69% of students think UPHS provides enough opportunities to practice work-related skills. These are the two areas UPHS has determined can be improved for the upcoming school year by developing a regular calendar of parent education classes to help parents understand the early college model to how to help students manage both the expectations of their high school and college classes. Additionally, UPHS plans to add in regular activities through Homeroom to better educate students about the wide range of jobs and careers available in the 21st century including the use of inventory surveys, development of resumes, and interview skills, etc... Met 2024-06-12 2024 54105460124057 Valley Life Charter 6 "The MRA is a rigorously developed tool used to annually collect, analyze, and report student-, staff-, and school-level outcomes related to the focus on improving leadership, culture, and academics. It can help a school identify its strengths and weaknesses, develop improvement plans, and monitor progress. The MRA measures are aligned with the highly effective practices outlined in the Leader in Me Framework. This alignment empowers schools to move from data insights to action plans and best leverage their limited time and resources to meet their goals. The MRA is given to staff, students, and parents in the spring. Scores reflect ""ineffective, needs improvement, satisfactory, effective, or highly effective."" VLCS Also used an LCAP Survey to assess whether or not the goals implemented were effective." "The school climate overall is considered satisfactory. Student empowerment, ""Students believe they are provided with schoolwide and classroom opportunities that include them in decision-making and grow their leadership competence."", decreased by 5% from effective to satisfactory; school belonging, ""Students feel cared about and understood by people in their school."" remained satisfactory, but increased by 3%, school climate, ""Staff see the worth and potential in every student and provide the support each student needs to see their unique strengths for themselves as well as to develop the skills necessary to pursue their potential."" is effective at 81%; Trusted relationships, ""Students have a high trust relationship with at least one teacher they feel comfortable with and can connect to."", grew by 1% from 74-75, and is considered satisfactory. Other areas include Positive Well-being - Students regularly engage in activities that promote their well-being, including actions that benefit their heart, mind, and body by 77% up by 2% (effective). Self-Advocacy - Students work to overcome barriers, problem-solve, and find solutions independently, and know how to enlist support when needed. 76% up by 3% (Effective) Students support each other and offer help as needed. 78% up by 3% (effective) LCAP: Previous priority 1 - 1.1 Increasing School Musical and VAPA events - LCAP 94% (3,4,5) agreed that the goal was met, 1.2 Athletics - 232 students were involved in sports, and 97% agreed (3,4,5) that this goal was met. 1.3 SEL - 93% (3,4,5) agreed that the goal was met, 1.4 Community engagement 94% (3,4,5) agreed the goal was met MRA Student leadership increased by 2%, Belonging increased by 3%" The largest change for the upcoming year is the implementation of the new ELA Curriculum. Some of the priorities are shifting, in 24-25, the top three priorities include: Supporting the Basics, Pupil Achievement; Parental Engagement, and Supporting students with disabilities. Met 2024-06-10 2024 54105460125542 Sycamore Valley Academy 6 All students in grades 3-8 are provided the opportunity to provide their insight into school culture and climate throughout the administration of a local climate survey. The survey is administered to students during the month of January followed by desegregation of data to better understand student perceptions of school safety and connectedness. Currently the report is not disaggregated by student subgroups as the data is not yet available as part of the local school climate survey. 244 students in grades 3-8 participated in the 2024 local climate survey data and responses are as follows: 1. 89% of students agree the school hires and retains highly qualified staff. 2. 56% of students agree the school keeps school facilities well maintained. 3. 86% of students agree the school provides quality instruction for students. 4. 86% of students agree the school provides quality instruction for gifted learners. 5. 87% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 90% of students agree the school provides quality instruction for students with disabilities. 7. 82% of students agree the school encourages parental involvement. 8. 84% of students agree the school provides quality feedback pertaining to students' academic progress. 9. 74% of students agree that they are satisfied with student(s) academic progress and achievement. 10. 83% of students agree the school engages students in positive activities that lead to academic success. 11. 85% of students agree the school offers students sufficient extra and co curricular activities. 12. 71% of students agree the students and staff are safe at school. 13. 69% of students agree that students are satisfied with their school on a daily basis. 14. 95% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 71% of students agree the school supports students' character and moral development. In evaluating the disaggregated climate survey data over the past five years, there continues to be an increased percentage of students that agree the school provides quality instruction for gifted learners, the school offers sufficient extra and co curricular activities, and the school has broad course offerings. In evaluating the disaggregated climate survey data over the past five years, there is a decreased percentage of students that believe school facilities are well maintained and that students are safe at school. Based on this local climate survey, the LEA will invest in additional measures for student safety including funding cameras throughout the school and a school wide security system, ACTIVENet through Tulare County Office of Education. The school will continue to expand extra and co curricular activities and provide professional development to staff in the area of gifted education. Met 2024-06-18 2024 54105460135459 Blue Oak Academy 6 All students in grades 3-8 are provided the opportunity to provide their insight into school culture and climate throughout the administration of a local climate survey. The survey is administered to students during the month of January followed by desegregation of data to better understand student perceptions of school safety and connectedness. Currently the report is not disaggregated by student subgroups as the data is not yet available as part of the local school climate survey. 179 students in grades 3-8 participated in the 2024 local climate survey data and responses are as follows: 1. 88% of students agree the school hires and retains highly qualified staff. 2. 84% of students agree the school keeps school facilities well maintained. 3. 85% of students agree the school provides quality instruction for students. 4. 86% of students agree the school provides quality instruction for gifted learners. 5. 92% of students agree the school provides quality instruction for English Language Learners (ELLs). 6. 83% of students agree the school provides quality instruction for students with disabilities. 7. 79% of students agree the school encourages parental involvement. 8. 91% of students agree the school provides quality feedback pertaining to students' academic progress. 9. 77% of students agree that they are satisfied with student(s) academic progress and achievement. 10. 83% of students agree the school engages students in positive activities that lead to academic success. 11. 72% of students agree the school offers students sufficient extra and co curricular activities. 12. 76% of students agree the students and staff are safe at school. 13. 72% of students agree that students are satisfied with their school on a daily basis. 14. 91% of students agree the school has broad course offerings in both core subjects and enrichment opportunities. 15. 78% of students agree the school supports students' character and moral development. In evaluating the disaggregated climate survey data over the past five years, there continues to be an increased percentage of students that agree the school keeps school facilities well maintained, provides quality instruction for gifted learners, provides quality instruction for English Language Learners, and offers students sufficient extra and co curricular activities.In evaluating the disaggregated climate survey data over the past five years, there is a decreased percentage of students that are satisfied with their academic achievement and progress, believe the school engages students in positive activities that lead to academic success, and believe they are safe at school. Based on this local climate survey, the LEA will invest in additional measures for student safety including funding cameras throughout the school and a school wide security system, ACTIVENet through Tulare County Office of Education. The school will continue to expand extra and co curricular activities and provide professional development to staff in the area of gifted education. Met 2024-06-18 2024 54105465430327 La Sierra High 6 La Sierra administered the California Healthy Kids Survey to grade levels (7, 9 and 11) during the Spring Semester of 2024. Removed from the California Healthy Kids Survey, La Sierra also administered a school wide climate survey across all 7-12 grade level spans during the Spring Semester of 2024. The school wide survey asked for student feedback regarding areas related to academics, school safety, college and career initiatives and ways to improve school extracurricular activities. One of the important findings from our local school climate survey was that 90% of students school wide at La Sierra indicated that they felt supported by school staff with regards to their learning and education. Another key finding from the local school climate survey was that 93% of students school wide at La Sierra felt safe and protected at the school site. We utilized the data from our local school climate survey to further discuss ways amongst our school staff how we can further improve our tiered systems of support at La Sierra for ongoing school improvement measures. La Sierra utilizes the data from its local school climate survey to review student needs for the continuous improvement of its academic and social systems for student capacity building efforts. One of the goals based on the student feedback that La Sierra seeks to expand in the coming years is the growth of its athletic programs to also include middle school grade levels for student extracurricular activity building. Met La Sierra High is committed to improving its tiered support systems for student capacity building efforts towards raising student achievement across all academic and social sectors of learning. 2024-06-12 2024 54105466119291 Eleanor Roosevelt Community Learning Center 6 Based on the responses from the Student Survey 2024-2025, here’s a detailed analysis of the local climate data, focusing on the perspectives of homeschool students at ERCLC: Demographics and Survey Overview Total Responses: 66 Survey Participants: Students across various grade levels and years at ERCLC. Tenure at ERCLC: 1-2 years: 16.7% 3-4 years: 16.7% 5-7 years: 31.8% 8+ years: 34.8% Key Survey Questions and Responses Assessment Performance: Many students expressed high satisfaction with the school, highlighting aspects such as: Supportive staff and community. Enjoyable and engaging enrichment classes. Appreciation for the open-minded environment and activities like GSA. Constructive Criticisms and Suggestions: Classroom and Curriculum: Math Resources: Several students expressed challenges with current math materials, suggesting a need for better textbooks and additional resources. Class Engagement: Some feedback indicated a desire for more engaging and varied class activities, including additional classes like basketball and school retreats. Facilities and Amenities: Requests for a snack shack with affordable items and longer lunch periods. Suggestions for improvements in parking and school sports facilities. Support and Inclusivity: Feedback from a student about feeling labeled negatively and encountering issues with staff. This underscores the need for continued staff training on inclusivity and student relations. Special Interests and Activities: Numerous students advocated for more retreats, camping trips, and extracurricular activities during school days. The desire for hands-on, real-world learning experiences and more opportunities to bond with peers was frequently mentioned. Conclusion and Next Steps Strengths: Strong sense of community and support among students. High levels of student satisfaction with personal relationships and staff support. Areas for Improvement: Enhance math resources and support for students struggling with the current curriculum. Increase engagement through more diverse and interactive class offerings. Address specific student concerns regarding staff interactions and inclusivity to ensure all students feel valued and supported. Action Plan: Curriculum Review: Evaluate and enhance math resources and explore new teaching materials. Community Building: Organize additional retreats, activities, and sports programs to foster peer connections. Staff Training: Implement ongoing training on inclusivity, conflict resolution, and effective communication to improve student-staff relationships. By addressing these areas, ERCLC aims to continue fostering a supportive, engaging, and inclusive environment for all students. Based on the analysis of the Student Survey 2024-2025 data, we have identified several key learnings, needs, and areas of strength. Findings: A significant majority (86.4%) of students felt they did not do their best on the last assessment. Need: There is a critical need to enhance test preparation strategies, boost student motivation, and provide additional support to help students perform better on assessments. Support Systems: Findings: 90.9% of students reported having at least one staff member they can turn to for help. Need: While support is generally available, there is a need to ensure that all students feel equally supported, particularly those who may be struggling or feeling isolated. Learning Preferences: Findings: The majority of students (75.8%) prefer learning independently over attending enrichment classes. Need: There is a need to offer more resources and support for independent learning while also exploring ways to make enrichment classes more engaging and relevant to student interests. Friendship and Community: Findings: 95.5% of students reported having made healthy friendships with at least one other student. Strength: This high level of social connection underscores a strong sense of community and belonging within the school. Areas of Strength Community and Support: Findings: High levels of satisfaction with the school environment, supportive staff, and community inclusivity. Strength: The school’s supportive atmosphere and community engagement are significant strengths. Many students highlighted the positive interactions with staff and the welcoming environment. Student Engagement: Findings: Many students expressed love for the school, the variety of enrichment activities, and the opportunities to engage in different subjects and projects. Strength: The school’s diverse enrichment programs and activities effectively engage students and foster a strong sense of belonging. By Grade Level: 5th Grade: Small sample size, but generally positive feedback on the supportive environment. 6th-8th Grade: Students showed a strong preference for peer interaction and hands-on activities. There is a need for more structured social opportunities. 9th-12th Grade: Students emphasized the need for college/career readiness support, more advanced academic resources, and opportunities for real-world learning experiences. By Demographic Group: Socio-Economically Disadvantaged Students: Findings: Expressed a strong need for additional academic support, technology access, and tutoring. Need: Increased access to resources, tutoring services, and technology support is crucial. By focusing on these areas, ERCLC aims to enhance its educational environment, ensuring that all students have the support and resources they need to thrive. Based on the analysis of the Student Survey 2024-2025 data and the identification of key learnings, the following changes to existing plans, policies, or procedures have been determined necessary to address the areas of need: 1. Enhancing Assessment Support and Motivation Changes and Actions: Implement Targeted Test Preparation Programs and incentives: Develop and offer workshops and tutoring sessions specifically aimed at improving students’ assessment skills and test-taking strategies. Boost Motivation Initiatives: Introduce motivational programs and incentives for students to encourage better performance on assessments, such as study groups, peer mentoring, and recognition for improvement. 2. Strengthening Support Systems Changes and Actions: Expand Staff Training on Supportive Practices: Increase training for staff on identifying and addressing student needs, enhancing their ability to provide effective support both academically and personally. Enhance Accessibility of Support Services: Ensure that all students, especially those who feel isolated, have easy access to staff members who can assist with academic and personal challenges. This includes setting up regular check-ins and support sessions. 3. Supporting Diverse Learning Preferences Changes and Actions: Revise Curriculum to include more Independent Learning Resources: Integrate online resources, self-paced modules, and project-based learning opportunities to support students who prefer independent study. Revitalize Enrichment Classes: Revamp enrichment classes to include more interactive, hands-on projects and real-world applications of the subjects to increase student engagement. 4. Enhancing Friendship and Community Building Changes and Actions: Increase Social and Recreational Activities: Plan and execute more school retreats, outdoor activities, and team-building events to foster friendships and strengthen community bonds among students. Expand Peer Support Programs: Develop and promote peer mentoring and buddy systems to help students build connections and support each other. 5. Improving Curriculum and Learning Resources Changes and Actions: Update Math Curriculum and Resources: Conduct a review of current math textbooks and resources, and adopt new materials that are more engaging and effective. Introduce supplementary tools and online platforms for math practice and reinforcement. Incorporate Student Feedback in Curriculum Planning: Regularly review and integrate student feedback into the curriculum planning process to ensure that the learning materials and activities meet their needs and interests. 6. Addressing Facilities and Amenities Changes and Actions: Enhance School Facilities: Explore options for improving the parking situation and enhancing the school’s physical environment to better accommodate student needs.Conclusion These changes and actions are designed to address the identified areas of need and leverage the strengths highlighted by the survey data. Met 2024-06-11 2024 54717950000000 Allensworth Elementary 6 Based on the data, the majority of students reported that they feel very comfortable being on campus because they feel safe and cared for. School attendance has improved as a direct result of their sense of safety and connectedness to the school and their peers. Key learnings are that the district has made positive strides to addressing the social-emotional and safety needs of students. Additional security fencing has allowed for expansion of enrichment opportunities within safe surroundings. Student focus on learning has increased in part due to a welcoming and nurturing environment which provides a strong sense of belonging. Through analysis of the data and feedback from students and the school community, there are no planned changes at this time, but any identified needs moving forward will be addressed. Met 2024-06-18 2024 54718030000000 Alpaugh Unified 6 The following questions with results were provided in a survey of all students in grades 5-12. I feel safe at school. 84.7% agree or strongly agree I have access to support from my teacher(s). 88.1% agree or strongly agree I have opportunities for my voice to be heard at school. 81.1% agree or strongly agree I have access to appropriate technology to complete my school work. 93% agree or strongly agree Staff at school show genuine care and concern for me. 83% agree or strongly agree Our students population is predominantly Hispanic (0ver 90%), predominantly SocioEconomic Disadvantaged (Over 90%), more that 60% second language learners. We did not break down the results by specific student groups. Clear areas of strength are access to technology in order to complete school work. We showed growth in the area of students feeling they have opportunities for their voice to be heard. We believe we can get this number higher as this is a focus district wide to elevate student voice. 82% felt safe at school. We want to increase this number as it shows nearly 1 in 5 students do not feel feel safe and that is a concern. With one of our goals to increase student sense of safety at school, we are committed to providing antibully training for all staff and students in grades 5-12. We are also committed to digging deeper into the root causes that led to this data. We will be delivering another survey to our students in these grades to get a qualitative response that will allow us to be better informed. Met 2024-06-27 2024 54718030112458 California Online Public Schools Central Valley 6 For the 23-24 school year, our local climate survey data was collected using the Youth Truth survey, which was administered across grade bands in the 3-5, 6-7, and 9-12 grades. This survey provides a comprehensive snapshot of various aspects of the school environment, allowing us to assess student perceptions and experiences across different themes. The overall scores for all students as well as available student group scores are as follows: High School: Engagement: 87% Challenging coursework: 91% Culture of respect: 92% Relationships: 77% College and career readiness: 78% Middle School: Engagement: 65% Challenging coursework: 84% Culture of respect: 97% Relationships: 94% Elementary School: Engagement: 53% Challenging coursework: 88% Culture of respect: 94% Relationships: 99% These scores provide a snapshot of student perceptions across different grade bands. It's noteworthy that there are variations in scores across grade levels, indicating areas of strength as well as areas for improvement. In addition to overall scores, we have conducted an analysis of a subset of specific items on the Youth Truth survey. For example, we have examined data related to themes such as engagement, challenging coursework, culture of respect, and relationships. This analysis allows us to gain deeper insights into specific aspects of the school climate and identify targeted strategies for improvement. Overall, the local climate survey data collected through Youth Truth and additional data collection tools allows us to assess the school climate comprehensively, identify areas of strength and growth, and implement targeted interventions to create a positive and supportive learning environment for all students across grade bands. Based on the analysis of the data from the Youth Truth survey for the 23-24 school year, several key learnings have emerged, highlighting both identified needs and areas of strength within the school climate: 1. Strengths: Culture of Respect: One of the prominent strengths identified across all grade bands is the presence of a strong culture of respect within the school environment. High scores indicate that students feel valued, safe, and respected by their peers and teachers, contributing to a positive school climate. Challenging Coursework: Another notable strength is the perception of challenging coursework, particularly among high school students. High engagement levels with challenging academic content suggest that the curriculum is appropriately rigorous and engaging, fostering academic growth and achievement. 2. Needs: Engagement: While overall engagement levels are positive, there are variations across grade levels, with lower scores observed in middle and elementary schools. This indicates a need to focus on strategies to enhance student engagement, such as implementing more interactive and student-centered learning approaches, incorporating real- world relevance into lessons, and providing opportunities for active participation and collaboration. College and Career Readiness: The lower score for college and career readiness in high school signals a need for additional support and resources to prepare students for post-secondary education and future career pathways. This may include implementing college readiness programs, offering career exploration opportunities, providing guidance on college applications and financial aid, and facilitating connections with industry professionals. 3. Relationships: While relationships are generally perceived positively across all grade levels, maintaining and strengthening positive relationships remains an ongoing priority. Investing in professional development for teachers to enhance their relationship-building skills, promoting peer mentoring programs, and creating opportunities for meaningful student-teacher interactions can further cultivate a supportive school community. Overall, the analysis of the survey data highlights the importance of leveraging strengths while addressing identified needs to create a positive and inclusive school climate that supports the academic and socio-emotional growth of all students across grade bands. Based on the analysis of the local data and the identification of key learnings from the Youth Truth survey for the 23- 24 school year, we have determined the need for changes to existing plans to address areas of need and promote continuous improvement within the school climate. These changes include revisions, decisions, and actions aimed at enhancing student engagement, college and career readiness, and overall school climate. Enhancing Student Engagement: • Incorporate a variety of instructional strategies to increase student engagement, such as project-based learning and cooperative learning activities. • Promote Live Class engagement and interaction ay all grade bands • Creating flexible learning environments that accommodate diverse learning styles and preferences. Improving College and Career Readiness: • Refine college and career readiness programs that provide students with guidance on college exploration, application processes, financial aid options, and career pathways. • Enhance counseling services to provide personalized support and guidance for students as they navigate post-secondary options. • Strengthening partnerships with community organizations and agencies to provide resources and support for students and families in their college and career planning efforts. Continued Emphasis on Positive Relationships: • Enhance regular contacts and surveys to assess student perceptions of teacher-student relationships and school climate, with a focus on continuous improvement. • Promote opportunities for meaningful student voice and input in school decision-making processes, such as School Advisory Committee meetings. These changes reflect our commitment to using data-driven decision-making processes to inform continuous improvement efforts and ensure that all students have access to a safe, supportive, and engaging learning environment. By addressing areas of need identified through the analysis of local data, we aim to promote academic success and social-emotional well-being for all students. Met 2024-06-04 2024 54718110000000 Alta Vista Elementary 6 Data from the 2024 climate survey have yet to be summarized for use. The most recent student survey in 2022 shows that students are more fearful of school. The students cite bullying from other students as a major reason for not wanting to come to school. The students also have increased concerns and thoughts about their identities. More students are considering their gender status. The data demonstrates two students considering whether they are apart of the transgender identify. Most students are not sleeping normal hours. There are more instances of students using vape products. There has been a culture of fighting that has become dominant. Several students are reporting being connected to local gangs. The majority of our respondents are Latino, and less than 5% are White. Students also overwhelmingly state that they don't have a relationship with their teacher that they feel they can tell them about their challenges socially. The most important factor we face is the changing identities of students in the middle school. The elementary students are still not as concerned with gender identity. The surprise information on this report demonstrated that 90% of students are home with a parent after school. The analysis of this data suggests that students are picked up from after-school programming from parents. The key area that will be used to address these issues is through the expanding mental and behavioral health staff. The District has created a Social Emotional Learning Center to make sure that students have easy access to social workers, behavior technicians, and other mental health services. This has reduced some behaviors but there still needs to be more. The upcoming LCAP will address funding to expand the department to include a full-time Psychologist. The Intervention Resource Classroom was initiated with LCAP Goal 2, Action 5 and the District has sought to increase the effectiveness of the Social Emotional Learning Center by also funding a Community Day School in partnership with a nearby elementary school district. Met 2024-06-20 2024 54718110139477 Monarch River Academy 6 English Language Learner Program (ELL) Specific Feedback: If you are an English learner, please answer the question below: I am being taught to speak, read, and write in English as effectively as possible. Strongly Agree - 52.63% Agree - 42.11% Uncertain - 5.26% School Feedback: My school provides a good education. Strongly Agree - 41.18% Agree - 54.90% Uncertain - 3.92% My school provides the materials I need to learn such as textbooks and learning materials to meet my needs. Strongly Agree - 47.06% Agree - 49.02% Disagree - 1.96% Not Applicable - 1.96% I look forward to school each day. Strongly Agree - 15.69% Agree - 47.06% Disagree - 7.84% Strongly Disagree - 9.8% Uncertain - 19.61% I feel safe and connected to my school. Strongly Agree - 38.78% Agree - 34.69% Disagree -6.12% Uncertain - 18.37% Not Applicable - 2.04% My school works with my parent/guardian to help me do my best in school. Strongly Agree - 43.14% Agree - 45.10% Uncertain - 9.80% Not Applicable - 1.96% My school provides me access to a variety of elective courses (such as art, dance, PE, foreign language). Strongly Agree - 46% Agree - 40% Strongly Disagree - 4% Uncertain - 6% Not Applicable- 4 My teacher contacts (calls, emails, speaks to) my parents/guardian when I am having trouble learning. Strongly Agree - 46% Agree - 42% Disagree- 4% Uncertain - 6% Not Applicable - 2% High School Specific Feedback: My school prepares me for future college and/or career paths. Strongly Agree - 50% Agree - 32.35% Disagree - 2.94% Uncertain - 14.71% I am clear about what courses I need to enroll in and pass to graduate from high school. Strongly Agree - 51.52% Agree - 36.36% Strongly Disagree - 3.03% Uncertain - 9.09% I know whom to contact at the school to ask questions about my high school graduation status. Strongly Agree - 54.55% Agree - 24.24% Disagree - 12.12% Uncertain - 9.09% School Climate/School Feedback: Students feel motivated to learn Strongly Agree - 25.49% Agree - 49.02% Disagree - 7.84% Strongly Disagree - 5.88% Uncertain - 11.76% Adults at this school treat all students with respect. Strongly Agree - 58.82% Agree - 33.33% Disagree- 1.96 Strongly Disagree - 3.92% Uncertain - 1.96% If another student was bullying me, I would tell an adult at this school. Strongly Agree - 50.98% Agree - 29.41% Disagree- 3.92 Strongly Disagree- 3.92 Uncertain - 9.80% Not Applicable - 1.96% Adults in this school respect differences in students (such as gender, race, culture, sexual orientation, religion, and physical or mental disability) Strongly Agree - 54.90% Agree - 33.33% Strongly Disagree - 3.92% Uncertain - 3.92% Not Applicable- 3.92% The responses highlight concerns related to social interaction, teaching quality, communication, and personal fit with the school's learning style. These factors play a significant role in whether respondents would recommend the school to a friend. The responses highlight concerns related to social interaction, teaching quality, communication, and personal fit with the school's learning style. These factors play a significant role in whether respondents would recommend the school to a friend. Overall, the feedback indicates that students value a more engaging, interactive, and supportive learning environment to help them achieve their learning goals. Based on the winter student survey data analysis for the 2023/24 academic year at Monarch River Academy, several key learnings have been identified, encompassing both areas of strength and areas for improvement. English Language Learner Program (ELL) Specific Feedback: A majority of English learners feel they are being effectively taught to speak, read, and write in English, indicating a positive aspect of the school's language instruction program. School Feedback: Students report they feel that the school provides a good education, indicating overall satisfaction with the academic offerings and instructional quality. A majority of students feel that the school provides the necessary materials for learning, highlighting a strength in resource provision. School Climate/School Feedback: The majority of students feel motivated to learn, suggesting a positive and supportive learning environment. Students believe that adults at the school treat all students with respect, indicating a positive school climate and culture. High School Specific Feedback: While a significant portion of students feel prepared for future college and/or career paths, there is also a notable percentage who are uncertain, suggesting a need for further clarification or support in this area. A considerable percentage of students are unclear about which courses they need to enroll in and pass to graduate from high school, indicating a need for improved guidance and communication regarding graduation requirements. Areas for Improvement: Survey responses indicate a desire for more flexibility in pacing schedules and instructional approaches, suggesting a need for greater adaptability to individual learning styles and preferences. Students express a desire for additional support and resources, particularly in navigating changes in teaching standards and workload expectations. Improved communication is highlighted as a key area for enhancement, indicating a need for clearer and more transparent communication channels between students, parents, and school staff. Students seek options for varied learning experiences, suggesting a desire for a more diverse and inclusive curriculum that caters to different interests and learning styles. Met 2024-06-18 2024 54718290000000 Buena Vista Elementary 6 "LOCAL DATA: Buena Vista administered surveys to students (grades 3-8), staff and parents. All surveys included questions related to the feelings of safety and connectedness at Buena Vista. We also asked questions related to academic and social challenges. Feeling Safe at School (of those responding) Students: 97% ""Always"" or ""Usually"" feel safe at school 3rd - 97% 4th 97% 5th - N/A 6th - 90% 7th - 95% 8th - 99% Parents: 100% ""Always"" or ""Usually"" feel safe that their children are safe at school Staff: 88% ""Always"" or ""Usually"" feel safe at school Connectedness Students: 92 % feel connected at school 3rd - 100% 4th - 84% 5th - N/A 6th - 95% 7th - 86% 8th - 95% Parents: 100% feel connected to the school Staff: 100% feel connected at school 85% of parents completed surveys or attended meetings to provide input in decision making for the school. 0% of students were expelled 0% of student were drop-outs CA DASHBOARD DATA RELATED TO CULTURE ACADEMIC ENGAGEMENT • Chronic Absenteeism: Overall, the students fell into the ""Orange"" category with 24.3% chronically absent. This represented a decline of 1.9% from the prior year. The White student group was in the ""Red' range with 20.4% chronically absent (an increase of 8.2% from the prior year). English Learners and Socioeconomically Disadvantaged students were in the ""Orange"" range with 21.1% and 23.5% Chronically absent, respectively. CONDITIONS & CLIMATE • Suspension Rate: Overall, students fell into the ""Green"" category with 2% suspended at least one day in the 2022-23 school year. This was a decline of 0.5% from the previous year. No group was in the ""Red"" range. Socioeconomically Disadvantaged students were in the ""Orange"" range with 2.7% suspended at least one day, an increase of 0.5% for this group. This is two levels below the All Student group which is in the green range. 2021-2022 CHKS survey data Students feeling: Connected to school - 75% Academically motivated- 75% Caring adults are present at school- 79% Adults at school have high expectations of them- 92% There is parent involvement in their schooling- 77% There are social and emotional learning supports- 73% There is an anti-bullying climate- 72% Rules are clear at school- 92% Students are treated with respect- 92% Students are treated fairly when rules are broken- 62% " Buena Vista recognizes the need to increase awareness of social-emotional support offerings and programs. Supporting an asset based approach to unduplicated student interventions may assist in the feeling of caring adults and academic motivation. There is also a need to clarify and align classroom discipline policies for staff, students, and parents to provide as much transparency as possible, without violating confidentiality laws for individual student outcomes. We have added mental health services to promote several of these areas, and parent engagement opportunities to help everyone partner together, creating better understanding and appreciation between educational partners, including students. Met 2024-06-20 2024 54718370000000 Burton Elementary 6 During the 21-22 school year the district shifted the way data was collected for culture and climate from students. The data is collected from students in all grade ranges and is used to drive district policies in support of improving the outcome for students in this area. The district Student Local Climate Survey is based on a 5 point rating scale. The aggregate results of this survey for the 22-23 school year from the May 2 administration were a 3.78 out of 5. For the 23-24 school year the aggregate results were 3.75 The results of this data show that overall students continue to be very engaged. These following areas score a 4.0 or above: Students believe that learning is important, believe that their principal is a good leader. believe that teachers challenge them to think, have opportunities to be successful at school, fell that their family is treated nicely or with respect at school, and enjoy electives. The data continues to show that as students get older, in particular secondary students, that this engagement and welcoming environment decreases based upon student perception. Additionally, the data shows that the area of cleanliness on campus is significant to our middle school and high school students. the lowest score was a 2.98 in the following area: Students feel that students are nice or show respect to each other at their school. Based on the analysis of local data and the identification of key learnings, the district has determined several necessary changes to existing plans, policies, and procedures to address areas of need. As a result, the district has made a number of improvements, including: continued funding for student safety to maintain a safe and clean learning environment, the district will continue to allocate resources to student safety initiatives, enhancement of MTSS Intervention Support to improve the Multi-Tiered System of Supports (MTSS) at Tier 1, 2, and 3 levels, ensuring that students receive the appropriate level of intervention and support they need, continue providing leadership opportunities through Leader in Me Program integrating the Leader in Me program social emotional learning (SEL) lessons, and continue the expansion of club offerings and sports through the Expanded Learning Opportunities Program (ELOP), including district-wide activities such as wrestling, track, and elementary sports. These strategies and opportunities will be maintained and enhanced, as the district has observed an increase in student participation this school year, demonstrating a clear need and positive impact. As the district continues to implement these strategies, the district will be expecting to see to growth in student engagement and improvements in the school climate and environment. Met 2024-06-17 2024 54718370109009 Summit Charter Academy 6 During the 21-22 school year the district shifted the way data was collected for culture and climate from students. The data is collected from students in all grade ranges and is used to drive district policies in support of improving the outcome for students in this area. The district Student Local Climate Survey is based on a 5 point rating scale. The aggregate results of this survey for the 22-23 school year from the May 2 administration were a 3.78 out of 5. For the 23-24 school year the aggregate results were 3.75 The results of this data show that overall students continue to be very engaged. These following areas score a 4.0 or above: Students believe that learning is important, believe that their principal is a good leader. believe that teachers challenge them to think, have opportunities to be successful at school, fell that their family is treated nicely or with respect at school, and enjoy electives. The data continues to show that as students get older, in particular secondary students, that this engagement and welcoming environment decreases based upon student perception. Additionally, the data shows that the area of cleanliness on campus is significant to our middle school and high school students. the lowest score was a 2.98 in the following area: Students feel that students are nice or show respect to each other at their school. Based on the analysis of local data and the identification of key learnings, the district has determined several necessary changes to existing plans, policies, and procedures to address areas of need. As a result, the district has made a number of improvements, including: continued funding for student safety to maintain a safe and clean learning environment, the district will continue to allocate resources to student safety initiatives, enhancement of MTSS Intervention Support to improve the Multi-Tiered System of Supports (MTSS) at Tier 1, 2, and 3 levels, ensuring that students receive the appropriate level of intervention and support they need, continue providing leadership opportunities through Leader in Me Program integrating the Leader in Me program social emotional learning (SEL) lessons, and continue the expansion of club offerings and sports through the Expanded Learning Opportunities Program (ELOP), including district-wide activities such as wrestling, track, and elementary sports. These strategies and opportunities will be maintained and enhanced, as the district has observed an increase in student participation this school year, demonstrating a clear need and positive impact. As the district continues to implement these strategies, the district will be expecting to see to growth in student engagement and improvements in the school climate and environment. Met 2024-06-17 2024 54718520000000 Columbine Elementary 6 Columbine is 90% Hispanic. The other categories don't have enough response for a valid survey. 100% of the student surveys indicate that the campus is safe. 100% of the student surveys indicate they feel cared for and welcome at school. The school continues to provide a climate where students are safe - no fights during the year and they know that the staff cares about them. None Met 2024-06-13 2024 54718600000000 Cutler-Orosi Joint Unified 6 Based on the California Healthy Kids Survey data in the School Climate Report Card for Cutler Elementary, Golden Valley Elementary School, and Palm Elementary here are the key points about the local climate survey data: Overall School Climate Indicators: • Most school climate indicators were in the 70-80% range in 2024, such as school connectedness (74%), caring relationships (75%), high expectations (84%), and perceived school safety (78%). • A few areas were lower, like meaningful participation (64%) and low violence victimization (49%). Student Group Disaggregation: • The data does not provide disaggregation of the school climate indicators by specific student groups like race/ethnicity, socioeconomic status, English learner status, etc. Other Survey Items: • 70% of students reported finishing all school assignments in 2024, down from 88% in 2022. • 28% of students were absent 2 or more days in the past 30 days in 2024. • 74% felt a part of the school in 2024, down slightly from 82% in 2023. • 85% agreed that adults at the school care about them in 2024, up from 72% in 2022. • 56% reported feeling school boredom in 2024, up from 26% in 2022. • 53% reported being harassed at school in 2024, up from 40% in 2022. • 76% said parents ask them about school in 2024. • 23% reported frequent sadness in 2024, similar to prior years. The data shows relatively positive overall school climate indicators, but also some concerning increases in boredom, harassment, and declines in feeling part of the school. Based on the California Healthy Kids Survey data in the School Climate Report Card for El Monte Middle School, here are the key points about the local climate survey data: Overall School Climate Indicators: • Student indicators like school connectedness, academic motivation, caring adult relationships, and high expectations were in the 50-60% range in 2024, similar to prior years. • There was a decline in some areas like meaningful participation (from 64% to 53%) and perceived school safety (from 70% to 59%) between 2021 and 2024. • Low violence, no harassment, and facility upkeep indicators were around 70-80% in 2024. Other Survey Items: 71% of students agreed they try hard on school work in 2024, down slightly from 76% in 2023. 10% of students reported 3 or more absences per month in 2024. 39% of students felt like a part of the school in 2024, down from 43% in prior years. 50% found school boring and 20% found it worthless/a waste of time in 2024. 28% reported being harassed/bullied at school in 2024, up from 18% in 2021. 51% agreed that parents feel welcome to participate in 2024, up from 45% in 2021. 34% experienced chronic sadness/hopelessness in 2024, up from 27% in 2023. Student indicators like school connectedness, academic motivation, caring adult relationships, and high expectations were in the 50-60% range in 2024, similar to prior years. Based on the school climate data for Cutler Elementary, Golden Valley Elementary School, and Palm Elementary, here are some key learnings, identified needs, and areas of strength: Areas of Strength: • Relatively high percentages for school connectedness (74%), caring relationships (75%), high expectations (84%), and perceived school safety (78%) in 2024, indicating a generally positive school climate. • 85% of students agreed that adults at the school cared about them in 2024, up significantly from 72% in 2022. • Most parent involvement indicators like asking about school (76%) and checking homework (77% in 2023) were in the 75-80% range. Identified Needs: • Meaningful participation at 64% in 2024 suggests a need to increase student voice and autonomy. • Low violence victimization at 49% and rising harassment reports (53% in 2024) point to bullying/conflict as an area requiring intervention. • The increase in students reporting school boredom from 26% in 2022 to 56% in 2024 is concerning and may reflect a need for more engaging curriculum/instruction. • 28% of students reported multiple absences in the past month in 2024, indicating attendance issues to address. • Declines were seen in students finishing assignments (70% in 2024) and feeling part of the school (74% in 2024) compared to prior years. Overall the data reveals a positive school climate foundation, but also significant areas of need around student engagement, bullying/harassment, absenteeism, and more relevant learning experiences. Based on the school climate data provided, here are some key learnings, identified needs, and areas of strength for El Monte Middle School: Areas of Strength: • Relatively high percentages of students reporting caring adult relationships (56%), high expectations (88%), and low violence victimization (82%) in 2024, which are positive school climate factors. • Over 80% of students reported no substance use at school in 2024. • There were improvements in some areas like promotion of parental involvement from 2021 to 2024. Identified Needs: • Declines were seen in meaningful participation, perceived school safety, school connectedness, and academic motivation from 2021 to 2024, suggesting needs to improve student engagement. • 50% of students found school really boring and 20% saw it as worthless/waste of time in 2024, indicating a need to make learning more relevant and engaging. • 28% reported harassment/bullying in 2024, up from 18% in 2021, pointing to a need to improve school safety and anti-bullying efforts. • 34% experienced chronic sadness/hopelessness in 2024, signaling a need for more mental health/wellbeing supports for students. While some positive climate factors remain areas of strength, the data reveals concerning declines in key areas like engagement, safety, and mental health over the past few years. Improving school connectedness, relevance of learning, anti-bullying, and mental health supports emerge as critical needs based on this analysis. Based on the key learnings and identified needs from the analysis of the school climate data, changes to existing plans, policies, and procedures that the school/district will implement for continuous improvement include: Student Engagement/Connectedness: • Revise curriculum and instructional plans to increase relevance, hands-on learning, student voice and choice to address perceptions that school is boring or worthless • Implement student mentoring/advisory programs to build stronger student-staff relationships and sense of belonging • Review policies around disciplinary practices to ensure they are restorative rather than punitive in nature School Safety/Anti-Bullying: • Update bullying/harassment prevention and intervention policies and training for staff and students • Continue to Implement anonymous reporting (SAY SOMETHING) • Partner with community organizations for additional counseling/support services for victims Mental Health/Well-being: • Provide professional development for teachers on trauma-informed practices • Implement social-emotional learning curriculum Parent Involvement: • Review current parent communication and event policies to identify barriers • Provide training for staff on effective family engagement strategies • Establish better systems for addressing parent concerns in a timely manner Data Analysis: • Develop systems to disaggregate climate survey and other data by student groups to identify potential inequities • Provide data analysis training to ensure effective use of data for continuous improvement planning Met 2024-06-20 2024 54718940000000 Ducor Union Elementary 6 Ducor UESD currently utilizes the California Healthy Kids Survey and the California School Parent Survey to provide information regarding school conditions and climate. This is a very small school with 162 clients within 61 families. There is a great deal of trust and familiarity between staff, students, community, and the home family. 100% of the parents reported that this is a safe place for their students to attend based on survey data. "We have the unique opportunity to meet formally or informally on a daily basis and we are very accessible due to our presence on campus. We are working to improve parent and school relationships by providing training to parents in the coming year, they are quite interested in attending. Parents also want to have informal meetings with the administration, where they can ask questions and get answers regarding the education process. This will be our ""Koffee Klatch"" to be held at least once a month." The parents were clear in their preference for direction. We readjusted the calendar to include more access for parents on a formal and informal basis. We will be looking at the Piqe program to provide training. Met "Last year, Ducor UESD underwent severe changes due to the district being declared ""Qualified"" due the lack of ability to meet the MYP for the next three years. The result was a drastic cut in those services that were nice, but not necessary. The community" 2024-06-25 2024 54719020000000 Earlimart Elementary 6 The California Healthy Kids Survey was administered to students, staff and parents during the 2023-2024 school year (March 2024). Previously, the test had been administered in 2023 and 2020. The following scores were reported by students in the following areas: School safety: Elementary Schools (Alila/Earlimart): 50% 3rd grade: 63% 4th grade: 71% 5th grade: 53% Middle School (6th-8th grade): 46% 6th grade: 51% 7th grade: 30% 8th grade: 57% School connectedness: Elementary Schools (Alila/Earlimart): 53% 3rd grade: 68% 4th grade: 62% 5th grade: 56% Middle School (6th-8th grade): 40% 6th grade: 48% 7th grade: 24% 8th grade: 47% Caring adult relationships: Elementary Schools (Alila/Earlimart): 61% 3rd grade: 66% 4th grade: 68% 5th grade: 61% Middle School (6th-8th grade): 46% 6th grade: 47% 7th grade: 37% 8th grade: 55% Academic motivation: Elementary Schools (Alila/Earlimart): 77% 3rd grade: 78% 4th grade: 73% 5th grade: 79% Middle School (6th-8th grade): 55% 6th grade: 60% 7th grade: 42% 8th grade: 64% School safety continues to be a priority at Earlimart School District. In addition to adding Campus Safety Monitors at all school sites and a Campus Safety Supervisor at Earlimart Middle School. School connectedness also is a priority in Earlimart School District. Parent participation is vital in building a cohesive educational experience for students, staff and community. We will continue to communicate with parents and seek participation in meetings, school/district events and parent events. Caring adult relationships will also continue to be a goal for our Student Support Services department. Academic motivation coincides with caring adult relationships. Students must first feel safe and cared about, before learning is to occur. Earlimart School District will continue to engage our educational partners to increase student safety. We will continue to work with Principals/Vice-Principals in building effective supervision schedules for staff - before, during and after school. With the addition of Aeries Parent Square, we hope to connect with all parents on a streamlined communication platform. We hope to phase out Class Dojo and other methods of communication to simplify our communication with parents. Earlimart School District was recently awarded the Community Schools Grant. Funding will allow for our district to hire a MTSS (Multi-Tiered Systems of Support) Coordinator and MTSS school site leads to help with building social emotional skills in our employees, district wide. Met 2024-06-18 2024 54719440000000 Hope Elementary 6 "CONDITIONS & CLIMATE •Suspension Rate: Overall, students fell into the ""Yellow"" category with 2.1% suspended at least one day. This matched last year's performance. No group was in the ""Red"" range. •Basics: Teachers, Instructional Materials, Facilities: The district continues to meet this requirement •Parent and Family Engagement: The district continues to meet this requirement •Local Climate Survey: The district continues to meet this requirement ACADEMIC ENGAGEMENT •Chronic Absenteeism: Overall, the students fell into the ""Yellow"" category with 11.6% chronically absent. This represented a decline of 5.6% from the prior year. No group was in the ""Red' range. •Access to a Broad Course of Study: The district continues to meet this requirement ANNUAL LOCAL SURVEY RESULTS: 95.5% Parent feeling of connectedness 70.% Student feeling of connectedness 84% Teacher feeling of connectedness 95.5% Parent feeling of safety 90% Student feeling of safety 90% Teacher feeling of safety (2023-24 per survey results) Disaggregated data is not available from these sources." Our Educational partners, overall, feeling connected to and safe at school. We plan to continue the ongoing work so it continues to remain high. Chronic absenteeism is an issue, indicative of the need to more collaboration and improved culture of attending school regularly, but that has also been improving over the past two years. We will continue to work on that area as well through increasing engagement of lesser represented families and parent education. The LCAP focuses on the continued work in the areas noted above so we can sustain the continual progress, as we have in the past few years. Met 2024-06-12 2024 54719510000000 Hot Springs Elementary 6 A survey is given anonymously to all students and a parent survey is given anonymously as well on an annual basis. The survey is based on the California Healthy Kids survey. The results are shared at a regularly scheduled board meeting, with parents at parent meeting and with staff and administrator. The data is discussed and evaluated. On the annual this year all students and parents felt that they were safe at school, that the staff was caring and attentive to student and parent needs. They also indicated that they have not seen any drugs, tobacco or weapons at school. They did indicate that some instances of bullying were occurring among older students. An action was added to the LCAP to address bullying in the coming school year. The main area of need that was identified by students and parents was bullying in the older student group. Therefore, an action was added to the LCAP to address this issue. Met The small size of our district and the involvement of all families and staff have made it easier to communicate and address any concerns in a speedy manner. 2024-06-13 2024 54719690000000 Kings River Union Elementary 6 "LOCAL DATA: 100% parents express satisfaction with our school 71.5% agree the school offers help to them, to partner in supporting their child's learning 328 individuals and 271 families received support from the school social worker 60 families received services from our early childhood educator 98% of parents felt connected/engaged by the school 93% of staff felt connected/ engaged by the school 62.5% of students felt connected/engaged by the school 66.5% of students report feeling safe at school 100% of staff report feeling safe at school 99% of parents state that school is a safe place to be Facility maintenance rating ""Excellent"" STATE LEVEL DATA 0% drop out rate 0% expulsion rate Chronic Absenteeism: Performed in the ""Green"" range with 10% of students chronically absent- This is a decline of 6.5% from the previous year's levels. The homeless student subgroup was in the orange range for this indicator. This puts that group two levels below the average performance for all students and will be addressed in the upcoming LCAP with actions directed to this group. Students with Disabilities fell into the yellow range. Suspension Rate: Performed in the ""Blue"" range with 0.7% of students suspended at least one day- This is a decline of 3% from the previous year's levels. ALL student subgroups also fell into the blue range, which is the highest level of performance." Students feeling of safety is an area we are exploring. We also continue to look at Chronic Absenteeism. Our improvements from last year in that area were fantastic, but there is more work to do to ensure students are in school and able to focus on academic success. Our LCAP includes several actions related to climate and safety, with particular focus on attendance- particularly for Students with Disabilities and Homeless. Met 2024-06-24 2024 54719850000000 Liberty Elementary 6 "Locally Calculated Data: 90% of teachers, and 70% of students agree they feel school is a safe environment. 85% of teachers feel school connectedness. CA DASHBOARD and other state data: 0% drop out rate 0% expulsion rate ACADEMIC ENGAGEMENT • Chronic Absenteeism: Overall, the students fell into the ""Green"" category with 9.1% chronically absent. This represented a decline of 2.9% from the prior year. No group was in the ""Red' range. The White student group performed in the ""Orange"" range which is two levels below all school performance level. CONDITIONS & CLIMATE • Suspension Rate: Overall, students fell into the highest ""Blue"" category with 0.4% suspended at least one day. This was a slight decline of 0.2% from the previous year No group was in the ""Red"" range. " Overall, signs of a positive school culture persist. While chronic absenteeism remains notably higher than desired and exceeds pre-COVID levels, there is a trend of improvement. We're striving to enhance translation services for school-to-home communications and concentrating on improving chronic absenteeism for the 2024-2025 academic year. These priorities are mirrored in our updated LCAP. Met 2024-06-25 2024 54719930000000 Lindsay Unified 6 Local Climate Survey Data Overview The California Healthy Kids Survey (CHKS) for grades 3 through 12 at Lindsay Unified School District offers a detailed view of learners' perceptions and experiences regarding their learning communities. The overall score for all learners suggests a generally positive school climate, characterized by high levels of school connectedness, perceived safety, and academic motivation. This overall climate score is derived from learners' responses to key indicators such as caring relationships with adults at school, high expectations, and meaningful participation in school activities. Overall Score for All Learners School Connectedness: 75% of learners reported feeling connected to their school. Perceived Safety: 80% of learners felt safe at school. Academic Motivation: 70% of learners reported high levels of academic motivation. Mental Health and Well-being: 25% of learners reported chronic sadness, and 20% reported social-emotional distress. Disaggregated Data by Learner Groups Racial/Ethnic Groups Hispanic/Latino Learners: School Connectedness: 78% Perceived Safety: 83% Academic Motivation: 72% Chronic Sadness: 23% Social-Emotional Distress: 18% White Learners: School Connectedness: 70% Perceived Safety: 75% Academic Motivation: 65% Chronic Sadness: 28% Social-Emotional Distress: 22% Other Racial/Ethnic Groups: School Connectedness: 72% Perceived Safety: 78% Academic Motivation: 68% Chronic Sadness: 26% Social-Emotional Distress: 20% English Learners (EL) and Long-term English Learners (LTEL) EL Learners: School Connectedness: 65% Perceived Safety: 70% Academic Motivation: 60% Chronic Sadness: 30% Social-Emotional Distress: 25% LTEL Learners: School Connectedness: 62% Perceived Safety: 68% Academic Motivation: 58% Chronic Sadness: 32% Social-Emotional Distress: 27% Gender Female Learners: School Connectedness: 74% Perceived Safety: 77% Academic Motivation: 68% Chronic Sadness: 30% Social-Emotional Distress: 25% Male Learners: School Connectedness: 76% Perceived Safety: 83% Academic Motivation: 72% Chronic Sadness: 20% Social-Emotional Distress: 15% Learners with Special Needs Learners with IEPs: School Connectedness: 60% Perceived Safety: 65% Academic Motivation: 55% Chronic Sadness: 35% Social-Emotional Distress: 30% Analysis of Specific Survey Items Several specific survey items provide deeper insights into the school climate: Caring Relationships with Adults: 80% of learners reported that they have adults at school who care about them and their success. High Expectations from Teachers: 85% of learners felt that their learning facilitators have high expectations for their academic performance. Experience of Bullying: 15% of learners reported experiencing bullying at school, with higher rates among LGBTQ+ learners at 25%. The survey results from the CHKS for Lindsay Unified School District's grades 3 through 12 reveal several key insights into learners' experiences and perceptions. One major finding is the high level of school connectedness reported by learners, with a significant majority feeling that they have caring relationships with adults at school and that high expectations are set for them. This indicates a strong foundation of support and engagement, which is critical for fostering a positive learning environment. Additionally, learners reported feeling safe at school, which is a crucial factor in their overall well-being and ability to focus on academic tasks. However, the survey also identified areas needing improvement, particularly in the realm of mental health and well-being. A notable percentage of learners reported experiencing chronic sadness and social-emotional distress, highlighting the need for enhanced mental health supports and interventions. When disaggregated by learner groups, data showed disparities among different racial/ethnic groups and learners with special needs, indicating a need for targeted support to address these gaps. English Learners (EL) and long-term English Learners (LTEL) also reported lower levels of school connectedness and higher levels of academic challenges, suggesting the necessity for additional resources and tailored instructional strategies to better support these learners. Overall, while there are strengths in the supportive relationships and safety perceptions, there are clear needs for improved mental health resources and equity-focused interventions. The Lindsay Unified School District's 2024-25 Local Control and Accountability Plan (LCAP) includes several actions aimed at addressing mental health and socio-emotional distress among learners: Social-Emotional Support (Action 3.11): This action involves the funding of additional Licensed Clinical Social Workers and Community School Coordinators to support Community School initiatives at Washington and Alternative Education sites. These professionals provide crucial mental health services and coordinate efforts to address socio-emotional needs, contributing directly to the well-being of learners facing emotional and psychological challenges. Lindsay Circles (Action 2.1): This initiative was piloted at an elementary school and the Alternative School Site, aimed at creating connections among learners and adults on campus. By expanding Lindsay Circles to all school sites, the district aims to foster caring relationships and a supportive school environment, addressing learners' needs for social connection and emotional support. Professional Development on Social Emotional Learning (SEL) (Goal 1.1): Including SEL training in professional development days helps learning facilitators support learners' socio-emotional needs. This training equips educators with strategies to foster a positive classroom environment and address issues related to learners' emotional well-being. Community School Coordinator Initiatives (Goal 2.4): Expanding the Community School Coordinator's work to school sites focuses on identifying and addressing individual needs, which can greatly differ between elementary and secondary schools. This action aims to reduce negative behaviors by increasing learner engagement through tailored support. Expansion of Mental Health Services (Goal 3.11): By maintaining and potentially expanding mental health services through the Healthy Start Resource Center and other programs, the district addresses ongoing needs for learner mental health support, including those highlighted during educational partner consultations. These actions demonstrate the district's commitment to enhancing mental health support and socio-emotional learning, addressing concerns raised by educational partners and aligning with the needs identified through surveys and data analysis. Met 2024-06-24 2024 54719930124776 Loma Vista Charter 6 The California Healthy Kids Survey (CHKS) for grades 8 -12 at Loma Vista Charter School offers a detailed view of learners' perceptions and experiences regarding their school environment. The overall score for all learners suggests a generally positive school climate, characterized by high levels of school connectedness, perceived safety, and academic motivation. This overall climate score is derived from learners' responses to key indicators such as caring relationships with adults at school, high expectations, and meaningful participation in school activities. Overall Score for All Learners •School Connectedness: 75% of learners reported feeling connected to their school. •Perceived Safety: 80% of learners felt safe at school. •Academic Motivation: 70% of learners reported high levels of academic motivation. •Mental Health and Well-being: 25% of learners reported chronic sadness, and 20% reported social-emotional distress Disaggregated Data by Learner Groups Racial/Ethnic Groups Hispanic/Latino Learners: o School Connectedness: 78% o Perceived Safety: 83% o Academic Motivation: 72% o Chronic Sadness: 23% o Social-Emotional Distress: 18% White Learners: o School Connectedness: 70% o Perceived Safety: 75% o Academic Motivation: 65% o Chronic Sadness: 28% o Social-Emotional Distress: 22% EL Learners: o School Connectedness: 65% o Perceived Safety: 70% o Academic Motivation: 60% o Chronic Sadness: 30% o Social-Emotional Distress: 25% LTEL Learners: o School Connectedness: 62% o Perceived Safety: 68% o Academic Motivation: 58% o Chronic Sadness: 32% o Social-Emotional Distress: 27% Several specific survey items provide deeper insights into the school climate: •Caring Relationships with Adults: 80% of learners reported that they have adults at school who care about them and their success. •High Expectations from Teachers: 85% of learners felt that their learning facilitators have high expectations for their academic performance. •Experience of Bullying: 15% of learners reported experiencing bullying at school, with higher rates among LGBTQ+ learners at 25%. The survey results from the CHKS for Loma Vista Charter School's grades 3 through 12 reveal several key insights into learners' experiences and perceptions. One major finding is the high level of school connectedness reported by learners, with a significant majority feeling that they have caring relationships with adults at school and that high expectations are set for them. This indicates a strong foundation of support and engagement, which is critical for fostering a positive learning environment. Additionally, learners reported feeling safe at school, which is a crucial factor in their overall well-being and ability to focus on academic tasks. However, the survey also identified areas needing improvement, particularly in the realm of mental health and well-being. A notable percentage of learners reported experiencing chronic sadness and social-emotional distress, highlighting the need for enhanced mental health supports and interventions. When disaggregated by learner groups, data showed disparities among different racial/ethnic groups and learners with special needs, indicating a need for targeted support to address these gaps. English Learners (EL) and long-term English Learners (LTEL) also reported lower levels of school connectedness and higher levels of academic challenges, suggesting the necessity for additional resources and tailored instructional strategies to better support these learners. Overall, while there are strengths in the supportive relationships and safety perceptions, there are clear needs for improved mental health resources and equity-focused interventions. The Loma Vista Charter School's 2024-25 Local Control and Accountability Plan (LCAP) includes several actions aimed at addressing mental health and socio-emotional distress among learners: 1. Social-Emotional Support (Action 3.11): This action involves the funding of additional Licensed Clinical Social Workers and Community School Coordinators to support Community School initiatives at Washington and Alternative Education sites. These professionals provide crucial mental health services and coordinate efforts to address socio-emotional needs, contributing directly to the well-being of learners facing emotional and psychological challenges. 2. Lindsay Circles (Action 2.1): This initiative was piloted at an elementary school and the Alternative School Site, aimed at creating connections among learners and adults on campus. By expanding Lindsay Circles to all school sites, the district aims to foster caring relationships and a supportive school environment, addressing learners' needs for social connection and emotional support. 3. Professional Development on Social Emotional Learning (SEL) (Goal 1.1): Including SEL training in professional development days helps learning facilitators support learners' socio-emotional needs. This training equips educators with strategies to foster a positive classroom environment and address issues related to learners' emotional well-being. 4. Community School Coordinator Initiatives (Goal 2.4): Expanding the Community School Coordinator's work to school sites focuses on identifying and addressing individual needs, which can greatly differ between elementary and secondary schools. This action aims to reduce negative behaviors by increasing learner engagement through tailored support. 5. Expansion of Mental Health Services (Goal 3.11): By maintaining and potentially expanding mental health services through the Healthy Start Resource Center and other programs, the district addresses ongoing needs for learner mental health support, including those highlighted during educational partner consultations. These actions demonstrate the district's commitment to enhancing mental health support and socio-emotional learning, addressing concerns raised by educational partners and aligning with the needs identified through surveys and data analysis. Met 2024-06-24 2024 54720090000000 Monson-Sultana Joint Union Elementary 6 A total of 77% of 6th graders reported feeling connected to school and 80% reported feeling motivated about their academics. These data is based on the 2023 Healthy Kids Survey results. Additionally, 90% of 5th graders reported that adults care about them and 88% for 4th graders. (Data Source - CalHOPE Student Survey) We currently have very strong data via healthy kids surveys and CalHOPE Student Survey to help inform our next steps to ensure all students feel connected, safe and happy. We will work as a school team to ensure that students have clarity when it comes to school-wide expectations for behavior and academics and supports available to them such as counseling, tutoring, sports and after school program. Met 2024-06-18 2024 54720170000000 Oak Valley Union Elementary 6 School Safety: I feel safe at school. 3-5 grade: 66%, Boy/Girl: 72/64%, Hisp/White: 57/100% 6-8 grade 64%, Boy/Girl: 73/62%, Hisp/White: 63/64% School Connectedness: I really feel like a part of my school's community. 3-5 grade: 43%, Boy/Girl: 44/43%, Hisp/White: 42/69% 6-8 grade 59%, Boy/Girl: 61/54%, Hisp/White: 55/50% On average 65% of students feel safe at school and generally speaking boys feel safer at school than girls. Younger students feel safer than older students but interesting to note that of 3rd-5th grade students, 100% of white students feel safe verses only 57% of Hispanic students. In taking a deeper dive, survey questions around bullying have changed. There is a 8% decrease, 84-76%, of students feeling that bullying gets stopped by adults on campus. Third-fifth grade students had a decrease from 56-42% of there being friendly students. Conversely, younger students feel less connected to school and as white students get older, they feel less connected than Hispanic students. Lastly, 6th-8th grade boys feel the most connected to school. The district has added multiple safety measures the past few years and feel that the protocols for student physical safety of is good. But students are not necessarily feeling safe when it comes to friendly students and the topic of bullying. Therefore, SunRISE activities (1st 15 min of school) will be shifted around kindness and cultural awareness. Middle School students will also be reminded more frequently on how to use the Say Something App which is an anonymous reporting system. There needs to also be a new system for 3rd-5th grade students to report bullying. Administration will devise a new system for them as well. District administration can hypothesize that middle school students have more extra curricular opportunities thus creating a deeper connectedness to school. There is a plan to provide more organized sports for 3rd-5th grade during recess time and construction of a new playground structure just for 3rd-5th grade students. This will hopefully make the intermediate grade student feel more connected. Students within the Superintendent Student Council have mentioned repeatedly that they feel they miss out on extra curricular sports, so offering more inter-squad sports and recognition will hopefully support their need for connectedness. Met 2024-06-25 2024 54720250000000 Outside Creek Elementary 6 The overall score for students feeling safe at school was A) No, never 0%, B) Yes, some of the time 9%, C) Yes, most of the time 21%, D) Yes, all of the time 70%. This provides good data for the school moving forward since priority number one is student safety. "In summary 100% of the student answered ""Yes"" to feeling safe at school and 86% of students said ""Yes, most of the time"" or ""Yes, all of the time"". Moving forward, the goal is to have higher percentages of ""Yes, all of the time""." The data demonstrated a safe environment for kids. The school determines the no changes to existing plans, policies, or procedures are needed, but that a continuation of the current accountability environment will be implemented. Met 2024-06-13 2024 54720330000000 Palo Verde Union Elementary 6 Data sources: Biannual local climate and satisfaction surveys; California Healthy Kids Survey; biannual forums; interviews; conferences; meetings. In the aggregate, these sources capture an accurate schoolwide view of parents, student, and staff perceptions of safety and connectedness. It is the responsibility of the district superintendent to aggregate these data sources. Disaggregation by race, ethnicity and national origin has not been an issue at Palo Verde because our student body is 92% Hispanic and 6.4% White. Attendance at forums, meetings, and conferences reflects this same proportion. Meaning: Aggregated sources confirm, by over 90% of stakeholders, that our school culture is positive and welcoming for students, staff, and parents. Palo Verde is a safe school where learning processes are not interrupted by outside influences or discipline issues. Palo Verde has a fair discipline policy, clearly understood and supported by staff, students, and parents. Palo Verde involves students as active participants in their education by providing them with project based learning opportunities, test chats with students, and cross-curricular activities. The number of students participating in co-curricular activities such as Poetry and Prose, Science Fair, Spelling Bee and similar events continues to increase and is approaching pre-pandemic levels, confirming that students are once again engaged in academic life. Results continue to confirm that students believe they have an important part in decision-making in their classroom and school. Use: One of the ways we are addressing this is through on-campus intervention and support with schoolwide teacher training and a teacher assigned to coordinate services for students. Another way we are addressing this is through schoolwide approaches to student literacy and academic support. An approach that is showing substantive increase in student connectedness is co-curricular instructional field trip experiences that connect classroom experiences to real-world applications and experiences. Our parents report that our School Liaison and staff are critical components of linking parents to the work of the school and helping them interact successfully with our school. Met 2024-06-18 2024 54720410000000 Pixley Union Elementary 6 In the recent annual survey, 69.5% of students, 93.3% of parents, 81.8 % of Teachers report feeling they strongly agree or agree that they feel school is a safe place. CHKS SURVEY results for climate: Feeling of school connectedness – 62% of 6th graders and 58% of 7th graders Academic motivation- 7% of 6th graders and 23% of 7th graders School is really Boring- 9% of 6th graders and 14% of 7th graders School is worthless and a waste of time-21% of 6th graders and 35% of 7th graders Monthly absences of 3 or more- 53% of 6th graders and 62 of 7th graders Maintaining focus on schoolwork- 68% of 6th graders and 75 of 7th graders Caring adult relationship- 34% of 6th graders and 34 of 7th graders High expectations- 56% of 6th graders and 33 of 7th graders Facilities upkeep- 67% of 6th graders and 62% of 7th graders Promotion of parental involvement in school- 75% of 6th graders and 56% of 7th graders Experienced harassment or bullying-22% of 6th graders and 27% of 7th graders Had mean rumored or lies spread about you- 27% of 6th graders and 29% of 7th graders Been afraid of being beaten up- 19% of 6th graders and 23% of 7th graders Been in a physical fight- 3% of 6th graders and 8% of 7th graders Seen a weapon on campus- 7% of 6th graders and 5% of 7th graders Cyberbullying- 15% of 6th graders and 29% of 7th graders PARENT SURVEY: 60.4% of our families report that their child participates in the after school program. 98.4% are happy with the services in the after school program. 85.8% are aware of the family resource center services 64.2% have utilized the services of the family resource center 81.1% were satisfied with the services when they used the family resource center 82% of special education parents were happy with the services of that program (1 parent responding had a negative experience) Pixley... communicates the importance of respecting all cultural beliefs and practices. 91% agree promptly responds to my phone calls, messages, or e-mails. 100% agree is a safe place for students and families. 95% agree has adults that really care about students. 91% has high expectations for all students. 93% has staff that treat parents with respect. 97% helps me understand that my child needs to be in school every day to do well with learning. 98% makes me feel engaged in the school community. 90% This year, all responses on parent surveys indicated overall improvement in engagement, culture, campus issues, and safety. The only survey question that did not improve overall was attendance at parent conferences, which remained at 97% (the highest event participation). 100% of our parent responses were unduplicated student families. Data was not available for further disaggregation by group. Pixley plans to continue reaching out to families, provide additional safety training for staff next year in crisis response, and expand family resource services through the new Community Schools Partnership grant and program. While culture indicators at the elementary have risen, those at the middle school have declined. This could be due to several violent crimes in the past 24 months in the neighboring area. With 60% of middle schoolers feeling safe, we have some work to do in this area. Additionally, students report little connection to caring staff members or high expectations of them. These are areas of concenr as well We will be focusing on leadership changes and restorative practices at the middle school. Additional social workers have been added to staffing to provide counseling support and mentoring of families and students. Met 2024-06-18 2024 54720580000000 Pleasant View Elementary 6 Pleasant View School District knows that school climate plays a critical role in helping students succeed in school. Parents, families, and other caring adults provide the primary educational environment for children early in life and can reinforce classroom learning throughout the school years. Pleasant View has chosen the following as our local measures from our annual school climate student survey as well as our direct services provided to students by the school psychologist. We felt that our measures best represent perceptions that our students have about the atmosphere and expectations staff have created for them. This survey is given to all students 4th-8th grade annually and reported to the Local Governing School Board. These measures will be looked at annually and included in our local LCAP actions and services or used in the needs assessment of the district when it comes to planning. Parent/Guardian Input Measure: Student School Climate Survey (Combined Results 4th-8th) Target is 90% or greater. Recognizing the critical role of school climate in student success, we conduct Student School Climate Surveys, revealing that a significant majority of students feel connected to the school community, with various indicators surpassing our target of 90%. In addition, Pleasant View has selected the following metric to show direct mental health services provided to our students by the school psychologist. Our school psychologist reported providing direct services to 36% of our students. Target is greater than 15%. The school also believes Self Efficacy is extremely important to students long-term outcomes. The school gave a self-efficacy survey to all 4th-8th graders in 2023-2024 (scores 1-4 range). The First score is from the 2023 and the second is from the 2024 survey. Our student's areas of strength were Academic Achievement 3.23/3.29 and Social 3.08/3.17, Self-Regulated Learning 2.70/2.77, and Enlisting Social Resources 2.81/2.97. It's apparent that there was a significant drop in our student's beliefs about themselves after the pandemic. However, the school has made significant progress in addressing students' needs in the last year, moving our students closer to pre-pandemic levels. The district will use this data to focus its work on building communities in the classrooms where students will feel connected and learn how to better access the resources they need to be successful. The implementation of the (LCFF) has placed a renewed emphasis on students and educators working together as partners. The measures have been established in our LCAP in Goal 6 and are present in our actions and services within this goal. Pleasant View recognizes the ongoing need to continually reflect and make changes to how we build relationships and engage our students in taking ownership of their learning. The students were asked on a 5-point scale how much they agreed with 12 statements about school supports such as positive school climate, trusting relationship Although the feedback from Pleasant View students about school support was quite positive overall, a few of the representative comments some students wrote in to support their low agreement ratings could be informative: Equal enforcement of rules: “Some teachers have favoritism on a specific gender.” “The youngest gets to do things that the upper graders can't.” “Some teachers play favoritism because there will be a student not doing work and they get in trouble but there is a group or one kid just not doing their work and they don't get in trouble.” Bullying: “The adults wouldn’t do anything if a student was getting bullied, they would just brush it off and tell the students that they would do something about it when in reality they don't do anything and just forget about it.” “Students can bully other students where staff can't see them.” Sharing personal information without judgement: “I don't think that I could trust them if I did tell them” “I haven't seen or heard someone talk about their feeling to a teacher or aids.” Help with hunger or clean clothes: “They don’t need to know.” “They would just tell us to wait until lunch [if hungry]; some kids are too embarrassed to tell them.” Specific Areas of Concern Identified by Students: Feedback from students highlighted concerns regarding equal enforcement of school rules, bullying incidents, trust in sharing personal information with adults, and access to basic needs such as food and clean clothes. Students expressed perceptions of favoritism among teachers, ineffective responses to bullying, and hesitancy to seek help for personal issues due to fear of judgment or embarrassment. Implications for Action: The data underscores the importance of addressing issues related to equity, bullying prevention, mental health support, and trust-building between students and adults. Strategies to improve school climate may include implementing consistent disciplinary practices, enhancing support systems for students facing mental health challenges, and fostering a culture of openness and trust within the school community. Additionally, efforts should be made to ensure that basic needs such as food security and access to clean clothes are addressed sensitively and effectively. In summary, the survey data provides valuable insights into the perceptions and experiences of students at Pleasant View School District, highlighting areas of strength as well as areas for improvement in creating a supportive and inclusive school environment. Based on the analysis of local data and identifying key areas of need, Pleasant View School District (PVESD) recognizes the importance of making changes to existing plans, policies, and procedures to address these needs and facilitate continuous improvement. Here are the revisions, decisions, and actions that PVESD has implemented or plans to implement: The district will launch a more comprehensive MTSS monitoring system in the fall of 2024. This will allow the staff to provide more timely interventions to support students. Equity and Discipline Policies: PVESD acknowledges the concerns raised by students regarding the equal enforcement of school rules. In response, the district will review and revise its discipline policies to ensure fairness and consistency in disciplinary actions across all student groups. Training sessions for staff will be conducted to promote awareness of implicit biases and ensure that disciplinary measures are applied equitably. Bullying Prevention Measures: PVESD recognizes the need for a more proactive approach to addressing bullying incidents. The district will implement comprehensive bullying prevention programs and protocols to create a safe and supportive environment for all students. Staff training on identifying and responding to bullying behaviors will be provided to ensure timely intervention and support for affected students. Mental Health Support Services: Given the high demand for mental health services among students, PVSD will enhance its support systems by increasing the availability of counseling services and mental health resources within the school. Collaboration with community partners and mental health professionals will be strengthened to provide comprehensive support to students with varying needs. Trust-Building and Communication: PVESD acknowledges the importance of building trust between students and adults to foster a supportive school climate. The district will implement strategies to promote open communication and trust-building initiatives, such as student-led forums and peer support programs. Efforts will be made to create a culture of empathy and understanding, where students feel comfortable sharing personal concerns with trusted adults without fear of judgment or reprisal. Basic Needs Support: PVSD recognizes the significance of addressing students' basic needs, such as food security and access to clean clothes, to ensure their overall well-being and academic success. The district will explore partnerships with local organizations and implement support programs to address students' basic needs sensitively and effectively, including establishing food pantries and clothing closets within the school community. Monitoring and Evaluation: PVSD is committed to monitoring the effectiveness of the implemented changes and continuously evaluating their impact on school climate and student outcomes. Regular data collection and analysis will be conducted to assess progress and identify areas for furt Met 2024-06-25 2024 54720820000000 Richgrove Elementary 6 "RSD conducted two surveys to gather data on the feelings on school climate by our Educational Partners. The California Healthy Kids Survey was given to both 6th and 7th graders and an overall survey was giving to our Educational Partners to gather various information. Based on the CHKS it was determined that 56% of 6th graders and 52% of 7th graders felt ""connected"" to our school. In the area of safety, 51% of 6th graders and 42% of 7th grades felt safe on our campus based once again on the CHKS. In the survey of our Educational Partners 81% had a positive feeling of RSD and 75% felt the campus was safe." The overall percentage for the 6th and 7th graders was a much lower number than we had hoped to see. The low percentage in the area of safety is also of concern. The percentage we saw with the survey that went out to all Educational Partners, including students, was where we anticipated landing in that area. This alerts us to our need to dive deeper into both of these areas to see if the CHKS was an anomaly or if we need to look for areas of concern with our students and hold some dialogue sessions with students to see how we can better these numbers and provided for more connection to students and a safer environment. "RSD will have to make it a practice to have more dialogue with our student population on school safety and connectedness. I also feel it is important to define ""connectedness"" so that we are comparing the proper feelings. School safety and connectedness will have to be addressed in more detail that allows for more precise feedback in the area of examples so that administration can best determine where to begin to correct this problem. More follow up questions and open answers will be put into our surveys. RSD will also have to do a better job of teaching our students how to use our online reporting system ""Sprigeo"" in the hopes of getting more information on unsafe places on campus and any bullying that makes students feel unsafe. We must also update and review Bullying Policy along with reaching out Educational Partners to make them aware that if they know of any concerns to please contact the school." Met 2024-06-12 2024 54720900000000 Rockford Elementary 6 Data sources: Biannual local survey based on local needs and specific LCAP actions and services; forums; meetings; conferences; California Healthy Kids Survey Data aggregation: It is the responsibility of the superintendent and/or designee to assure that data sources are developed and implemented as planned and that data are aggregated for evaluation purposes. Disaggregation by race,ethnicity, national origin and other group factors is generally not included in surveys, but it confirmed through personal interaction by staff and subgroups. Rockford is 51.4% Hispanic origin and 41.5% White. Over 85% of parents, staff and students express feeling safe and connected to Rockford School. Meaning: Rockford enjoys very strong parent, staff and student support. We measure responses to questions about: Safety and Connectedness at our school. Supports available to students to excel in school. The availability of caring adults at our school. Expectations of adults at the school. Structures available to connect students to school • Parent involvement opportunities and expectations at the school. Academic support and motivation. Responses are overwhelmingly “high” in all of these areas with specific suggestions for improvements that have annually been and continue to be included in our LCAP. These include after-school tutoring, additional co-curricular field trips to connect classroom learning with real-world applications, improved learning stations in classrooms and on campus, and enhanced safety measures. All stakeholders report that Rockford School provides a safe, welcoming school climate for teaching and learning and continue to support improvements. The high number of interdistrict transfers into our school, per parent surveys, is a direct result of that positive school climate. Met 2024-06-20 2024 54721080000000 Saucelito Elementary 6 "LOCALLY CALCULATED DATA: % of students participating in co-curricular or extracurricular activities 100% Survey results of students, staff and parents reporting feeling safe at school Parents: 75% Staff: 90% Students: 75% Survey results of students, staff, and parents reporting feeling connected to school Parents: 100% Staff: 100% Students 100% CA SCHOOL DASHBOARD DATA • Chronic Absenteeism: Overall, the students fell into the ""Red"" category with 34.7% chronically absent. This represented an increase of 21.3% from the prior year. Two groups were in the ""Red' range. Hispanic and Socioeconomically Disadvantaged students were 33.3% chronically absent and 38.1% chronically absent respectively. No groups were in the ""Orange"" range Suspension Rate: Overall, students fell into the ""Green"" category with 1.3% suspended at least one day. This was a decline of 3.6%. No groups were in the ""Red"" or ""Orange"" ranges." Initially, we were surprised, post-COVID, that Saucelito did not experience the large surge in chronic absenteeism most districts in the nation saw beginning in 2021-22. However, we did experience a large surge in 2022-23 that tripled the % of students missing 10% or more of the school year. The overall rate increased from 13.4% to 34.7%. This was seen in both significant subgroups of Hispanic (from 9.5% to 33.3%) and Socioeconomically Disadvantaged students (from 11.1% to 38.1%). The English learner subgroup, however, only increased by 1% and was at 16.7%. Previously, they were the highest absentee subgroup. Saucelito continues to be committed to implementing behavioral supports and social-emotional interventions. We are pleased that this work has resulted in a significant decline in overall suspension rate. After an initial post-COVID return to school surge from 0% to 4.8% and increases to 6.4% for Hispanic students; 3.1% for EL; 5.6% for SED- we are once again confident in our ability to return to the positive learning environment for all students and the ability to intervene in most issues without students being removed from daily instruction. Moving forward, Attendance incentives and rewards will be used as a motivator for students to attend school as well as educating parents on the importance of regular attendance. This will be done through ClassDojo messages, phone calls home and parent meetings on campus. Actions in Goal 2 of our LCAP are designed to address discipline and behavioral supports. Met 2024-06-11 2024 54721160000000 Sequoia Union Elementary 6 "Sequoia Union Elementary School District used a new survey platform in 2023-2024 that increased participation in annual climate surveys for all educational partners. Using the Kelvin survey platform and questions on climate and culture taken from their database, 193 students in grades 4-8 took the survey. Kelvin presents scores in percent favorable; the higher the number, the more students who answered positively on a Likert scale. While most significant subgroup data was disaggregated via Kelvin, there were problems with the data for socioeconomically disadvantaged students. This stems from a data issue between our student information system and the Kelvin system that we are currently working to rectify. In addition to the statutorily required subgroups, student gender is also broken out as a subgroup. The fact that in two of the four questions listed below the highest and lowest rating was between males and females seems significant and worthy of study. In general answers did not vary much by subgroup. Overall favorability for all questions was: 71% for all students 68% for English learners 69% for Hispanic students 67% for students with exceptional needs (504's and IEP's) (low) 69% for males 73% for females (high) When asked ""How safe do you feel at school?"" percent of favorable answers indicating a high degree of perceived safety were: 69% for all students 67% for English Learners 61% for Hispanic students (low) 70% for students with exceptional needs 72% for males (high) 66% for females 11% difference between the highest and lowest rating When asked ""Do you feel close to people at school?"" percent of favorable answers indicating a high degree of perceived closeness were: 76% for all students 80% for English Learners (high) 74% for Hispanic students 70% for student with exceptional needs 71% for males (low) 80% for females (high) 9% difference between the highest and lowest rating When asked ""Do teachers treat students fairly at school?"" percent of favorable answers indicating a high degree of perceived fairness were: 75% for all students 67% for English Learners (low) 77% for Hispanic students 78% for students with exceptional needs (high) 77% for males 74% for females 11% spread between the highest and lowest rating When asked ""Are you happy to be at this school?"" percent favorable answers indicating a high degree of perceived happiness were: 70% for all students 67% for English Learners 73% for Hispanic students 65% for students with exceptional needs 64% for males (low) 76% for females (high) 12% spread between the highest and lowest rating When asked ""Do adults at school encourage you to work hard so you can be successful?"" percent favorable answers indicating a high degree of encouragement were: 85% for all students 93% for English Learners (high) 79% for Hispanic students (low) 81% for students with exceptional needs 84% for males 86% for females 14% spread between highest and lowest rating" Overall results show students feel a level of safety and connectedness that ranges from 60% to 80% positive. This means that, on average, 20% to 40% of our student population is feeling unsafe, isolated or unhappy at school at any given time. Significant findings based on subgroups are: English Learners feel the lowest level of favorability when it comes to fair treatment, a full ten percentage points below Hispanic students. This suggests that it is not an issue of race or ethnicity but something about being a non-native English speaker that is contributing to this perception of unequal treatment. This finding merits further investigation. Actions discussed in the sections below may help to positively impact these numbers over the next year. Hispanic students feel the lowest level of safety among subgroups. This finding suggests more communication with our Hispanic educational partners is needed to ascertain the reasons behind this statistic and collaborate on possible solutions. Males feel significantly less happy and close to people at school than other groups. These findings correspond with recent statistics collected by the Brookings Institution for males at higher levels of education, such as: In 2020, men made up 41% of postsecondary student enrollment In 2018-2019 45,000 fewer boys graduated from American high schools than girls Since our male students are trajectory in line with these findings for older male students Clearly there is room for improvement in our school culture. To address this issue the LEA has added a goal to the LCAP specifically dealing with climate and culture. Met 2024-06-20 2024 54721166054340 Sequoia Elementary Charter 6 "Sequoia Union Elementary School District used a new survey platform in 2023-2024 that increased participation in annual climate surveys for all educational partners. Using the Kelvin survey platform and questions on climate and culture taken from their database, 193 students in grades 4-8 took the survey. Kelvin presents scores in percent favorable; the higher the number, the more students who answered positively on a Likert scale. While most significant subgroup data was disaggregated via Kelvin, there were problems with the data for socioeconomically disadvantaged students. This stems from a data issue between our student information system and the Kelvin system that we are currently working to rectify. In addition to the statutorily required subgroups, student gender is also broken out as a subgroup. The fact that in two of the four questions listed below the highest and lowest rating was between males and females seems significant and worthy of study. In general answers did not vary much by subgroup. Overall favorability for all questions was: 71% for all students 68% for English learners 69% for Hispanic students 67% for students with exceptional needs (504's and IEP's) (low) 69% for males 73% for females (high) When asked ""How safe do you feel at school?"" percent of favorable answers indicating a high degree of perceived safety were: 69% for all students 67% for English Learners 61% for Hispanic students (low) 70% for students with exceptional needs 72% for males (high) 66% for females 11% difference between the highest and lowest rating When asked ""Do you feel close to people at school?"" percent of favorable answers indicating a high degree of perceived closeness were: 76% for all students 80% for English Learners (high) 74% for Hispanic students 70% for student with exceptional needs 71% for males (low) 80% for females (high) 9% difference between the highest and lowest rating When asked ""Do teachers treat students fairly at school?"" percent of favorable answers indicating a high degree of perceived fairness were: 75% for all students 67% for English Learners (low) 77% for Hispanic students 78% for students with exceptional needs (high) 77% for males 74% for females 11% spread between the highest and lowest rating When asked ""Are you happy to be at this school?"" percent favorable answers indicating a high degree of perceived happiness were: 70% for all students 67% for English Learners 73% for Hispanic students 65% for students with exceptional needs 64% for males (low) 76% for females (high) 12% spread between the highest and lowest rating When asked ""Do adults at school encourage you to work hard so you can be successful?"" percent favorable answers indicating a high degree of encouragement were: 85% for all students 93% for English Learners (high) 79% for Hispanic students (low) 81% for students with exceptional needs 84% for males 86% for females 14% spread between highest and lowest rating" Overall results show students feel a level of safety and connectedness that ranges from 60% to 80% positive. This means that, on average, 20% to 40% of our student population is feeling unsafe, isolated or unhappy at school at any given time. Significant findings based on subgroups are: English Learners feel the lowest level of favorability when it comes to fair treatment, a full ten percentage points below Hispanic students. This suggests that it is not an issue of race or ethnicity but something about being a non-native English speaker that is contributing to this perception of unequal treatment. This finding merits further investigation. Actions discussed in the sections below may help to positively impact these numbers over the next year. Hispanic students feel the lowest level of safety among subgroups. This finding suggests more communication with our Hispanic educational partners is needed to ascertain the reasons behind this statistic and collaborate on possible solutions. Males feel significantly less happy and close to people at school than other groups. These findings correspond with recent statistics collected by the Brookings Institution for males at higher levels of education, such as: In 2020, men made up 41% of postsecondary student enrollment In 2018-2019 45,000 fewer boys graduated from American high schools than girls Clearly there is room for improvement in our school culture. To address this issue the LEA has added a goal to the LCAP specifically dealing with climate and culture. Met 2024-06-20 2024 54721320000000 Springville Union Elementary 6 The LEA used a local climate survey to assess School Climate in 3rd through 8th grades. These results will help to inform on areas of need and where the district is performing well in providing a safe and caring environment. Survey Response Data: 90% - Safe at school. 24% - Harassed at school. 30% - Witnessed harassment at school. 70% - Comfortable approaching teachers and staff with safety concerns. 75% - Engage in extra curricular activities. 71% - Feel connected to classmates. 82% - Trust and can confide in adults at school. 86% - School ensures safety. 10% - Avoid certain areas of school. 77% - School encourages a feeling of belonging. 87% - Participating in classroom. 21% - I feel excluded from peers at school. 42% - Students are respectful to each other. 84% - Resources and support systems in place for students with safety concerns. 84% - School encourages open conversations about safety concerns. 83% - Overall atmosphere of school in terms of safety and connectedness. 83% - Effective safety drills. 63% - School effectively addresses and resolves conflicts between students. 81% - School provides a caring and welcoming environment. Overall, the data reveals a strong foundation of safety and trust within the school, supported by effective engagement and supportive relationships. However, addressing the significant issues of harassment and exclusion, fostering a more respectful student community, and improving conflict resolution strategies are critical steps forward. By focusing on these areas, the district can further enhance the school environment, ensuring that all students feel safe, included, and valued. The district will focus in increasing and improving peer-to-peer relationships through growing opportunities for them to build voice and confidence, leading to increased successful participation in learning discussions, conflict resolution, constructive discourse, and personal growth. This will be facilitated in part through the implementation of Paideia. Met 2024-06-24 2024 54721400000000 Stone Corral Elementary 6 Prompt 1 (DATA): Describe the local climate survey data, including available data disaggregated by student groups. LEAs using surveys that provide an overall score, such as the California Healthy Kids Survey, are encouraged to report the overall score for all students as well as available student group scores. Responses may also include an analysis of a subset of specific items on a local survey and additional data collection tools that are particularly relevant to school conditions and climate. Students and parents were given a survey to measure perceptions of school safety and engagement. The survey was a modified California Healthy Kids Survey given to students in grades 3-6, grades 4-8 and parents. Student (both younger and older) survey responses demonstrated a uniformity of perceptions related to school safety and connectedness. Parents and the school community was given a survey that measured their perception on the climate of the school. In analyzing the survey, the following conclusions could be presented. The physical dimension of school climate: · Appearance of the school building and its classrooms- Students felt that the school was a clean and safe learning environment. Parents felt the school was in good shape and condicive to learning. · School size and ratio of students to teachers in the classroom- Students felt that the small size of the school and class size helped them learn because they felt there could be more of a focus on each individual student. Parents like the small class sizes. · Order and organization of classrooms in the school- Students liked their classrooms and felt the classrooms were safe and conducive to learning. · Availability of resources- Students felt they had adequate textbooks, library books, support material, and access to technology. Parents felt the students had access to technology, internet, books and printed material. · Safety and comfort- Students felt safe. They felt that the staff cared. If there were academic or behavioral problems the teacher or other staff members were there to take of them. The social dimension of school climate includes: · Quality of interpersonal relationships between and among students, teachers, and staff- The students felt that the staff was dedicated to teaching all students. The staff made learning interesting, they gave encouragement, and noticed when they were doing a good job. Parents wanted to know how their child was behaving and be a part of the solution if their child was having problems. · Equitable and fair treatment of students by teachers and staff- Students felt that the teachers, students, and staff were treated with respect and gave respect. Students felt that adults in this school apply the same rules to all students equally. Students felt that they learned appropriate behavior over time. The academic dimension of school climate includes: · Quality of instruction- Students felt their teachers gave good, engaging lessons and activities. Students felt the teachers gave them encouragement. Parents wanted more frequent communication with the teacher rearding their child's academic progress. · Teacher expectations for student achievement- Teachers let the students know what was to be learned and how to show that they learned it. Parents felt that the teachers had relatively high expectations for academics. Parents wanted frequent updates regarding their child's progress and early status reports to correct any learning problesms. · Monitoring student progress and promptly reporting results to students and parents- Students felt the teacher noticed when they were doing a good job or were having difficulties and let them know it. Teachers and staff communicated with parents about academic and behavior progress, but parents wanted frequent updates. Physical Dimension 1. Safe and Clean Environment •Regular Maintenance: We will ensure the school is clean, well-maintained, and safe. We will conduct regular inspections and address any issues promptly. •Safety Measures: We will continue to implement comprehensive safety measures, including secure entrances, surveillance cameras, and regular safety drills. 2. Welcoming Spaces •Inviting Common Areas •Student-Centered Design 3. Healthy Environment •Air Quality and Lighting: We will continue to ensure good air quality and proper lighting in classrooms and common areas to create a conducive learning environment. •Nutrition and Wellness: We will provide healthy food options and promote wellness programs to support students’ physical health. 4. Accessible Facilities •Adequate Resources Social Dimension 1. Positive Relationships •Mentoring Programs •Peer Support Systems 2. Inclusive Culture •Cultural Competence Training •Diversity Celebrations 3. Socio-emotional Support •Anti-Bullying Programs: Implement comprehensive anti-bullying programs that include education, prevention, and intervention strategies. •Socio-emotional Learning- We will further develop a socio-emotional curriculum for use school wide and in the classrooms. •Support Services: We will provide counseling and support services for students who experience or witness bullying. 4. Parental Involvement •Engage Families: We will involve parents and families in school activities and decision-making processes to strengthen the school community. •Effective Communication. Academic Dimension 1. High-Quality Instruction •Professional Development: We will continue to provide ongoing professional development for teachers to improve instructional practices and stay current with educational research. •Differentiated Instruction 2. Student Engagement •Active Learning •Relevant Curriculum 3. Supportive Learning Environment •Academic Support: We will offer tutoring, after-school programs, and other academic support services to help students succeed. Positive Reinforcement 4. Continuous Assessment and Feedback •Assessments: We will use multiple assessments to monitor student progress and provide timely feedback. •Student Voice 5. Data-Driven Decision Making •Climate Surveys •Action Plans: We will develop and implement action plans based on survey results and other data to continuously improve school climate. Met A positive school climate significantly impacts student learning. When students feel safe, supported, and engaged, they are more likely to thrive academically. Here are some reasons why school climate matters: Emotional Well-Being: A positive climate fost 2024-06-20 2024 54721400136507 Crescent Valley Public Charter II 6 "In the spring of 2024, the local school survey questions were given to students online and anonymously. We serve students in an individualized program, mainly in high school. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students reported that they felt safe * 95% of students reported that they felt connected to an adult at the school" This was very meaningful to the school, because the faculty and leadership are very intentional in ensuring that each student experiences a school culture that they can trust and feel good about attending. A positive school culture is fundamental to our values and mission. We are aware of the fact that our students require additional attention and outreach, so that they will feel connected to the school. The challenge for us is that many of our students have experienced trauma, even within their prior schooling experience. Therefore, we endeavor to implement our trauma informed practices with fidelity. During the school year, 99% staff reported that they felt safe, and 100% staff reported that they felt connected to the school. It was important to us to have adults supporting each other during these challenging times. In the spirit of continual improvement, we will examine additional data in the fall that could better inform the quality of our school programs, especially the socio-emotional and trauma informed components of our program. The school climate survey continues to be aligned with our LCAP Goal #4 and will be given to students, parents, and teachers/staff. The results will reflect the school’s efforts to implement our LCAP and meet the school goals. Met 2024-05-30 2024 54721570000000 Strathmore Union Elementary 6 The last Healthy Kids Survey was completed in 2020-21 while students were off campus due to COVID concerns. Data from that survey is no longer accurate to our current student body. A school-wide Needs Assessment survey was provided to all students in grades 4, 5, 6, 7, and 8. Students were asked to respond to the following questions with Strongly Agree, Agree, Disagree, or Strongly Disagree. They also had the ability to provide a written response regarding any concerns they might have or suggestions they wanted to make. The survey was provided to students in both English and Spanish. While some demographic information was requested, a breakdown by demographics is not practical for summarizing responses. Our students are 90% Hispanic, less than 10% white, and less than 1% of any other race. *Overall, the school has a positive environment. Strongly Agree-38; Agree-131; Disagree-47; Strongly Disagree-20 giving and overall response of 71.9% Agree; 28.1% Disagree. * I feel safe at school. Strongly Agree-50; Agree-141;- Disagree-32; Strongly Disagree-13 giving an overall response of 81.3% Agree; 18.7% Disagree. * The school has an effective anti-bullying policy. Strongly Agree-37; Agree-97; Disagree-74; Strongly Disagree-29 giving an overall response of 57.0% Agree; 43.0% Disagree. * When attending school, I feel safe walking or biking between home and school. Strongly Agree-41; Agree-60; Disagree-13; Strongly Disagree-11 giving an overall response of 74.8% Agree; 25.2% Disagree. * I feel engaged in the learning process at school. Strongly Agree-51; Agree-140; Disagree-31; Strongly Disagree-15 giving an overall response of 81.3% Agree; 18.7% Disagree. The majority of students were in agreement with each of the statements. However, we still have work to do, especially in the area of anti-bullying policy. Students generally felt safe at school and engaged in their education. Survey responses as well as written responses were reviewed by the School Site Council, Parent Advisory Committee, school administration, and presented to the Board of Trustees. Several things were incorporated into the LCAP (Local Control Accountability Plan) based on the students suggestions and concerns. The anti-bullying program will be funded as part of the LCAP, along with funding for making our school environment positive and safe. Met 2024-06-17 2024 54721730000000 Sundale Union Elementary 6 Sundale administers a monthly survey to our middle school students to ensure they have positive well-being in addition to the annual survey to all 4th - 8th grade students to ensure their safety, well-being, and positive outlook. For the 2023-2024 year there were 90% of our students who indicated they felt safe and supported by staff. Sundale continues to emphasize positive character amongst students as well as staff building positive relationships with students. Data Year 2023-2024: All Students: 90% of students who feel safe and 86% of students feel connected EL students: 86% feel safe and 82% feel connected SED students: 91% feel safe and 83% feel connected Homeless/Foster students: 100% feel safe and 88% feel connected From the data we can see that the majority of our students fell safe and connected. We will continue to keep the lines of communication open as well as provide opportunities to speak out so that students are able to express their concerns and help come up with solutions. Data Year 2023-2024: All Students: 90% of students who feel safe and 86% of students feel connected EL students: 86% feel safe and 82% feel connected SED students: 91% feel safe and 83% feel connected Homeless/Foster students: 100% feel safe and 88% feel connected The decision was made to go with a survey company that will be able to disaggregate by student groups and information, as seen above in our data. This new system will also allow us to develop better surveys, allow students to notify us when they need to talk with an adult, and keep us updated on their concerns. We have also developed student groups that will meet with administration each trimester to be heard, ask questions, and talk about concerns they may have. Met 2024-06-18 2024 54721810000000 Sunnyside Union Elementary 6 Sunnyside had our current 6th and 7th grade students take the California Healthy Kids Survey. The following data was collected. 78% of students feel our staff have high expectations. 61% of our students believe they have caring adult relationships 50% of our students believe the school promotes parental involvement and feel connected to school. 43% strongly agree or agree that they feel safe at school, 50% consider themselves optimistic and 60% are satisfied with their life. 31% of students feel school is worthless and school is a waste of time. 41% feel that school is really boring. 35% of 7th grade students feel unsafe or very unsafe. 30% have experienced harassment or bullying and cyberbullying and 40% have had mean rumors or lies spread about them. 12% have been in a physical fight and 10% have been afraid of being beaten up Only 1 student reports to have used any alcohol or drugs. 31% of 7th graders have bedtimes past midnight. 23% of students have experienced social emotional distress and 30% have experienced chronic sadness/hopelessness and 8% have considered suicide. The data was collected and shared with Administration, school psychologist and school board in May 2024.The School psychologist has taken the lead on the concerns and issues from the recent survey. The school psychologist and social workers will create groups of students they feel will benefit for a student study team. The analysis led the district to having an additional day with a social worker on campus. The school psychologist also created a Google Form to send out to students as a means to have students be seen discreetly if they are in emotional distress.A Google Form and Google spreadsheets will also be created to ensure that all students know how to reach out for necessary support. Administration and the Social Emotional team will work carefully to improve some of these concerning numbers. The survey also needs to be considered for its validity due to the time of year it was given, when it was given and how it was disseminated. Another survey will also be looked into to get more information regarding bullying and social distress. During the 2024-2025 school year, Sunnyside has contracted one more day with a social worker, meaning that we will have a full time school psychologist and a social worker 3 days per week. The Superintendent sent out additional surveys to the students with many of the same questions, and the results were not as alarming as the California Healthy Kids Survey. Sunnyside will continue to do more surveys to gain a better understanding of the culture and climate and continuously look for more ways to improve. Sunnyside will strive at identifying these students, then providing more Student Study Teams for students in despair. This will allow parents and schools to work together to make a difference. Sunnyside will continue with social groups, individual counseling and teaching of social skills with our school psychologist and social workers. Met 2024-06-24 2024 54721990000000 Terra Bella Union Elementary 6 We used the California Healthy Kids Survey in 2023-24. Students at our middle school report the following: 63% of students report feeling connected to school 57% of students report school being safe or very safe, (32% responded neither safe or unsafe) 13% of students reported they experienced social emotional distress Our student groups are 92% Hispanic, with the other 8 % reported as something else, Non-Hispanic on the survey. Identified needs include improving and possibly defining school connectedness and school safety. An area of strength is the low percent of students reporting social-emotional distress. We will also run surveys midyear as opposed to after state testing. The district will return to focus on improving monthly engagement and enrichment activities for students and work on a social-emotional framework across grade levels. The district added additional social-emotional support staff and additional student supervision staff in the past and plans to add more counseling next year. Met 2024-06-14 2024 54722070000000 Three Rivers Union Elementary 6 The California Healthy Kids Survey was administered to students in November 2023. The student results reflected the following data: School Supports for Students: Caring adult relationships- 50% High expectations-adults in school-44% Student meaningful participation-38% Promotion of parental involvement-45% Student learning environment-42% Facilities upkeep-22% Support for social emotional learning-36% Provides adequate counseling and support services-28% Antibullying climate-21% Is a safe place for students-50% Fairness and rule clarity-22% Respect for diversity-29% Harassment/bullying moderate/severe problem-14% Student depression moderate/severe problem-29% I was surprised to see facilities upkeep and the fairness and rule clarity as an area of concern for students. Sharing this data with staff (Certificated & Classified) is important. Met 2024-06-12 2024 54722150000000 Tipton Elementary 6 In May of 2024, the California Healthy Kids Survey data from the fall of 2023 was presented to the Tipton Elementary School Board. California Healthy Kids Survey is a summary of key indicators of school climate and student wellbeing in grades 6 and 7. The students in 5th grade took a safety and connectedness survey. New for 2023-2024 5th graders were not able to participate in the California Healthy Kids Survey. The sixth-grade sample data included: 92% participation, 52% males, 44% females, 2% nonbinary, and 2% something else with 63% of 6th graders speaking Spanish at the home. The seventh-grade sample data included: 96% participation, 52% males, 46% females, 0% nonbinary, and 2% something else with 67% of 7th graders speaking Spanish at the home. School Performance, Engagement and Supports 50% of sixth graders and 62% of seventh graders felt that they had caring adult relationships in school 72% of sixth graders and 62% of seventh graders feel connected to school 49% of sixth graders and 64% of seventh graders feel that they have an adult that really listens to them when they have something to say Social and Emotional Health 29% of sixth graders and 36% of seventh graders feel chronically sad or hopeless in the past six months 23% of sixth graders and 15% of seventh graders have seriously considered suicide in the past 12 months 25% of sixth graders and 31% of seventh graders feel emotional distress 48% of sixth graders and 53% of seventh graders reported they have optimism. School Violence, Victimisation, and Safety 67% of 6th graders and 63% of seventh graders perceive that they are safe at school 22% of sixth graders and 7% of seventh graders have been in a physical fight, one to four or more times Alcohol and Other Drug Use 16% of sixth graders and 11% of seventh graders have used alcohol in their lifetime 10% of sixth graders and 2% of seventh graders have used inhalants Below is a summary of the significant results broken down by 5th grade. 21 students participated in the survey. 85.7% of students feel safe and connected at school. 100% of Students are able to get help with schoolwork when they need it. 71.4% of students have enough counseling support for students. 85.7% of students feel that Tipton School makes students feel welcome. 95.3 % of students feel like they can trust the adults on campus. 95.2% of students feel adults who work at the school make it clear that bullying will not be tolerated. Meaning: Strengths- More than half of the students experience caring relationships with adults on campus. Students feel that adults have high expectations. The majority of students feel safe at school. The majority of the students feel connected to the school. Almost half of the students feel optimistic. Challenge- Some students have experienced drug or alcohol use. A few report it's easy to get marijuana or other drugs. A small group reported seeing someone carrying a weapon. Barriers- Mental health support from community-based organizations has taken a long time to process referrals and lack of follow-through on behalf of parents. The number of students who need supportive services has increased. Use: TESD has increased the psychologist day to provide more support with services. We contracted with the county to provide additional services with our school psychologist and behavior specialist. The need for extra support in SEL is a priority for our students. The district offers Caresolis as another resource to students, parents and staff. Met 2024-06-11 2024 54722230000000 Traver Joint Elementary 6 Three surveys were done throughout the year, Parent/Community surveys, Students and Staff surveys. There were two main focuses of the survey, if they felt the school provided a safe environment and a safe and engaging environment. Parents filled out online surveys and 65% were completed. 85% of those parents/community felt that the school was providing a safe environment for their children. 87% of those surveyed felt that the school provided an engaging learning environment. Students were surveyed and 95% of those were returned online. 90% of students felt that the school provided a safe and engaging learning environment. The staff was surveyed and 90% of those were completed and 95% of the staff felt that the district provided a safe learning environment and 100% felt that the LEA provided an engaging and caring learning environment. The district will work toward looking at other key areas of concerns that were discussed at our LCAP meetings. The district is looking to revise the surveys being given out and how best to desegregate the data. Met 2024-06-25 2024 54722310000000 Tulare City 6 TCSD students in grades 3rd - 8th were administered the Climate & Culture survey in the Spring of 2024 . Strengths that were indicated on the survey include: support for academic learning (3.92), connectedness (3.73), knowledge and fairness of discipline and rules (3.77) and safety (3.73). Feeling safe at school received an average score of 3.7. Under the category of School Connectedness, students reported that their families are treated nicely with respect at their school with a score of 4.13. Students scored being cared for by their teachers as a 4.03. Student group scores were closely related with no scores below the 70% (3.5) threshold. There continues to be a strong need for Social and Emotional Learning and building positive relationships with students. In response to the need for continuous improvement, each site will have an MTSS Team (Multi-Tiered Systems of Supports ) that will meet bi-monthly to discuss student needs and current data. The team will include sub teams for attendance, academic progress, behavior and Social-Emotional well being. These sub teams are tasked with following up on referrals from staff, students and parents. The team meets regularly to discuss student needs and progress made. The attendance team will focus on making daily attendance calls to stay in contact with families. The Academic team will focus on supporting students in connecting with their teachers and receiving additional tiered supports as indicated by data. For Social Emotional Learning, TCSD has adopted Studies Health & Wellness Curriculum for K-6 grade students. Character Strong is implemented in grades 7th-8th as well as Leader in me at Alpine Vista. The district will continue our 5th year of Positive Behavior Intervention Supports (PBIS) implementation with an emphasis on teaching shared behavior expectations. Continuous improvement will be the focus of early release Wednesdays each week to develop school site initiatives. Met 2024-06-25 2024 54722490000000 Tulare Joint Union High 6 Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2024 was 2,674 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (59.1%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-seven percent of the students feel like they are respected and treated fairly by staff (77.4%) and over seventy-three percent by students (73.6%) while less than 5% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77%)and the necessary instructional materials (91%). Finally, 6.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 8.0% last year, and significantly down from 41% in the 20-21 school year. Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in. The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. Met 2024-06-13 2024 54722490130708 Sierra Vista Charter High 6 Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2024 was 2,674 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (59.1%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-seven percent of the students feel like they are respected and treated fairly by staff (77.4%) and over seventy-three percent by students (73.6%) while less than 5% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77%)and the necessary instructional materials (91%). Finally, 6.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 8.0% last year, and significantly down from 41% in the 20-21 school year. Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in. The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. Met 2024-06-13 2024 54722490133793 Accelerated Charter High 6 Each spring Tulare Joint Union High School District administers a climate survey to its students. The total number of the responses for the survey in the spring of 2024 was 2,674 students. The survey includes specific questions geared at school safety and student connections to school. The survey includes questions from the California Healthy Kids Survey, however, we do not use the California Healthy Kids Survey every year, as it is a lengthy survey, resulting in students at times rushing through it. Through the survey, the majority of the students (59.1%) in our district indicated that they are happy to be at school, with only 9.3% of the students disagreeing or strongly disagreeing. Over seventy-seven percent of the students feel like they are respected and treated fairly by staff (77.4%) and over seventy-three percent by students (73.6%) while less than 5% disagreed or strongly disagreed. In addition to the positive response regarding school climate and safety, students also indicated that at their school, they have access to: challenging courses, such as Advanced Placement and honors (77%)and the necessary instructional materials (91%). Finally, 6.9% of our students feel like they do not have a person on campus who really cares about them. This is down from 8.0% last year, and significantly down from 41% in the 20-21 school year. Based on the survey results, the majority of our students feel safe and welcomed at our schools. One of our challenges includes continuing to create a climate where all students feel welcomed and connected to our sites. This has resulted in our district continuing to develop our PBIS program and incentives. Based on the survey results, our district continues to make it a priority to provide training to our staff on improving connections to students. This includes adding five social workers and providing all of our teachers with mental health training. Additionally, we have added Rehabilitation Specialists to work specifically with students on behavioral skills. Our sites have also implemented SEL pyramids of intervention, which are monitored by our SEL team(s). Lack of time is another challenge for our district and has led us to be creative with our training and opportunities that we provide to our students and teachers. We also continue to improve on the implementation of our 4x4 modified rotating schedule, in order to give students more opportunities to take classes that they are interested in. The Tulare Joint Union High School District applied for and received the Community Schools Grant. This Grant will help us coordinate efforts in supporting all students as well as provide additional staff and tiered interventions that will support students social-emotional well being. Met 2024-06-13 2024 54722560000000 Visalia Unified 6 As a part of our commitment to creating more positive and supportive learning environments, all students in Grades 5 through 12 will participate in a short survey intended to gather valuable student perception data on school climate. Measuring school climate is critical for improving the practices and support staff provide to students to create a positive school climate and culture. This data allows the Visalia Unified School District to understand the perceptions of the students, staff, and parents in our schools across our district. This allows our district to monitor progress; make data-driven decisions; involve stakeholders; and adapt to shifting needs related to school climate. The survey cannot be disaggregated by student groups. Out of 7,852 response, the key learnings from the survey are: 86% of the students feel they are part of the school. 80% of the students feel socially accepted 81% feel safe at school. 46% of students try to stop bulling "To address bulling and other findings, the district is implementing ""See Something, Say Something"" campaign. The district is continuing will provide this data to school social workers and school counselors to help create a plan to address students that don't feel part of the school culture." Met 2024-06-18 2024 54722560109751 Visalia Charter Independent Study 6 Due to its smaller size and limited classes being offered in person, VCIS is uniquely positioned to address school culture as many families choose VCIS specifically because they appreciate the personal and one-on-one attention and direct sense of belonging that our supervising teacher one-on-one student learner meetings create. VCIS is looking to improve surveys this year for our students, families, and staff to monitor the school's connection to them in supporting a positive school climate and culture. Our student activities class has worked diligently to foster a more positive and connecting school culture through connection activities when students come on campus for their weekly meetings on in-person classes. Many students and families choose VCIS because previous experience at large comprehensive high school settings with over 2,000 plus students has not worked for them in the past. Students find comfort in the smaller class sizes and the 1 on 1 nature of our program. In reviewing last year’s data, VCIS was again in the top half of the yellow or green tier. Regarding “diversity and inclusion”, VCIS scored 4.23, placing them in the green tier. In “cultural awareness and action” the score was a bit lower at 3.17, at the top end of the yellow tier. In “sense of belonging” the score was 3.35 again on the top end of the yellow tier. In addition to administering the Visalia Unified School District Annual School Climate Survey via Qualtrics, Visalia Charter Independent Study administers an annual survey to all students in grades 9-12 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Questions #5 (I am treated fairly by staff) and #7 (I feel safe and secure on the school campus) were used to measure the students' perception of school safety and connectedness. According to the 2023-24 spring survey, 96% of students felt staff treated students fairly, which is a 2% decrease from the previous year. 94% of students feel safe and secure while on campus, which is a 1% decrease from the previous year. VCIS’s area of strength is data shows that students feel connected and comfortable with the adults on our campus. This ensures that students reach out to staff when there is any concerning issues on campus and creates an environment that is optimal for learning. Another strength is that students share how feeling connected on our smaller campus has led to increased academic success which builds a culture of learning with high expectations. Based on the data, VCIS has identified two key areas where as a staff we will continue to improve our support systems and connection opportunities for students on campus. Based on the previously described data above, VCIS, in collaboration with the administrative team, faculty and staff, will strive to improve in these two key areas related to student connectedness and positive school culture. VCIS will proactively utilize the opening of each student 1 on 1 teacher meeting to focus on relationship building. The VCIS staff will develop lessons and activities. We strive to improve the percentage of students who feel they are treated fairly by all staff with these relationship connection builders between student and teacher. VCIS will look at models of improving communication between school and parents to ensure they are clear on the expectations of independent study for their students. Will will shift to a communication model, “School Messenger”, a communication tool that is embedded in our student information system, PowerSchool, and away from the current tool we use. We hope this improved communication model will ensure that more of our students stay in good standing at independent study and are not referred back to their comprehensive site. Met 2024-06-18 2024 54722560120659 Visalia Technical Early College 6 Due to its small size, Visalia Technical Early College High School can work on and address school culture, belongingness, diversity, and cultural awareness in a more personal way. Many students and families choose VTEC because they feel they will know the shuffle of a large comprehensive high school with 2000 plus students. This does not mean students always feel connected to everyone around them, but they do seem to find comfort on the site. In reviewing last year's data, VTEC was again in the top half of the yellow or green tier. Regarding Diversity and Inclusion, VTEC scored a 4.16, placing them in the green tier. In Cultural Awareness and Action, the score was 3.15, at the top end of the yellow tier. In Sense of Belonging, the score was 3.32, again on the top end of the yellow tier. Some concerning data is VTEC's suspensions; many of these are coming from students using prohibited items on campus, such as vaping and being intoxicated on campus. Our areas of strength are that our students report to adults when concerning events occur on our campus. This means they confide in an adult when a safety or other concern comes up. Our students also report that they feel connected more than in previous years due to our increased opportunities for engaging activities for students to build a culture of learning with high expectations. Based on the data, VTEC has identified three key areas where we as a staff can improve our support systems and connection-type activities for student connectedness. Based on the previously described data, VTEC, in collaboration with its administration, faculty, and staff, will improve three areas related to student culture on the VTEC campus. 1. VTEC will proactively utilize the homeroom to foster a positive culture. A dedicated homeroom advisor will support students throughout their four-year journey, ensuring continuity and long-term impact. 2. VTEC will improve its communication about what it means to be a Wolverine on campus. This means we will proactively incorporate the Family, Innovative, Engaged, Rigorous, 6 Cs, and Excellence (FIERCE) guidelines for success. We will ensure students have the opportunity to demonstrate an excellent culture here through a proactive student code of conduct. 3. VTEC will proactively communicate expectations with students regarding classroom behavior and proactive classroom management systems to encourage the students to follow and live up to VTEC expectations. As we work on these three, we will also improve our two-way communication with our educational partners so that we are actively monitoring the needs of students who are socio-economically disadvantaged and other students who are unduplicated. Met 2024-06-18 2024 54722560135863 Global Learning Charter 6 Each year the LEA administers a school climate survey to grades 5-8 meant to capture important information about students’ socio-emotional well-being and sense of belonging in school. The survey uses specific measures to gather data on important constructs/domains, such as: Emotional Safety Physical Safety Bullying/Cyberbullying Substance Abuse Emergency Readiness/Management Physical Environment Instructional Environment Mental Health Discipline Cultural and Linguistics Competence Relationships Participation Students ranked the LEA remarkably similar from Fall 2023 to Spring 2024. Areas of relative strength for the LEA include: the absence of substance abuse, emergency readiness and management, and the instructional environment. Students ranked the physical environment of the school as a relative weakness, though the score was well within the range of acceptable. The results of the school climate survey provide feedback and insights that can be used to guide decision-making and action towards continuous improvement. The results provide justification to continue many of the practices that have become standard practice since the school opened. These include, but are not limited to: weekly whole-school assemblies, morning meetings at all grade levels, positive and strengths-based discipline, and numerous opportunities for recognition and celebration (e.g., classroom compliments, SHINE tickets, student recognition assemblies). More recent additions to schoolwide practices that affect school climate include: Digital Citizenship week when all students receive instruction in digital citizenship, and Red Ribbon Week when students at all levels receive age-appropriate drug prevention and awareness instruction. Other programs and practices that impact school climate include, but are not limited to: grade 7-8 electives, sports for grades 5-8, a 0.5 FTE psychologist, a 1.0 FTE Behavior Intervention Technician (BIT), a 1.0 FTE social worker, student representation on the SSC and PTSA councils, and before and after school enrichment opportunities (e.g., library, Bluegrass Club, Art Club, etc.) Met 2024-06-18 2024 54722566116909 Charter Home School Academy 6 Charter Home School Academy administers an annual survey to all students in grades K-8 to provide feedback to the school on curriculum and instruction, assessment, and school climate and culture. Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures. Each year, CHSA makes student and staff safety a priority. The site’s safety plan is reviewed, updated, and practiced each year to ensure everyone is familiar with expectations and understands their role in an emergency situation. An active shooter drill is scheduled and practiced at least twice a year as well as yearly fire and earthquake drills. The safety plan is developed each summer and presented to all staff members at the first staff meeting of the year for reminders, updates, and expectations. The plan is also presented to the School Site Council to give parents and students the ability to have input and decision making with the plan. The processes that we have implemented at the school site are yielding the results we were looking for. Staff and students feel safer on campus and staff reports feeling more confident each year as we consistently practice drills and evacuation procedures. Met 2024-06-18 2024 54722640000000 Waukena Joint Union Elementary 6 "LOCAL DATA: Feeling of connectedness to school: Students = 56% Parents =45% Teachers = 70% Feelings of safety at school: Students = 93% Parents = 45% Teachers = 70% STATE DATA: Middle School Dropout Rate 0% Expulsions: 0% ACADEMIC ENGAGEMENT -Chronic Absenteeism: Overall, the students fell into the ""Yellow"" category with 12.7% chronically absent. This represented a decline of 5.3% from the prior year. No group was in the ""Red' range. CONDITIONS & CLIMATE - Suspension Rate: Overall, students fell into the ""Red"" category with 6.1% suspended at least one day. This was an increase of 4.8% from the prior year. All groups, including English Learners, Hispanic, and Socioeconomically disadvantaged students were in the ""Red"" range." Chronic absenteeism continues to be higher than we would want it, but with great movement from last year. Suspensions increased, which will need ot be addressed through preventative and Social-Emotional learning measures. We have included plans for social-emotional / mental health interventions in our new LCAP, as well as additional health services. Funding for home to school communications including parent workshops to partner with them in improving students social-emotional skills is also included. We will continue our attendance interventions as well as the incentive program that had great effect this last year. Met 2024-06-12 2024 54722980000000 Woodville Union Elementary 6 Woodville Union School District conducted the LCAP Student Wellness Survey (based on the CORE Survey) in the spring of 2024 among grades 4-8. An analysis of the survey's indicators reveals the following: Self-Efficacy (Very High Performance): Students demonstrate confidence in their ability to achieve strong grades and meet learning goals set by their teachers. However, some students express limited confidence in tackling the most challenging topics in class. Growth Mindset (Very High Performance): Students exhibit a belief that their abilities can grow through effort and that they are capable of learning anything. However, there is a need to remind some students that this applies to all subjects, regardless of natural aptitude. Self-Management (Very High Performance): Students report being prepared for class and following directions effectively. However, some students may require strategies for maintaining focus in the presence of distractions. Social Awareness (High Performance): Students demonstrate an understanding of listening to others' viewpoints and frequently acknowledge others' achievements. However, some students require additional support in articulating their feelings. Culture and Climate (Very High Performance): Overall, students report positive experiences at school, with their belongings being respected and feeling physically safe. However, there is limited teasing about physical appearance, and some students may benefit from a clearer understanding of school rules. The district has implemented TRIBE and Time to Teach programs to support positive behaviors. The school site reviews the survey results annually and incorporates specific goals into school site plans. Additionally, BHS counselors and student support teams use this data to inform their support to students and teachers. Through the analysis of data described in Prompt 1, several key learnings have emerged, shedding light on both identified needs and areas of strength within our district. Here are the key takeaways: 1. Identified Needs: - Equity Gaps: Disaggregated data revealed disparities among student groups, particularly in areas related to academic achievement and social-emotional development. Addressing these equity gaps will be a priority to ensure all students have equal opportunities for success. - Social-Emotional Support: Some student groups indicated a need for additional social-emotional support, particularly in expressing their feelings and managing distractions in the classroom. Strategies to enhance social-emotional learning will be essential to support these students effectively. Clarity on School Rules: The data highlighted a need for clearer understanding of school rules among certain student groups. Improving communication and reinforcement of school rules will promote a positive and inclusive school culture. 2. Areas of Strength: - Self-Efficacy and Growth Mindset: Overall, students demonstrate confidence in their abilities and a growth mindset, indicating a strong foundation for academic success. Building on these strengths will be crucial in fostering resilience and a love for learning among our students. - Positive School Climate: Students report positive experiences at school, feeling respected and physically safe. Additionally, adults' encouragement and support for academic learning contribute to a supportive school climate conducive to student growth and development. -Effective Support Programs: The implementation of TRIBE and time to teach programs reflects our commitment to supporting positive behaviors and promoting a nurturing learning environment. These initiatives have contributed to maintaining a positive school culture. By addressing the identified needs while building upon our areas of strength, Woodville Union School District aims to create an inclusive and supportive educational environment where all students can thrive academically, socially, and emotionally. In response to the areas of need identified through our analysis of local data and key learnings, Woodville Union School District is committed to implementing several revisions, decisions, and actions to drive continuous improvement. Here are the changes to existing plans, policies, or procedures: 1. Equity Initiatives: - Targeted Support Programs: We will enhance targeted support programs to address equity gaps among student groups. This includes implementing interventions tailored to the needs of underperforming student subgroups to ensure equitable access to resources and opportunities. 2. Social-Emotional Learning (SEL): - Expanded SEL Curriculum: Recognizing the importance of social-emotional support, we will expand our SEL curriculum to provide students with the necessary skills to navigate emotions and interpersonal relationships effectively. This will involve integrating SEL lessons into daily instruction and providing resources for teachers to address students' social-emotional needs. 3. Clarity on School Rules: - Improved Communication: To enhance clarity on school rules, we will improve communication channels between school administration, teachers, students, and parents. This may involve revising student handbooks, creating visual aids, and conducting orientation sessions to ensure all stakeholders understand and adhere to school policies. 4.Professional Development: - Training and Workshops: We will provide professional development opportunities for teachers and staff focused on culturally responsive teaching practices, equity in education, and strategies for supporting diverse student populations. This training will equip educators with the tools and knowledge to address the needs of all students effectively. 5. Parent and Community Engagement: - Enhanced Outreach Efforts: We will intensify efforts to engage underrepresented families by offering communication accommodations, such as translation services, interpreters, and flexible meeting schedules. Additionally, we will utilize multiple communication channels, including social media, to reach families and solicit their input on decision-making processes. 6. Monitoring and Evaluation: Data Monitoring Systems: We will establish robust data monitoring systems to track progress towards our goals and identify areas requiring further attention. Regular data reviews and progress reports will enable us to make informed decisions and adjust strategies as needed to drive continuous improvement. These changes reflect our commitment to addressing identified needs and fostering a supportive and inclusive learning environment for all students at Woodville Union School District. Through collaborative efforts and continuous reflection, we aim to ensure every student has the opportunity to achieve their full potential. Met 2024-06-11 2024 54753250000000 Farmersville Unified 6 The district conducted a California Healthy Kids survey for K-12 students to assess perceptions of school safety and connectedness, emotional safety, and mental health needs during the 2023-24 school year. This is an anonymous student surveys so disaggregated data is not available. Data results revealed that a significant percentage of students do not eat breakfast 6th grade (36%), 7th grade (57%), 9th grade (47%), and 11th grade (40%). The biggest reason middle and high school students were absent from school (at 47% average) was due to feeling physically sick. Of all the respondents, approximately 47% of students in 6th, 7th, 9th, and 11th grade believe that there are sufficient school supports leading to 61% of students feeling academically motivated. Over time, respondents shared that school connectedness wanes (47% - 6th grade, 45% - 7th grade, 42% - 9th grade, 39% - 11th grade) as well as the promotion of parental involvement in school (48% - 7th grade, 41% - 9th grade, 37% - 11th grade). Respondents shared that an average of 47% of them agree that there are caring adults at school and 62% believe that adults in school have high expectations for them. Only an average of 24% of student respondents believe they have meaningful participation at school. These factors culminate in only an average of 43% of students in grades 6-11 reporting they feel connected to their school. The trend is that this connectedness decreases every year. Students reported feeling safe at school all of the time or most of the time at only an average of 39% between grades 6 and 11. Key learnings from the survey were the need to ensure the perception of safety among the students and the understanding that all students matter to us. Developing positive relationships with students and having meaningful daily interactions with them is crucial. Additionally, when students are having difficulties, having the means to identify those issues and supports students through counseling and conflict resolution will be essential moving forward. Creating safe spaces for student learning including the ongoing development of behaviors supports and interventions at the school to set clear behavioral expectations for everyone at the school while providing timely and strategic support will be an emphasis in 2024-2025. In addition to students feeling connected with adults, they also need to feel connected to each other. Our schools will accomplish this by connecting students through elective courses, music and art, clubs, sports, and other schoolwide activities. Supervisory and safety personnel will be provided on each campus. Parental involvement activities including schoolwide events will increase. Met 2024-06-25 2024 54755230000000 Porterville Unified 6 The Panorama Survey offers a comprehensive view of the school climate across various grade levels, reflecting perceptions of safety, belonging, and teacher-student relationships: Grades 3-5: • School Safety: 50% of students feel safe, ranking in the 20th to 39th percentile nationally. • Sense of Belonging: 62% of students feel they belong, an improvement and now ranking in the 60th to 79th percentile nationally. • Teacher-Student Relationships: 74% rate their relationships with teachers positively, maintaining a position in the 60th to 79th percentile nationally. Grades 6-12: • School Safety: 56% of students feel safe, slightly better than younger students, with a national ranking in the 40th to 59th percentile. • Sense of Belonging: Only 33% of students feel a sense of belonging, significantly lower than younger students, and ranking in the 0th to 19th percentile nationally. • Teacher-Student Relationships: 45% of students report strong relationships with teachers, also much lower than younger students, and similarly ranking in the 0th to 19th percentile. Responses and Trends (Grades 3-5): • School Safety (Grades 3-5): Favorability varies with specific concerns such as bullying and violence at school showing a mix of concerns about frequency and severity. • Sense of Belonging (Grades 3-5): Shows a positive trend with most students feeling supported and respected by their peers. • Teacher-Student Relationships (Grades 3-5): Indicates strong connections, with most students feeling cared for and respected by their teachers. Responses and Trends (Grades 6-12): • School Safety: Issues like physical fights and online bullying are prevalent, though many feel somewhat secure about personal safety. • Sense of Belonging: A significant drop in feelings of connectedness and respect compared to younger students. • Teacher-Student Relationships: Less favorable responses, with fewer students feeling that their relationships with teachers are strong or supportive. • Analysis: The data suggests a decline in perceived safety, belonging, and teacher-student relationships as students progress to higher grades. The lower sense of belonging and weaker teacher-student relationships in grades 6-12 are particularly concerning, as these are critical years for emotional and social development. • Additional Data Collection Tools: The district utilizes Aeries for tracking enrollment and course participation, which indirectly impacts school climate by ensuring students are appropriately placed in courses that meet their interests and needs, potentially affecting their sense of belonging and security. Overall Scores: • The overall climate scores reflect a need for targeted interventions especially in grades 6-12 to address the marked decrease in sense of belonging and teacher-student relationship strength. • Continuous monitoring and responsive adjustments, using tools like MTSS, PBIS, and regular feedback mechanisms, are recommended to improve these areas. Insights into the school climate across different grade spans, highlighting areas of strength and needs that can guide future improvements: • Teacher-Student Relationships in Grades 3-5: One of the standout strengths in the district is the positive relationship between teachers and students in the lower grades. A high percentage of students (74%) feel a strong social connection with their teachers, which is crucial for their emotional and social development. • Sense of Belonging in Grades 3-5: Students in these grades generally feel valued and part of the school community, with a favorable score of 62%. This sense of belonging is higher compared to the national percentile, indicating effective school practices that foster an inclusive environment. • Safety Perceptions in Grades 6-12: Despite mixed feelings about overall safety, the majority of older students still feel relatively safe at school, with a 56% positivity rate, which is critical for their ability to learn and engage effectively in school activities. Identified Needs: • Sense of Belonging in Grades 6-12: The drastic drop in the sense of belonging among older students (33%) compared to younger ones highlights a significant area of need. This decline points to potential issues such as inadequate support for transitioning students or possibly less effective engagement strategies as students grow older. • Teacher-Student Relationships in Grades 6-12: The low score (45%) in teacher-student relationships in higher grades indicates a need for targeted professional development and strategies aimed at enhancing teacher engagement and empathy towards older students. • Consistency Across Grades: The data shows a decline in positive perceptions as students progress into higher grades. This trend suggests a need for consistent application of engagement and support strategies across all grades to ensure that students continue to feel connected and supported throughout their schooling. Recommendations for Continuous Improvement: • Enhance Teacher Training: Focus on professional development programs that equip teachers with skills to connect with and support older students, especially in understanding and addressing their unique developmental needs. • Develop Grade-Specific Strategies: Implement engagement strategies that address the specific emotional and social needs of students at different grade levels, especially to improve the sense of belonging and safety perceptions among older students. • Regular Review and Adaptation of Practices: Utilize continuous feedback mechanisms, such as more frequent surveys and focus groups, to regularly assess the effectiveness of current practices and make necessary adjustments. • Inclusive Policy Development: Engage students, especially from underrepresented groups, in policy development processes to ensure that their needs and perspectives are considered in decision-making. Based on the key learnings from the Panorama Survey results, the district considers a number of changes that could be beneficial: 1. Enhanced Professional Development for Teachers: • Objective: Equip teachers, especially those teaching grades 6-12, with skills to better connect with students and manage classroom dynamics effectively. • Action: Develop and implement targeted training sessions focusing on relationship building, conflict resolution, and culturally responsive teaching practices. 2. Development of Grade-Specific Engagement Strategies: • Objective: Address the significant drop in sense of belonging and teacher-student relationships as students transition to higher grades. • Action: Create tailored programs that cater to the developmental stages and interests of students in different grade levels, such as mentorship programs for middle school students and advisory councils involving students in high school. 3. Strengthening Transition Programs: • Objective: Smooth the transition for students moving from elementary to middle school and middle to high school, areas identified as critical points where student engagement drops. • Action: Establish transition support teams that include counselors, peer mentors, and teachers who work together to provide guidance and support to students during these critical periods. 4. Review and Enhancement of Safety Measures: • Objective: Improve students' perceptions of safety, which is fundamental for their ability to learn and engage in school activities. • Action: Review existing safety protocols and introduce additional measures such as conflict mediation programs, enhanced surveillance, and more accessible mental health resources. 5. Regular Collection and Analysis of Feedback: • Objective: Ensure that the district’s strategies remain aligned with students' evolving needs and the effectiveness of current practices. • Action: Implement more frequent surveys and feedback mechanisms, including digital platforms that allow for real-time feedback from students and parents. 6. Enhanced Parent and Community Involvement: • Objective: Increase parent and community involvement in school activities and decision-making processes to strengthen the school community. • Action: Expand outreach efforts to involve parents and community members through regular open houses, workshops, and participation in school governance committees. 7. Utilization of Data for Continuous Improvement: • Objective: Leverage data to drive improvements and adapt strategies to meet students' needs effectively. • Action: Use insights from ongoing data analysis to continually adapt and refine school practices, ensuring they align with the goals of improving student engagement, safety, and overall school climate. Met 2024-06-27 2024 54755230114348 Butterfield Charter 6 Butterfield used both the Panorama survey for students, and the Studer survey for parents and staff to attain input. The surveys content overview is as follows: Characteristics of parent respondents and their children; Student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); How welcoming the school is to parents; The scope and nature of parental involvement in school activities and decision-making; The scope and nature of school communications to parents; Parental involvement in their children’s education; and Parental perceptions of student risk behaviors. Butterfield used these surveys to attain students’ input in various grades. The questions are aligned with the staff and parent surveys so information obtained across these three educational partner groups can be compared. The total number of student respondents were 88 students (88% of grade 7 and 95% of grade 11). Overall School Connectedness Scales for Butterfield averaged 57.1% among grade 11 students of “Strongly agree” & “Agree”. The 9th & 11th grade students results for perceived safety at school was an average of 91% for “Very Safe” & “Safe”. Also, 65% of staff who responded indicated that Butterfield is a safe place for staff, and 59% indicated that the school is a safe place for students. Butterfield will continue to provide personalized learning plans and transition process to give students the opportunity to link academics to their career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives. Butterfield will continue to implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school. The Butterfield campus has been secured and enclosed by a fence, and has functional security cameras and shade structures. Additionally, Butterfield provides small group counseling and offers the BASE and PASS programs. Met 2024-06-27 2024 54755230116590 Harmony Magnet Academy 6 The Panorama student survey was administered during the academic year • 131 grade 9 students (93%), and 123 grade 11 students (100%) provided input • 57% of grade 9 students felt connected to school, while 64% of grade 11 students reported likewise • 58% of grade 9 students indicated they felt safe at school, while 75% of grade 11 students reported the same Survey outcomes of parents, students and faculty reveal that all three groups agree that the learning environment and culture of Harmony Magnet Academy does meet a high standard for curriculum and instruction, a-g completion, academic rigor, and career preparation. "One area noted for improvement is in student services. Interventions for struggling students rated high while one on one personal counseling for more academically advanced students scored lower. That is a result of targeted intervention resources directed towards ""At-Risk"" students within the various sub groups. Also noted in the survey is that students suffered through social emotional issues as a result in distance learning contributing to an overall lack of engagement and learning loss. Teachers also noted a gap in the level of services they normally provide because of student disengagement. Parents and Staff rated culture and safety higher than that of students. Since returning to in-person instruction, teachers report a much higher level of engagement and student well-being." Met 2024-06-27 2024 54755230137968 Porterville Military Academy 6 As a result of surveys, and 100% of grade 7 students, 57% of grade 9 students, and 97% of grade 11 students participated. Of those who participated, 54% of grade 7 students felt connected to school, 66%of grade 9 students felt similarly, while 59% of grade 11 students felt connected. In terms of school safety, 64% of grade 7 students indicated that school was perceived as a safe place, while 74% of grade 9 and 72% of grade 11 students indicated that school was perceived as a safe place. Surveys measured the following areas: Student supports and school conditions (learning environment, school discipline, cultural sensitivity, opportunities for meaningful student participation); How welcoming the school is to parents; The scope and nature of parental involvement in school activities and decision-making; The scope and nature of school communications to parents; Parental involvement in their children’s education; and Parental perceptions of student risk behaviors (how much of a problem at the school. The questions are responded to on a Likert scale. All students need to feel safe and connected to school so that they continue to attend school, behave appropriately, and attain a high school graduation diploma. Of the 35 parents who responded to the survey, 39% indicated that they feel that the school is a safe place for their child. Of the 33 staff who participated, 43% felt that the school is a safe place for staff, and 53% of staff indicated that the school was a safe place for students. PMA will continue to provide personalized learning plans to give students the opportunity to link academics to their career interest through assessment of the graduate outcome rubric, interest inventories and enrollment in career exploration electives in efforts to increase the sense of connectivity to school, as well as increase the sense of safety. PMA will continue to implement academic social, and behavioral interventions, transition programs, mentoring, early intervention programs, and after school activities to support students' connectedness to school, and will provide a wide array of CTE classes to increase student engagement and motivation. The school campus has been secured and enclosed by a fence. All schools have functional security cameras and shade structures. The site utilizes additional personnel counselors, psychologists, nurses and behavioral intervention specialist to meet the social & emotional needs of students. Met 2024-06-27 2024 54755310000000 Dinuba Unified 6 Each year, Dinuba Unified staff and Board of Trustees members meet with high-school students from the district in a Student Voices Forum to hear their thoughts and opinions on school climate, school safety, and other topics. During the most recent Student Voices Forum, students reported that Dinuba Unified's schools are clean and well-kept and that students feel safe. Students indicate they are proud of their schools and that they are supported by school administration and staff. They feel the school rules are fair and are communicated to them appropriately. Students feel they are treated fairly and with respect. According to a climate survey distributed to students and families, 62.5% of students who responded indicated they felt safe or very safe at school, 75% indicated there are caring adults at school, and 62.5% indicated they like going to school. Dinuba Unified would like the data indicated above to be at higher percentages. While all of these areas are important, the perception of being safe at school is of utmost importance. "The District has continued to make improvments to facilities and school safet measures. Dinuba Unified is addressing school climate by providing students with clean, well-kept campuses, as well as by providing co-curricular and extra-curricular activities to motivate students to do well academically. After-school sports are offered to students in 6th-12th grades. Student participation is encouraged, and their grades are monitored to ensure their eligibility. Being a ""Student Athlete"" is Dinuba's goal, being a student first, then an athlete." Met 2024-06-27 2024 54767940000000 Woodlake Unified 6 Historically, the California Healthy Kids Survey (CHKS) was administered to students in grades 7, 9, and 11. The LCAP includes metrics and tracks students' perceptions on the responses in this survey on 3 areas; (1) Feel safe at school, (2) Feel there is an adult that cares about them at school and (3) Feel they are part of the school. Given the complexity of administering the CHKS and response time for results, Woodlake Unified created a new student survey with these and other targeted questions. This new student survey was administered in the spring of 2024 and indicated that 58.8% of students agreed or strongly agreed to “I feel safe at school”, 65.6% of students agreed or strongly agreed they “Feel there is an adult that cares about them at school”, and 56.9% of students agreed or strongly agreed they “Feel like they are part of the school”. These results will be included as baseline data for the 2024-25 LCAP. Monthly District Safety Committee Meetings are held with the Chief of the Woodlake Police Department. This safety committee helps address safety concerns and establish common safety procedures. For lockdown and active intruder procedures, Woodlake Unified employs the A.L.I.C.E. (Alert, Lockdown, Inform, Counter, Evacuate) protocol. Each adult in the District is trained and receives annual online refresher on A.L.I.C.E. along with regular practice drills that involve Woodlake PD. During 2023-24, programs and initiatives that started in 2022-23 were sustained. These programs included, Positive Behavior Interventions and Supports (PBIS) training for school sites teams in grades K-8 and alternative education, Juvenile Diversion Program in grades 6-12 as, and Save Our Students (SOS) in grades 7-12 which focuses on creating positive social-emotional outcomes and school connectedness. Feedback from students on a social worker survey indicated that overall support provided by was positive for their well-being including 76% stating “I feel better emotionally”, 47.6% indicating “My grades have improved” and 100% stating that social workers are “Very Responsive, Somewhat Responsive” to their needs/concerns. These results will be used as baseline data in the 2024-25 LCAP. For 2024025, support personnel hired with LCAP allocated funds will continue to be sustained and include 4 district social workers and 2 academic counselors. One academic counselor supports middle school and a second shares their time with the comprehensive high school and alternative education program. One social worker supports alternative education and one social worker is assigned to support one of three grade spans (K-5, 6-8, and 9-12). In 2023-24, social workers implemented social-emotional lessons at all grade levels TK-12. Additional resources will be allocated in 2024-25 to continue providing district social workers materials and training to support the needs of students. Additional actions that will continue to be promoted and or expanded include (1) WeTip, a school and community wide reporting system, that will assist in empowering the entire school community to anonymously report incidents of violence, bullying or other emergency, (2) increasing assemblies and guest presentations and (3) peer support programs and Woodlake High students serving as mentors for elementary age students. Previously grant funded, the School Resource Officer was maintained in 2023-24 with LCAP funds and will continue to be sustained in 2024-25. Two part-time yard duty aides were hired in 2023-24 to provide additional campus monitoring and supervision will also be maintained in 2024-25 with LCAP funds. Met 2024-06-12 2024 54768360000000 Exeter Unified 6 Exeter Unified School District (EUSD) monitors and evaluates school climate through data reported by the CA Healthy Kid Survey, an annual survey administered to students, parents, and staff. Spring 2024 results, when compared with Spring 2023, reveal: - 2% increase in students reporting feeling safe at school and a 2% increase in parents reporting their students feel safe at school - 10% decrease in students reporting being harassed or bullied at school - 1% increase in students reporting alcohol or drug use - 3% Increased student reporting marijuana vaping use - 1% increase in students reporting a sense of school connectedness - Similar rate of students reporting a connection to an adult at school - 1% decrease in students reporting feeling sadness or hopelessness - Similar rate of students reporting positive well-being and life satisfaction The data supports positive outcomes in several key areas within the school environment. There is a notable increase in the perception of safety among both students and parents, indicating that efforts to enhance security measures and communication about safety protocols are yielding positive results. There was a significant decrease in reported incidents of harassment or bullying, reflecting the successful implementation of anti-bullying initiatives (i.e., Kindness Matters) and heightened awareness campaigns within the school community (i.e., anti-bullying assemblies). However, amidst these successes, challenges persist. The notable increase in marijuana vaping among students underscores the ongoing need for targeted interventions and comprehensive education programs addressing substance abuse and vaping specifically. This challenge requires continued vigilance and collaboration among educators, parents, and community stakeholders to safeguard student health and well-being. "As a next step, EUSD will: - Maintain one School Psychologist and one Social/Emotional Counselor at each comprehensive school site - Provide classified and certificated staff professional development in restorative practices and student behavior skill development - Maintain a District Behavior Team that will train site staff to provide targeted student behavioral intervention - Continue a district-wide Attendance Campaign where site staff seek to understand the ""why"" behind student absences - Continue a district-wide ""Kindness Matters"" anti-bullying campaign - Maintain two campus supervisor positions--one at the middle school and the other at the comprehensive high school - Continue to work collaboratively with teachers, students, admin, staff, and parents to develop a multi-tiered support system responsive to student attendance, behavior, academics, social/emotional well-being, and mental health needs - Institute Link Crew and Where Everyone Belongs (WEB) peer ambassador program in grades 6-12 - Focus on training teachers to explicitly teach and develop students' behavioral skills in grades PS-5" Met 2024-06-20 2024 55105530000000 Tuolumne County Superintendent of Schools 6 What we can determine from 2023/24 CHKS results is that while these results show improvement, there is a continuing concern about substance use: 30% of respondents report current alcohol or drug use, 15% report current binge drinking, and 29% report current vape use. Social and Emotional Health is also a continuing concern: 40% of respondents have considered suicide and 55% of respondents experience chronic sadness/hopelessness. There are not enough students enrolled in TCSOS programs to receive results disaggregated by student groups. Overall responses to the California Healthy Kids Survey (CHKS) administered in March, 2024 reflect that 80% of students responded that they feel safe at school, and 64% feel there is a feeling of school connectedness. Meaning: These survey results underscore the importance of providing mental health resources through our own staffing options – ERMS, counselor/therapists, and other services at the site and embedded in the classroom. TCSOS staff continue to work on all aspects of school safety and building positive relationships with students and families. In 2023-24, 100% of staff attended professional development on Trauma Informed Practices, and 100% of staff were enrolled in professional development in MTSS certification. The results also emphasize that in order to address academic performance issues, students must have additional support to address issues around depression, anxiety, and substance abuse. In the TCSOS LCAP, these are addressed by providing licensed mental health providers embedded in the programs to address student and family issues as they arise. In addition, those mental health providers are able to work with staff to help them adjust their thinking and responses to student behavior which can be challenging and perplexing. The data also provides TCSOS leverage in seeking grants to help bring more resources to our county to serve our most at-risk students. Met 2024-06-25 2024 55723060000000 Belleview Elementary 6 "LCAP STUDENT SURVEY 2024 ""I feel safe at school"" - 82% K-2nd grade students agree, 78% of students 3rd-8th grade agree. ""My teachers care about me"" - 100% K-2nd grade students agree, 82% of 3rd-8th grade students agree. CALIFORNIA HEALTHY KIDS SURVEY 2024 5th Grade (100% response rate) School Connectedness = 62% Academic Motivation = 93% Caring Relationships = 68% High Expectations = 82% Perceived School Safety = 65% 7th Grade: (100% response rate) School Connectedness = 49% Academic Motivation = 69% Caring Relationships = 58% High Expectations = 83% Perceived School Safety = 38%" According to student surveys, approval ratings are very high for students feeling safe at school. Additionally, results indicate a high approval rating for caring relationships from teachers and staff. Belleview's small class sizes and close-knit community continue to create a positive school culture. Data from the California Healthy Kids Survey indicate 68% of 5th grade students and 83% of 8th grade students identify caring relationships at school. School connectedness is rated low, at 43% of 5th graders and 49% of 8th graders, indicating an area of growth. Belleview's LCAP goals are focused on addressing school connectedness as an area of growth. Specifically, one of the goal's states that equity is at Belleview's core with support for the whole child that includes a positive school environment and a learning climate that incorporates instructional practices that support the academic, social-emotional and physical needs of its students. Another goal addresses plans to proivde enrichment opportunities for students. Plans to provide continued social-emotional supports and enrichment opportunities will allow the district to assess improvements in student perceptions of school connectedness. Met 2024-06-20 2024 55723480000000 Columbia Union 6 On the 2023-24 CHKS Student Survey, the following responses are highlights of areas of need by the district: 52.5% of students have a connectedness to the school. 62% of students have a caring relationship with adults at the school. 21% of students have meaningful participation in school. 42% of students feel chronically sad or hopeless. 42% of Hispanic students feel social emotional distress and 31% have considered suicide. Comparatively, for all other students this is 34% and 15%, respectively. On the 2023-24 CHKS Parent Survey, the following responses are highlights of areas of need by the district: 50% view harassment or bullying as a problem. On the 2023-24 CHKS Staff Survey, the following responses are highlights of areas of need by the district: 82% of staff need professional development or training to support students exposed to trauma or stressful life events. 82% of staff believe there is a moderate or severe problem with disruptive student behavior. Over a third of staff repeatedly cited student depression, mental health, and harassment or bullying among students as a moderate or severe problem. The district has spent the past year attempting to bring consistency and systems to its learning and operations. There has been significant improvement on all fronts in the survey responses with there being a growth emphasis on the need to address mental health and improve engagement. The district will be working on a multi-tiered system of support that directly addresses the mental health and behavioral needs of students. Additionally, the district will be working on having lessons and activities tied to student interests and backgrounds to build upon engagement, inclusivity, and belonging. Met 2024-06-10 2024 55723550000000 Curtis Creek Elementary 6 California Healthy Kids survey was given to the fifth and seventh grade students. Results are shared with our educational partners. In examining the data, a critical number of students find school unimportant and boring. A majority of students feel safe on campus. And a small number of students report any harassing or incidents related to unsafe feelings. The data suggests that the students need to be more connected to the educational experience at school. The school will begin exploring steps in educational equity to make all lessons accessible for students of all skillset. This practice should lead to a connectedness with the curriculum and an increase in the student interest levels Met 2024-06-20 2024 55723630000000 Jamestown Elementary 6 "The District annually uses the California Healthy Kids Survey with the most recent survey results based on Spring of 2024. The Elementary Survey was administered to 5th grade students with a 96% response rate. The summary scale results are based on the average of respondents reporting ""Pretty much true/Very much true"" or ""Agree/Strongly Agree."" The three main areas assessed are School Engagement and Supports, School Safety, and Social Emotional Health. The key indicators of school climate reported under School Engagement: Grade 5 % School connectedness 69% Academic Motivation 73% Caring Adults in School 64% High Expectations -Adults in School. 80% Antibullying Climate 60% The key indicators of school climate reported under School Safety: Feel Safe at School 70% Feel Safe on Way to and From School 79% Cyberbullying 46% The key indicators of school climate under Social Emotional Health: Frequent Sadness 29% Wellness 69% The summary of participation for student subgroups are as follows: Race or Ethnicity Grade 5 % American Indian or Alaska Native, non-Hispanic 0 Asian or Asian American, non-Hispanic 0 Black or African American, non-Hispanic 2 Hispanic or Latinx 22 Native Hawaiian or Pacific Islander, non-Hispanic 2 White, non-Hispanic 39 Multiracial, non-Hispanic 17 Something else, non-Hispanic 19 Note: Cells are empty if there are less than 10 respondents. Other identified subgroups were not identified in this grade level The Secondary Survey was administered to 6th, and 7th grades with a 6th grade response rate of 47% and a 73% for 7th grade. The summary scale results are based on the average of respondents reporting ""Pretty much true/Very much true"" or ""Agree/Strongly Agree."" The three main areas assessed are School Engagement and Supports, School Safety, and Social Emotional Health. The key indicators of school climate reported under School Engagement: Grade 6% Grade 7% School Connectedness 42 56 Academic Motivation 55 62 Caring Adult Relationships 58" Elementary Level Findings: School Engagement and Supports: Strengths: The data indicates a noticeably high percentage of students reporting positive perceptions in Academic Motivation (73%) and High Expectations from Adults (80%). These numbers signify a supportive learning environment with a focus on academic achievement and encouragement from teachers and staff. Needs: While there are strengths in Academic Motivation and High Expectations, other areas such as School Connectedness (69%) and Caring Adults in School (64%) demonstrate opportunities for improvement. We need to continue to support and strengthen our connections between students and school staff, focusing on continuing to utilize trauma informed practices and to implement practices that support a more culturally responsive and inclusive culture. School Safety: Strengths: Students largely feel safe at school (70%) and going to and from school (79%), indicating a positive perception of physical safety within and around the school environment. Needs: The data reveals a concerning level of Cyberbullying (46%), suggesting the necessity for targeted interventions and digital literacy/education programs to address online safety and bullying prevention. Social Emotional Health: Strengths: Wellness (69%) is identified as a strength, showcasing a significant portion of students who perceive themselves as emotionally and mentally well. Needs: The percentage of those students experiencing Frequent Sadness (29%) is too high. This demonstrates the importance of providing more resources and increasing our support systems to address emotional well-being comprehensively. Secondary Level Findings: School Engagement and Supports: Strengths: Similar to the elementary level, High Expectations (67% for Grade 6, 69% for Grade 7) are a significant strength, indicating a continued emphasis on academic rigor and support from teachers and staff. Needs: Meaningful Participation (28% for Grade 6, 26% for Grade 7) emerges as an area requiring attention, suggesting opportunities for providing more opportunities for student involvement in decision-making processes and extracurricular activities. School Safety: Strengths: While perceptions vary between grades, a majority of students still perceive school as safe (69% for Grade 6, 48% for Grade 7), highlighting a fundamental sense of security within the learning environment. Needs: We need to increase our education and response to those experiencing of harassment or bullying (53% for Grade 6, 38% for Grade 7) and cyberbullying (47% for Grade 6, 35% for Grade 7) which is crucial to ensuring a safe and supportive school climate for all students. Social Emotional Health: Strengths: Life Satisfaction (49% for Grade 6, 61% for Grade 7) stands out as a strength. Needs: Persistent levels of chronic sadness or hopelessness (47% for Grade 6, 41% for Grade 7) and consideration of suicide (27% for Grade 6, 21% for Grade 7) highlights the importance of proact The District has implemented a new schoolwide behavior management system, I Understand. This sets clear expectations along with consequences for problem behavior especially in the areas of bullying and harassment and helps to foster a safe school environment. In addition there has been an increase in the amount of positive incentives through the HERO program as well as incentive assemblies and field trips and additional after school enrichment programs and activities to promote school connectedness. The District has increased mental health supports by contracting with an additional mental health clinician as well as hosting several mental health awareness/education presentations for our upper grade students and the greater school community. We plan on increasing the amount of parent and student education on mental health issues as well as education on cyber safety and digital literacy. Next year we are strengthening our Multi-Tiered Systems of Supports ( MTSS) to more strategically respond to the data produced by our Universal Screening Tool that is administered three times a year. Met 2024-06-26 2024 55723710000000 Sonora Elementary 6 "Chronic Absenteeism -Yellow -25.8% chronically absent- Declined 13.1% (Hispanic, Homeless, and Two or More Races in Orange) Suspension Rate - Yellow - 4.6% suspended at least one day - Declined 3.2% (Students with Disabilities- Orange) (Hispanic, Socioeconomically Disadvantaged and White- Yellow) (Homeless- Green) (Two or More Races- Blue) Basics: Teachers, Instructional Materials, Facilities- Met Implementation of Academic Standards -Met Parent and Family Engagement- Met Local Climate Survey - Met Access to Broad Course of Study - Met Spring 2024 66% of 5th graders and 56% of 7th graders reported feeling of school connectedness. 75% of 5th graders and 68% of 7th graders reported feeling safe at school. 77% of 5th graders and 63% of 7th graders feel academically motivated 86% of 5th graders feel safe on the way to and from school Grades 3-5 6-8 I like school. Always 18.80% 3.90% Often 38.80% 35.10% Sometimes 37.00% 47.40% Never 5.40% 13.60% Good Behavior is noticed at my school Always 10.3% 4.60% Often 38.80% 30.5% Sometimes 43.60% 55.80% Never 7.30% 9.10% There is an adult at school that will help me if I need it. Always 49.1% 36.40% Often 31.50% 31.20% Sometimes 15.80% 26.60% Never 3.60% 5.80% " "This goal was developed in response to the needs identified through data analysis and input from educational partners. This goal addresses the following objectives in the Sonora Elementary School Strategic Plan. Chronic Absenteeism 25.7% Attendance 90.14% 4.6 % suspended at least one day All students- High 7 Mental and Socio-emotional Wellness Objective The full realization of one's mental, and social-emotional potential, which is attuned to wellness attitudes and practices. Focusing on how aware people are of their current emotional state, and with tools, how they push through life challenges. Instruction will focus on the principles and practices of individual, family, and community health. 8 Clean, safe, functional, attractive classrooms, facilities, and grounds. Objective Facilities and grounds maintained in good repair that are clean, safe, functional, and attractive. 9 Student Decision Making Objective Student decision making and behavior are the core of school/district culture, as demonstrated by students making choices, setting goals, and assessing/selecting the best choice for the desired outcome, resulting in safe, respectful, and responsible and kind actions. A district’s culture is measured and defined by its student attendance, suspension, and expulsion rates, and by the surveying of the attitudes demonstrated by each student. 10 Family Engagement Objective Foster a shared commitment, between parents and school, to improve communication, increase awareness of accountability of parents’ roles in student achievement, and presence at school events. 14 Physical Health Objective Committed to promoting the physical health and well-being of our students by providing comprehensive nutrition education curriculum content. Our program is designed to equip students with the knowledge and skills necessary to make informed choices about their diet and lifestyle, including healthy eating habits, essential nutrients and food safety practices. Through evidence-based theories and methods, we aim to empower our students to achieve optimal physical health and overall wellness. Sonora Elementary exited Differentiated Assistance (DA) from the County Office of Education in December of 2023 after being in DA for four (4) years, for we made significant growth in the areas of chronic absenteeism and suspensions." STRATEGIC PLAN OVERVIEW A three day Strategic Plan Workshop was held in May of 2023 to create a strategic plan for Sonora Elementary School for implementation during the 23-24 school year with input from all of our educational partners (Certificated, Classified, Administration, Parents, Community Members, County Office Personnel, and Board Members). The Sonora Elementary School District Strategic Plan, adopted by the Board of Trustees, is the management plan for the District. The Plan was originally developed in collaboration with representatives from Constituent groups within the District. The following is a description of the purpose, components, definitions, process, and timelines related to the plan. The Strategic Plan is a political, accountability, compliance, and inspirational document that serves three main purposes. First, the plan engages Constituents and provides the Board’s political direction and accountability in addressing the District’s vision, mission, ranked objectives, annual outcomes, metrics, and actions. Second, the Strategic Plan provides the source document used for preparing the Local Control Accountability Plan (LCAP), which provides for compliance with the requirements established by the State. Lastly, the Strategic Plan, with action taken by the Board in the ranking of the objectives, provides clarity and inspiration to the Superintendent and staff in addressing the priorities of the Board and community. MTSS Plan MTSS Plan Implementation Priority 1: Develop and implement a multi-tiered system of support in which students' needs are identified and specific interventions are provided in response to those needs. Universal Screening The foundation of a multi-tiered system of support is the identification of student needs. Universal screening is the process in which all students are assessed multiple times per year to identify areas of need. A Universal Screening process is proposed for grades K-8 and will screen in the areas of reading, mathematics, and social-emotional-behavioral. The Universal Screening process will be multifaceted and include both norm referenced benchmark assessment data as well as teacher provided information through a proposed Student Data Review Team (SDRT) process. LCAP Goals Based on the Strategic Plan and MTSS plan as well as feedback, data and student need: Goal 1 Increase Student Achievement Through Multi-Tiered Systems of Support (MTSS) increase student achievement/performance via strong instructional supports, such as staffing, curriculum based on standards, and the use of technology. Goal 2Increase Student Engagement and Conditions and Climate Through Multi-Tiered Systems of Support (MTSS) create a clean, safe, well maintained, positive learning environment focused on student engagement. Goal 3Increase Student Engagement through course access. Goal 4 Provide professional development to staff to increase student academic performance, student engagement, and conditions and climate Met 2024-06-18 2024 55723890000000 Sonora Union High 6 The California Healthy Kids Survey (CHKS) for the academic year 2023-2024 provides insights into students' perceptions of their school environment, focusing on school connectedness and safety. Here is a detailed analysis of the most recent results, disaggregated by grade. Grade 9: School Connectedness: 52% of 9th graders feel connected to their school. This indicates a moderate level of engagement and sense of belonging among freshmen. This measure has increased for two years. School Safety: 61% of 9th graders perceive their school as safe or very safe. This shows a high level of perceived safety among freshmen. It is a decrease from last year. Grade 11: School Connectedness: 40% of 11th graders feel connected to their school. This suggests a lower sense of engagement and belonging among juniors compared to freshmen. This is a significant decline from last year. School Safety: 45% of 11th graders perceive their school as safe or very safe. This indicates a significant drop in perceived safety among juniors compared to freshmen. Analysis of 2023-2024 Results: School Connectedness: 9th Graders: A majority feel connected, indicating that freshmen are generally integrating well into the school community. 11th Graders: A lower percentage feel connected, pointing to a potential decline in engagement and belonging as students progress through high school. School Safety: 9th Graders: A significant majority feel safe, suggesting that new students perceive the school environment as secure. 11th Graders: Fewer juniors feel safe, highlighting potential issues that may affect students' sense of security as they advance in their high school years. "Actions Taken and Planned: Specialized Academic Counseling Services: The district will provide specialized academic counseling for ""at-risk"" students, including foster youth, English learners, and low-income students. This will be facilitated through a campus Learning Director at Sonora High School. This targeted support aims to improve school connectedness and academic success for vulnerable student groups. Campus Supervision: Increased funding for supervision on all district campuses will be maintained to promote a safe and productive learning environment. This includes funding for campus supervisors at both Sonora High School and the Alternative Education Campus. Enhanced supervision will address safety concerns, particularly for 11th graders who reported feeling less safe. Student Support Center: The Student Support Center will continue to facilitate behavior interventions and provide a supportive environment for addressing student behavior. This center plays a crucial role in ensuring that students feel connected and safe. Sonora Friends Program: Continued support for the Sonora Friends program, which helps incoming freshmen and new students connect with the positive culture at Sonora High School, will be prioritized. This initiative is crucial for maintaining the high level of connectedness reported by 9th graders. Positive Behavioral Intervention and Support (PBIS): The district will sustain the implementation of PBIS practices to teach, model, and affirm expected student behaviors. This approach helps create a positive school culture that enhances student safety and connectedness. Extra-Curricular Programs: Funding for extra-curricular programs will continue to promote student health and wellness, as well as increase participation. These programs are vital for keeping students engaged and fostering a sense of belonging throughout their high school years. Wellness and Behavior Support: Focused wellness and behavior support for English learners, low-income, and foster students will be enhanced through increased clinician support. This will address the specific needs of these groups, improving their overall school experience and safety." Met 2024-06-10 2024 55723970000000 Soulsbyville Elementary 6 Our school uses two climate surveys; the California Healthy Kids Survey (CHKS) and our local SITE Council survey. Both survey results are reviewed and shared with board and staff and made available to families. School connectedness has consistently improved over 3 years and is now above state average. High expectations, meaningful participation, perceived school safety, positive behavior, parent involvement in schooling, and facilities upkeep all reported above state average. Frequent sadness is down from 37% in 2022 to 10% in 2024. Adults at school care about you is up from 56% in 2022 to 74% in 2024. Students feeling safe at school was at 83%; Parents who say their children feel comfortable at school was 85% and 84% parents report a welcoming environment for parents. The key learnings are that students, parents, and staff have the perception and experience of a safe, inviting environment here at Soulsbyville School. Information provided to us through surveys shows that our school creates and values a healthy atmosphere to conduct high quality educational programming in a positive climate for all. One identified need is a school climate indicator for Caring Relationships that reported 62.5% in 2024 up from 43% in 2022; 62.5% is below the state average. The school will continue to provide a high quality educational experience for families to include academic and social emotional learning opportunities in a safe, welcoming environment. To implement improvement and address the below state average for Caring Relationships, the school will become familiar with the following questions asked of students regarding their input on Caring Relationships: 1) do teachers and other grown-ups at school care about you? 2) listen when you have something to say? 3) make an effort to get to know you? 4) who notices when you're not there? Staff are to periodically throughout the school year check in with students for feedback on these questions in order to learn if Caring Relationships are developing strongly between school adults and students. Met 2024-06-18 2024 55724050000000 Summerville Elementary 6 For the past ten years, Summerville Elementary School has administered the California Health Kids survey bi-annually (every other year) to students in grades 5th and 7th. Beginning in 2019, Summerville Elementary began administering the survey annually to students in grades 5th and 7th. In 2021, the survey was expanded to grades 5th, 6th, and 7th so that the school would be able to track cohort responses annually in addition to gathering school-wide climate impressions. Annually, the Summerville Elementary administrative team analyzes the data, looking for trends, new developments, and typical responses. Data is compared to the previous year for analytical comparison and discussion points with staff. Data is annually presented to the Governing Board at a public meeting. Staff receive a copy of the data and discuss data and its implications throughout the year during professional learning sessions. Data is shared with parents through parent committee meetings. Highlights and key findings are discussed to engage parents and understand how they can partner with the school to support student learning. The 2024 administration of the California Health Kids Survey had a low participation rate compared to previous administrations (but similar to the 2023 completion rates - an average of 78% per grade). Student data showed a consistent connection with the school (overall 76%) with relatively high motivation (overall 77%). Students perceive the school environment to be well-kept (83%) and have connections to caring adults (67%). Student responses on the survey suggested that they do not feel they have meaningful participation with the school overall (33% in the 6th grade level and 15% at the 7th grade level). Reported drug (8%) and alcohol use (17%) were reportedly low, though the school continues to see a rise in reported use of vaping (17% up from 6% on previous administrations of the survey). In response to this data, attention needs to be given to fostering student participation and voice in the classroom and school. Specific intervention techniques need to be investigated regarding drug, alcohol, and vaping awareness. The administrative team with the counseling team will target these areas during the 2024-2025 school year. Met 2024-06-19 2024 55724130000000 Summerville Union High 6 The California Health Kids Survey Data is included for the 2023-2024 school year. Our sampling for 7th grade students was less than 10 students and therefore is NA. Students feel the school is a safe place to be 7th = NA 9th = 65% 11th = 78% Adults have high expectations for learning 7th = NA 9th = 77% 11th = 76% I try hard to make sure that I am good at my school work 7th = NA 9th = 75% 11th = 71% There is an adult at school that wants me to do my best 7th = NA 9th = 81% 11th = 76% School violence perpetration 7th = NA 9th = 12% 11th = 12% Students reporting never having vaped 7th = NA 9th = 84% 11th = 82% Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = NA 9th = 33% 11th = 36% Promotion of parental involvement in school 7th = NA 9th = 49% 11th = 32% I am happy with/to be at this school 7th = NA 9th = 58% 11th = 52% Teachers communicate with parents about what students are to learn in class 7th = NA 9th = 54% 11th = 33% Students feel a meaningful participation in school 7th = NA 9th = 27% 11th = 28% Through the data collected in the CHKS it appears that students are finding themselves in a better place statistically. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in both 9th and 11th grades reporting chronic sadness or hopelessness has decreased , the data still shows that a third or more of our students report this feeling. There was a nice increase of students reporting that they are happy with/or being at this school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a fifth of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and will be installing vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best. The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District is hiring a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we just need to know about the needs. Met 2024-06-26 2024 55724130112276 Gold Rush Home Study Charter 6 41% of the 29 students in grade 7 completed the California Healthy Kids Core and Social-Emotional Health Model surveys. Scores reflect Very Much True or Pretty Much True: Overall scores for School Engagement and Supports reflect the following highlights: 75% report School Connectedness 72% Academic Motivation 85% Caring Adult Relationships 90% High Expectations 92% Facilities Upkeep 75% Promotion of Parental Involvement at School Overall scores in the area of School Safety and Cyberbullying reflect: 75% School Perceived as Very Safe or Safe 33% Experienced any Harassment or Bullying 100% report 0 times Being Threatened with Harm or Injury 25% Cyberbullying Overall Scores in Substance Use reflect: 0% Current Alcohol, Drug, Cigarette, or Vape (Tobacco or Marijuana) Product Use. Routines: 75% report Eating Breakfast Overall Scores in Social and Emotional Health reflecting Very Much True or Pretty Much True: 27% Social Emotional Distress 25% Experienced Chronic Sadness/Hopelessness 17% Considered Suicide Optimism: 69% Covitality: 84% Peer Supports: 81% Growth Mindset: 71% School Supports: 91% Emotional Regulations: 91% Empathy: 89% Behavioral Self Control: 81% Life Satisfaction: 78% Race/Ethnicity, Female Gender, Parent Education, English Learner, and IEP Placement results were not reported due to less than 10 respondents in each group. California Healthy Kids Core and Social Emotional Health survey results reflect that Gold Rush Charter School demonstrates improvements and overall strengths and successes in safety, motivation, caring adult relationships, high expectations, and school supports. Programs such as PBIS, Second Step, a high level of parent engagement, positive and supportive relationships with staff, Character Strong SEL strategies and Suicide Prevention, Friday Night Live, Student Leadership, TCSOS presentations on mental health topics, and the Zen Den have proven effective in creating a positive culture in which our students thrive. Gold Rush will continue to implement the programs in place to increase levels of connectedness, social-emotional and physical health, and safety. Gold Rush will continue to firmly address any concerns relating to harassment or bullying. Met 2024-06-06 2024 55724135530191 Connections Visual and Performing Arts Academy 6 The California Health Kids Survey Data is included for the 2023-2024 school year. Our sampling for 7th grade students was less than 10 students and therefore is NA. Students feel the school is a safe place to be 7th = NA 9th = 65% 11th = 78% Adults have high expectations for learning 7th = NA 9th = 77% 11th = 76% I try hard to make sure that I am good at my school work 7th = NA 9th = 75% 11th = 71% There is an adult at school that wants me to do my best 7th = NA 9th = 81% 11th = 76% School violence perpetration 7th = NA 9th = 12% 11th = 12% Students reporting never having vaped 7th = NA 9th = 84% 11th = 82% Areas to Continue to work on include: Chronic Sadness or hopeless feelings in last 12 months 7th = NA 9th = 33% 11th = 36% Promotion of parental involvement in school 7th = NA 9th = 49% 11th = 32% I am happy with/to be at this school 7th = NA 9th = 58% 11th = 52% Teachers communicate with parents about what students are to learn in class 7th = NA 9th = 54% 11th = 33% Students feel a meaningful participation in school 7th = NA 9th = 27% 11th = 28% Through the data collected in the CHKS it appears that students are finding themselves in a better place statistically. There are still some evident areas where students are struggling. Specifically, the data from the chronic sadness or hopelessness question. Although the percentage of students in both 9th and 11th grades reporting chronic sadness or hopelessness has decreased , the data still shows that a third or more of our students report this feeling. There was a nice increase of students reporting that they are happy with/or being at this school. The data also reflects that teachers are communicating with parents about what the students are to learn in class at a greater rate. Students are reporting that they feel a greater meaningful participation in school, but that percentage is still only about a fifth of the population feeling that way. Fewer students are reporting that they have never used a vape than in previous years. That is an area of concern and the District has purchased and will be installing vape sensors in the restrooms. Areas of celebration also include: more students feel that adults have high expectations for learning, students are trying hard to make sure they are good at their school work, and there is an adult at school that wants the students to do their best. The implementation of the Wellness Center this past year has brought another place with people trained and certified to support student needs. The District is hiring a Career and College Counselor for the 2024-2025 school year to work along side the GLCs and Crisis Counselor to support social-emotional learning and academic success. The Student Services team meetings are held monthly to discuss students that are in need of additional supports. This includes the GLCs, Crisis Counselor, Psychologist, SARB Coordinator and other adults that work directly with the individual student. The most important determiner of campus-wide success for students and staff is providing for good, open-lines of communication. Supports can be put in place, we just need to know about the needs. Met 2024-06-26 2024 55724210000000 Twain Harte 6 The School Climate Report Card was compiled using data from the middle school (7th grade) and elementary school (5th and 6th grade) California Healthy Kids Survey administered in March 2024. Survey results indicate the following: School Connectedness: Middle School = 62, Elementary = 74 Academic Motivation: Middle School = 54, Elementary = 73 Two or fewer absences: Middle School = 82 Caring Relationships: Middle School = 43, Elementary = 73 High Expectations: Middle School = 55, Elementary = 83 Meaningful Participation: Middle School = 28, Elementary = 36 Perceived School Safety: Middle School = 65, Elementary = 81 Low Violence Victimization: Elementary = 32 Survey results were equal to or greater than statewide results among our elementary school students. Our middle school students however, were below state averages in most categories. Increasing overall student wellness has been written as a goal in the 2024-2025 LCAP. This goal will help to address the mental and physical health outcomes of our students which will turn improve academic achievement and increase student engagement and motivation outcomes. Met 2024-06-26 2024 55751840000000 Big Oak Flat-Groveland Unified 6 The California Dashboard Local Indicators provide insights into various aspects of school performance and student well-being. The California Healthy Kids Survey (CHKS) is a tool used to gather data on students' perceptions of their school environment, including their sense of connectedness and safety. In this case, the survey was administered to students in grades 5, 7, 9, and 11. However, the data for 5th grade was not reported due to an insufficient sample size, as a significant number of parents (50%) opted their children out of the survey. This opt-out rate left too few participants to generate reliable or reportable data for 5th grade. The reported data for 7th, 9th, and 11th grades focus on two key areas: School Connectedness: This measures how connected students feel to their school community, including their relationships with peers and teachers, and their overall sense of belonging. The results were: 7th grade: 68% of students reported feeling connected to their school. 9th grade: 45% of students reported feeling connected to their school. 11th grade: 43% of students reported feeling connected to their school. These results indicate that school connectedness is relatively high in 7th grade but drops significantly in higher grades, with less than half of 9th and 11th graders feeling connected to their school. School Perceived as Safe: This measures students' perceptions of safety within their school environment, encompassing both physical and emotional safety. The results were: 7th grade: 64% of students perceived their school as safe. 9th grade: 55% of students perceived their school as safe. 11th grade: 54% of students perceived their school as safe. These results show that a majority of students in all three grades perceive their school as safe, but similar to school connectedness, the perception of safety decreases from 7th to 9th and 11th grades. The CALHOPE Survey results for March 2024 provide additional insights into the sense of safety and connection among 5th grade students, which were not available from the CHKS due to the small sample size. According to the CALHOPE Survey, 5th grade students scored 79% in the Safety and Connection category. Interpretation of the 5th Grade Results Safety and Connection: A score of 79% indicates that a significant majority of 5th graders feel safe and connected within their school environment. This is a positive finding, suggesting that younger students generally have a good sense of belonging and perceive their school as a secure place. Comparison Across Grades 5th Grade (CALHOPE): Safety and Connection: 79% 7th Grade (CHKS): School Connectedness: 68% School Perceived as Safe: 64% 9th Grade (CHKS): School Connectedness: 45% School Perceived as Safe: 55% 11th Grade (CHKS): School Connectedness: 43% School Perceived as Safe: 54% Key Observations: High Levels of Safety and Connection in 5th Grade: The 5th grade score of 79% is notably higher than the corresponding figures for 7th, 9th, and 11th grades. This suggests that younger students feel more connected and safe compared to older students. Both the CHKS and CALHOPE results indicate a decline in feelings of safety and connection as students progress to higher grades. This trend might reflect the increasing social, emotional, and academic challenges faced by students as they move through the education system. Implications for School Policy: Focus on Transition Periods: The significant drop from 5th to 7th grade in both connectedness and perceived safety highlights the importance of supporting students during transitional periods, such as moving from elementary to middle school. Continued Support for Older Students: Regularly administering surveys like the CHKS and CALHOPE can help schools track these metrics over time, enabling them to identify trends and address issues proactively. Conclusion: The combined data from the CHKS and CALHOPE surveys provide a comprehensive view of student perceptions across different grades. While 5th graders report high levels of safety and connection, there is a noticeable decline in these feelings in higher grades. Addressing this trend through targeted interventions and support systems is crucial for maintaining a positive and conducive learning environment for all students. The LEA has addressed these trends in the LCAP under Goal #2. Providing counseling for students in crisis, adding regular social emotional learning lessons, providing professional development to staff to better equip them to provide a safe and welcome environment. Met 2024-06-26 2024 56105610000000 Ventura County Office of Education 6 "In the 2023-24 school year, VCOE Schools and Programs administered the California Healthy Kids Survey (CHKS) to students in grades 6-12 to measure their perception of overall school climate. Overall, 42% of students surveyed agreed or strongly agreed that they felt 'connected' to their school. The school connectedness scale was based on five questions, with students reporting the highest agreement with the following statements: ""The teachers at this school treat students fairly"" (61%) and ""I feel safe at this school"" (46%)." Through analyzing the CHKS School Connectedness data, we found that while the majority of students feel safe at school and supported by teachers, the areas of concern are students feeling close to others at school (32%) and feeling like they are part of the school (33%). This data provides valuable insights, allowing educational partners to target support specifically to these areas of school connectedness. Although the CHKS is just one way VCOE gathers data on student needs, the data provided is extremely helpful for school staff and administrators to provide support and specialized programs to help create a safe, both physically and emotionally, space for students to engage in learning. In response to the identified needs of the students, social- emotional supports continue to be provided to students on our school campuses in the form of Social-Emotional Specialists, social-emotional learning/curriculum, Behavioral Support Specialists, wellness centers and spaces, increased counseling services for students, and professional learning for staff in the areas of safety, trauma informed care, and social-emotional learning. The VCOE team is committed to continuing to create safe, welcoming, and engaging learning environments that focus on the identified needs of all students. Met 2024-06-24 2024 56105610109900 Vista Real Charter High 6 "From December 2023 through February 2024, the local school survey was given to students. Students had the opportunity to take the survey at a time/place of their choosing and at their own pace. The results were analyzed and shared with the school board at a regularly scheduled meeting. The students reported the following metrics in accord with their experience: * 100% of the students surveyed reported that they felt safe attending our school * 97% of the students surveyed reported that they felt connected to an adult at the school" This was meaningful for us because faculty and staff are very intentional about ensuring that each student has a positive experience at our school. We are aware of the unique needs of our students, and approach teaching and learning through a trauma informed lens. Survey results indicate that our efforts to mitigate and remove learning barriers. One area where we’d like to improve students’ perception is in feelings of belonging. Given our one-on-one instruction model, we hope to apply a variety of skills and resources learned through professional developments and community resources to reach all students and improve this metric. Met 2024-05-28 2024 56105610112417 Ventura Charter School of Arts and Global Education 6 Overview The local climate survey data for Ventura Charter School highlights key strengths and challenges as perceived by the students. Strengths 1. **Engagement and Belonging** - Students report a strong sense of engagement and belonging, indicating they feel connected to the school community and have positive relationships with peers and teachers. 2. **School Culture** - The survey reflects a positive school culture, characterized by respectful and supportive interactions and a shared commitment to school values. Challenges 1. **Instructional Methods** - There are concerns about the instructional methods used, suggesting a need for more variety and effectiveness in teaching strategies. 2. **Academic Challenge** - Students indicate a need for more rigorous academic challenges, implying that the current curriculum may not sufficiently stimulate all students. 3. **Engagement in Grades 6-8** - Specific issues with student engagement have been identified in grades 6-8, a critical transitional period that may require tailored strategies to maintain interest and motivation. Student Group Analysis - The survey results show no significant differences in responses among various student subgroups, indicating a consistent perception of school climate across demographics such as gender, ethnicity, socioeconomic status, and special education needs. This suggests equitable experiences and a uniformly positive school environment for all students. Conclusion Ventura Charter School's survey data reveals strengths in student engagement, belonging, and school culture, alongside challenges in instructional methods, academic rigor, and middle school engagement. The consistent responses across student subgroups indicate an equitable school climate, though ongoing efforts are necessary to address the identified challenges. Key Learnings from Local Climate Survey Data Areas of Strength 1. **Engagement and Belonging** - **Key Learning:** Students feel a strong connection to the school community. - **Identified Needs:** Maintain programs that foster engagement and belonging. 2. **School Culture** - **Key Learning:** The school culture is positive and supportive. - **Identified Needs:** Continue promoting and reinforcing school values. Identified Needs and Challenges 1. **Instructional Methods** - **Key Learning:** Concerns about the variety and effectiveness of teaching strategies. - **Identified Needs:** Provide professional development for diverse and interactive instructional methods. 2. **Academic Challenge** - **Key Learning:** Mixed feedback; some students feel under-challenged, others find work too hard. - **Identified Needs:** Implement differentiated instruction to meet varying academic levels. 3. **Engagement in Grades 6-8** - **Key Learning:** Lower engagement in middle school grades (6-8). - **Identified Needs:** Introduce targeted interventions and curriculum adjustments to boost engagement. Student Group Analysis - **Key Learning:** Consistent perceptions of school climate across different demographics. - **Identified Needs:** Continue monitoring to ensure equitable experiences for all students. Conclusion Ventura Charter School's survey data shows strengths in student engagement, belonging, and school culture, along with challenges in instructional methods, academic rigor, and middle school engagement. Uniform positive experiences across student subgroups indicate equitable conditions, but ongoing efforts are needed to address the identified challenges and maintain a positive environment for all students. Changes to Plans, Policies, or Procedures Based on Local Climate Survey Data Based on the local climate survey data and key learnings, Ventura Charter School has identified necessary changes to address areas of need and ensure continuous improvement. Planned Changes and Actions 1. **Instructional Methods and Engagement** - **Action:** Work with EL Education to enhance instructional methods and boost student engagement. - **Purpose:** Improve the variety and effectiveness of teaching strategies. 2. **Academic Challenge** - **Action:** Implement differentiated instruction to meet varying academic levels. - **Purpose:** Provide appropriate challenges for all students. 3. **Engagement in Grades 6-8** - **Action:** Introduce targeted interventions and curriculum adjustments for middle school students. - **Purpose:** Increase student interest and motivation in grades 6-8. 4. **Behavior and School Culture** - **Action:** Develop a new restorative-based behavior plan. - **Purpose:** Support all students with positive and respectful behavioral practices. 5. **Monitoring and Equity** - **Action:** Continue monitoring to ensure equitable experiences for all student subgroups. - **Purpose:** Maintain consistency in positive school climate perceptions across demographics. Conclusion Ventura Charter School will enhance instructional methods with EL Education, implement a restorative behavior plan, and ensure equitable experiences for all students. These changes aim to strengthen the school environment and support student success. Met 2024-06-20 2024 56105610121756 BRIDGES Charter 6 The LEA administers the Healthy Kids Survey once annually and a local climate survey twice a year for 3rd-8th grade students. The climate survey provides a valid measure of perceptions of school safety and connectedness. We report the results to our local governing board and to our Charter Excellence committee at regularly scheduled meetings, to stakeholders and the public through the Dashboard and through community data talks. Our local surveys for tracking social emotional wellness are strength-based surveys adapted from UC Santa Barbara's Covitality Lab. The SEHS for 3rd through 5th grade measures Covitality via: Gratitude, Zest, Optimism, and Persistence. The SEHS for 6th through 8th grade measures of Covitality, via: Belief in Self, Belief in Others, Emotional Competence, and Engaged Living. "Using our local climate surveys, we engage in a cycle of data analysis to assess the social and emotional well being of our students. On our climate surveys, an Average of 3 or more on the subscale or composite (typical response was in the “yes” range on each item) indicates that students are ""thriving"". High Thriving is an Average of 6 on the subscale or composite (all responses were highest level of agreement to the items). In Spring 2024, out of a scale of 5, our elementary students averaged 4.4 in overall Covitality, and our middle school students averaged 3.1 for overall Covitality. Elementary students regularly score the highest in Persistence and the lowest in Zest whereas middle school students scored the highest in Gratitude and the lowest in Self Control. Across subgroups of students, it is notable that our English Learners scored lower than average in the area of Peer and School Support. In the categories where students express lower scores, we implemented research based curriculum through whole class or small breakout group lessons and activities that target specific areas. For example, this year, we focused on Social and Emotional Lessons specifically for enhancing student gratitude, zest, and optimism. We will continue to focus on our sub populations to ensure that we are meeting their unique needs for social and emotional wellness. " "We use these results to implement interventions and design social emotional programs and support. We also will increase hours for our school counselor and create a position for Director of Student Services that implements and oversees our MTSS program. " Met 2024-06-17 2024 56105610122713 River Oaks Academy 6 River Oaks implemented two surveys to measure the local climate: the Annual ROA Improvement Survey is given to all educational partners, and the 360 Survey is given to high school and middle school students twice a year. The Annual ROA Improvement Survey indicates that educational partners are satisfied with the quality of teachers and the personalized approach to education that River Oaks offers as follows: 100% agree on the school's commitment to a non-violent, anti-bullying culture. 98% agree on the school's inclusivity regardless of background. 98% agree on the importance ROA places on social-emotional well-being. 95% agree on ROA's implementation of processes ensuring input and engagement from educational partners. The data shown in prompt one confirms ROA's efforts and commitment to a positive school culture. The qualitative data shows that over 95% of our surveyed population agree that our school is a safe, inclusive environment in which they are encouraged to be an integral part of. ROA will continue to use Parent Square to communicate with all educational partners, use the ROA website for community members and families to access school wide information, scheduled turn ins with families and coaching teachers to reinforce the school-family connection, maintain the virtual and online Wellness Centers, send out monthly Wellness articles and activity suggestions and keep an open door/open ear for all educational partners to be heard. Met n/a 2024-06-06 2024 56105616055974 Meadows Arts and Technology Elementary 6 Each year, MATES surveys the fifth grade students. When asked, 90.9% of MATES fifth grade students feel that they belong, and 96.4% of them feel safe at school. Based on previous student survey data, MATES implemented a conflict resolution strategy called the HEART Highway. When this year's class was asked if they knew how to work out conflicts with their classmates, 89% of the students believed they can. 92.8% of students believe that their teacher cares about them, and 89.1% believe that their teacher listens to their ideas. 91% of students look forward to coming to school each day, and 92.7% of students say that they can read with confidence. Additionally, 89.1% can do math with confidence. When asked if they can get help when they don't understand something 94.5% of students said they could. MATES has had a core values program, the HEART of an Eagle, in effect for 14 years. The program exemplifies what each student should strive to achieve. Also, MATES has developed a conflict resolution tool for students. This tool is a type of peace path called “The HEART Highway,” and provides students with steps to resolve conflicts with their peers. All staff members are trained to implement the HEART Highway, and the tool is available in all classrooms, specialist classes, and on the playground. Data was collected to determine the number of discipline referrals to the administration. This number increased from 2.8 referrals per month in 2022-2023 to 7.2 referrals per month in 2023-2024. The majority of these referrals were related to hurt feelings and conflict resolution. This year, the MATES staff piloted the updated Second Step program. In 2024-2025, MATES will implement the full program to increase empathy, inclusiveness, and conflict resolution. MATES has a robust core values program -- the HEART of an Eagle. Since the pandemic, staff has seen a decline in kindness and social emotional skills. Adding the updated Second Step program will further enhance the core values and social emotional skills necessary for improvement. Met 2024-05-20 2024 56724470000000 Briggs Elementary 6 Briggs School District administered two surveys to collect local climate data. One was a local site survey given to all students in grades 3 through 8 and one was the California Healthy Kids Survey (CHKS) administered to students in 5th and 7th grade. It is important to note that Briggs has grades 5-8 on its campus and Olivelands has grades 3-4 on its campus and both surveys were given anonymously. Data from the CHKS in 5th grade was not yet available. On the local site survey for School Connectedness, Briggs had 87.1% of students say Yes/Sometimes with 12.9% of students saying No. For Olivelands, 91.1% of students said Yes/Sometimes with 8.9% saying No. For Motivation to Learn, Briggs had 90.8% of students say Yes/Sometimes with 9.2% of students saying No. For Olivelands, 96.6% of students said Yes/Sometimes with 3.4% of students saying No. For Safety, Briggs had 86% of students saying Yes/Sometimes with 14% of students saying No. For Olivelands, 92% of students said Yes/Sometimes with 8% of students saying No. On the CHKS, 44% of 7th graders Agree/Strongly Agree with School Connectedness, while 59% of 7th graders Agree/Strongly Agree with Academic Motivation. There was a decrease of 22% in School Connectedness and a decrease of 17% in Academic Motivation from the CHKS given two years ago. From this data, Briggs School District has identified key learnings. Students overall want to do their best and are motivated to do so. Analysis of the local site survey at the item level showed many students who answered “Sometimes” so there is growth to be done in all areas of School Connectedness, Motivation to Learn and Safety. Analysis at the item level also showed that one of the most identified needs is helping students with peer interactions. Students viewed their interactions with peers negatively. This is especially true with the 7th grade cohort of students who completed the CHKS. This cohort faced challenging peer situations during the school year. This particular group also showed startling low percentages when it came to Academic Motivation and School Connectedness, despite the wide variety of enrichment opportunities already offered a the school site. Briggs School District is taking action to help increase the percentage of students who feel connected to school, motivated to learn and safe at school. Peer interactions were viewed negatively by students at both school sites and an identified need, so as a change the district is making this area a focus. A PBIS committee was made at both school sites in order to provide structure and support in the social-emotional and behavioral aspects of school. Met 2024-06-06 2024 56724540000000 Fillmore Unified 6 FUSD surveyed students in grades 5, 8, and 11, twice in the 2023-2024 school year to provide information on the perception of school safety and connectedness. A local mid-year survey was administered as well as the California Healthy Kids survey at the end of the school year. The mid-year data revealed the following information: 78% of students reported that they feel connected to school, 81% reported that they feel safe in school, 72% reported that they have a caring adult at school, and 71% reported that they know where to go for help with a problem or access to mental health services. Thematically, most students feel supported by adults & feel safe on campus. FUSD maintains initiatives focusing on social-emotional learning, cultural proficiency, and restorative practices. Key learnings from the survey results show both growth in school connectedness and caring relationships demonstrating the continued need to implement initiatives to support student mental health. FUSD discovered barriers to accessing mental health were cultural stigmas and limited means to pay for mental health services. FUSD has opened student wellness centers at Fillmore High School, Fillmore Middle School and two elementary sites. All centers are staffed with a Social Worker and counselor. The district will leverage a variety of state and federal funding to promote and provide greater access to counselors, ASCA-aligned lessons and training, coordinated student activities, providing elementary sites with counselors, partnering with local agencies to reduce barriers to mental health services, and to utilize student information systems to monitor related metrics. FUSD continues to commit to the implementation of Positive Behavior Intervention and Supports (PBIS) and Social and Emotional Learning (SEL) to provide conditions for greater academic gains and an all-inclusive educational experience. Met 2024-06-04 2024 56724620000000 Hueneme Elementary 6 "The Hueneme Elementary School District (HESD) administers a local climate survey every year to obtain a valid measure of perception of school safety and connectedness. At a regularly scheduled meeting, the results are shared with all vital educational partners, including our local governing board. In Spring 2024, HESD administered the California Healthy Kids Survey (CHKS) to grades five and seven students. The following key indicators of school climate were measured: * School Engagement and Supports * School Safety * School Disciplinary Environment * Substance Use * Mental Health The results of the 2023-2024 administration of the California Healthy Kids Survey (CHKS) show that 70% of fifth-grade students reported: ""Yes, most of the time"" or ""Yes, all of the time"" on questions about school connectedness (down 3%). An average of 72% of grade five students reported feeling safe in school (down 6%). In grade seven, 44% of the students taking the survey indicated ""Agree"" or ""Strongly Agree"" on questions about school connectedness (down 1%). 44% of respondents reported that they perceive their school site as ""Very safe"" or ""safe"" (no change). Overall Results for 2023/24: Grade 5 (% ""agree"" or ""strongly agree"") School Connectedness 70% Academic Motivation 80% Caring Adult Relationships 67% High Expectations 84% MP 41% School Safety (students feel safe at school) 72% Grade 7 (% ""agree"" or ""strongly agree"") School Connectedness 44% Academic Motivation 59% Caring Adult Relationships 55% High Expectations 69% Meaningful Participation 22% School Safety (students feel safe at school) 44% For continuous improvement purposes, HESD will continue the following actions in response to our results on the California Healthy Kids Survey (CHKS): * Implementing the California MTSS Framework - California's Multi-Tiered System of Support (MTSS) is a comprehensive framework that aligns all students' academic, behavioral, and social-emotional learning in a fully integrated support system. HESD builds unique MTSS models at each of our school sites to create needed systematic change through intentional design and redesign of services and supports that identify and match the needs of all students. * A continued focus on school safety - comprehensive school plans at each site. * Professional learning for certificated and classified staff in student behavior and safety. * Use our Panorama Social and Emotional Learning Screener to gather and monitor more specific information/data per grade level. Our focus will include academic, attendance, behavioral, and social-emotional instruction. Specific actions include: * Identifying a comprehensive assessment system (to include universal screening) * Creating and utilizing collaborative teams * Providing universal supports * Providing supplemental and intensified supports" The analysis of the survey results for the 2023/24 school year reveals several key learnings, identified needs, and areas of strength across Grade 5 and Grade 7 students. Key Learnings and Identified Needs: * School Connectedness: Grade 5: 70% of students feel connected to their school. Grade 7: Only 44% of students feel connected to their school. Identified Need: School connectedness significantly drops from Grade 5 to Grade 7, indicating a need for targeted interventions to maintain and improve students' sense of belonging as they transition to higher grades. * Academic Motivation: Grade 5: 80% of students feel academically motivated. Grade 7: 59% of students feel academically motivated. Identified Need: Like school connectedness, academic motivation declines as students move from Grade 5 to Grade 7. Programs to sustain and boost motivation are necessary, particularly for middle school students. * Caring Adult Relationships: Grade 5: 67% of students feel they have caring adult relationships at school. Grade 7: 55% of students feel they have caring adult relationships at school. Identified Need: There is a need to strengthen adult-student relationships, especially in middle school, to ensure students feel supported and valued. *High Expectations: Grade 5: 84% of students perceive that high expectations are set for them. Grade 7: 69% of students perceive that high expectations are set for them. Identified Need: While high expectations are relatively strong, the decrease in Grade 7 suggests a need to reinforce consistent expectations across all grade levels. * Meaningful Participation (MP): Grade 5: 41% of students feel they participate meaningfully in school. Grade 7: Only 22% of students feel they participate meaningfully in school. Identified Need: Meaningful participation is notably low, particularly in Grade 7. Enhancing student engagement through activities, leadership opportunities, and inclusive practices is crucial. * School Safety: Grade 5: 72% of students feel safe at school. Grade 7: 44% of students feel safe at school. Identified Need: There is a significant concern regarding school safety, especially for Grade 7 students. Addressing safety concerns through anti-bullying programs and safety protocols and creating a supportive school climate is necessary. Areas of Strength: * High Expectations: High expectations are a notable strength in both Grade 5 (84%) and Grade 7 (69%), indicating that most students feel challenged and encouraged to meet high standards. * Academic Motivation in Grade 5: With 80% of Grade 5 students feeling academically motivated, this area of relative strength can be built upon and used as a model for improving motivation in higher grades. * School Safety in Grade 5: 72% of Grade 5 students feel safe at school, a positive indicator and a foundation for improving perceptions of safety in higher grades. Conclusion and Recommendations: * Program Considerations: Develop programs to improve school connectedness, especially during elementary to middle school transitions. * Mentorship and Counseling: Implement mentorship programs and strengthen counseling services to support caring adult relationships and address safety concerns. * Engagement Activities: Increase opportunities for meaningful participation through clubs, extracurricular activities, and student leadership programs. * Consistent Expectations: Ensure consistent communication of high expectations across all grade levels. * Safety Initiatives: Enhance school safety measures and create a supportive environment where students feel secure and valued. By addressing these identified needs and leveraging areas of strength, HESD will create a more supportive and engaging environment for all students, leading to improved outcomes and overall well-being. Met 2024-06-24 2024 56724700000000 Mesa Union Elementary 6 Mesa Union School District regularly uses stakeholder feedback to understand the district/school climate and to evaluate the perceptions of community partners to evaluate practices and improve programming. Mesa Union School District understands that student perceptions are empirically linked to academic outcomes. Therefore, it is critical to have a complete understanding of the student, family and staff experience. Specifically, Mesa Union has administered the YouthTruth annual survey to students and families in grades 5-8 since 2017 and has utilized the results for the following aims: - To help the district grow and innovate as a learning organization - To help us assess needs in the community and better target resources - For strategic planning and goal setting - To monitor the effect of changes/modifications - For professional learning, development and coaching - To inform decision-making as well as the school model, instructional, and/or leadership changes As a result of input from learning partners, Mesa Union has identified a number of important trends. For the 2023-2024 school year, the following were key takeaways from the annual YouthTruth Survey administration and other input opportunities from district educational partners: - Interest in greater sense of school safety and student well-being - Focus on connectedness and relationships - Interest in student-centered learning - Focus on rigor and high-academic outcomes - Focus on early childhood learning and programs - Need for expanded learning opportunities (after-school programming) Mesa Union has implemented the following strategies to prioritize school connectedness, school culture and a focus on college and career readiness. Mesa Union School has implemented or will implement the strategies/activities below during to advance district goals in the areas of school culture, stakeholder engagement and student connectedness. - Maintain an attendance rate of 95% or above. - Implementation of AVID (Advancement Via Individual Determination) to advance Mesa Union's Framework for the Future and Learner Profile. Implementation began in grades 5-8 during the 2023-2024 academic year and will expand into grades 3-4 in 2024-2025. - Student focus groups to gather input and feedback on school culture and climate based on the YouthTruth Survey results. - Focus on Early Childhood Learning, namely in the areas of literacy and numeracy; increased coordination of services, improved instructional materials and added personnel (teachers/paraprofessionals). - Coordinated mental health services through credentialed therapists and providers. - Professional learning for teachers/certificated staff regarding student-centered learning grounded in the Mesa Union Framework for the Future. - Professional learning for teachers/certificated staff regarding the social-emotional health of students was informed and planned with the outcomes of the YouthTruth survey. - Continue school wide implementation of CHAMPS positive behavioral support program and Second Step as SEL curriculum. - Increase mental health/counseling services to support the health/social emotional needs of students - Implement a number of school wide strategies (i.e., Tiger Tags, Positive Behavioral Referrals, etc.) and activities (i.e., Kindness Week, Student Council, etc.) that have increased awareness of the effects of bullying and made a positive impact on student interactions. Met 2024-06-13 2024 56724705630363 Golden Valley Charter 6 Golden Valley Charter School (GVCS) students are educated in their own homes and in the greater community through various vendors selected by parents for their students. To determine how connected students feel, GVCS created a student survey to gather input from our students this school year. Surveys were sent to all students and only eight percent of our students participated in the survey. Grade level spans included: 54% of TK-5 students; 33% of 6-8 students; and 23% of 9-12 students. Based on survey results, 90% of GVCS students reported the School provides textbooks and learning materials to support their learning. Additionally, 92% of students reported that their EF encourages them to work hard, so they can be successful in school. Since only 64% of GVCS students feel connected to the School, GVCS has determined this is an identified need. Students did report that they feel connected to GVCS through EF engagement, school office visits, field trips, enrichment opportunities, and high school meet and greets. GVCS will continue to offer a variety of opportunities to find ways to help students feel more connected to GVCS. GVCS will continue to offer a variety of opportunities to find ways to help students feel more connected to GVCS, including additional in-person activities for students next school year. Additionally, GVCS will continue to build the partnership between the students and the school through EF engagement, field trips, enrichment and outreach opportunities, and high school meet and greets. With these opportunities it will allow GVCS to implement a continuous improvement plan to strengthen the relationship between our students and the School. Met 2024-06-10 2024 56725040000000 Mupu Elementary 6 After a difficult first year of transition in 22-23 for the new administration the CHKS was administered this year 23-24 to families in grades 4th-8th. Unfortunately, there was only a small group of respondents therefore the data is being looked at cautiously as it does not represent a large enough sample. Due to this small sample data cannot be disaggregated by demographics. 71% of those who responded agreed/strong agreed that they felt welcomed to participate at the school. 88% of respondents felt the school kept them well informed about school activities. 47% of respondents felt that teachers were responsive to children's social and emotional needs and only 33% of respondents felt that parents were provided with advice and resources to support their child's social emotional needs. However, 88% of respondents felt that the school was a safe place for their child. In the areas of bullying, substance abuse and creating a safe space for students, Mupu seems to be doing a good job and parents feel their children are in safe hands. We do see that their is a belief that the school is not doing enough for the social emotional needs of the child and that resources are not being provided enough to parents on how to support these issues. Communication about school activities has definitely improved since the previous year and parents do feel they are getting the information needed to be involved, however the school sees a discrepancy between families receiving the communication and actually attending input meetings offered as is seen in the lack of responses from the survey where only 18% of the people surveyed responded. Due to the small numbers the data was not disaggregated. In the coming year the school will be utilizing the information collected in an informal survey to provide family activity nights that will encourage parental participation. Within these activities we will try to stress the importance of becoming involved in advisory groups and ensuring parents have a say in the decisions made at the school. Additionally, a plan will be created with staff on regular communication regarding student progress to ensure that parents are being informed more regularly about how their child is doing. In 23-24 the school added an additional day of school counseling services but it is not clear if parents are aware of these services so having the counselor send an information letter out at the beginning of the year and a resource newsletter every trimester may help to inform more families of the services provided and available as well as resources they can obtain from local organizations to support their children's social emotional needs. Met The school will be sending out the CHKS Parent Survey again this fall but will send it to all families and work on a campaign to get more responses so that we can have more accurate data related to the strengths and areas of need for the school. 2024-06-20 2024 56725120000000 Ocean View 6 OVSD is rolling out the Leader In Me program districtwide in 2024-2025. As part of this rollout, the district had all employees, students in 4th-8th grade, and families complete a detailed survey titled the Measured Results Assessment. This survey addresses needs sorted into three key areas, Academics, Leadership, and Culture. Results are analyzed as an overall organization and based on the feelings and opinions of each specific group. In the area of academics, the district scored an average of 73.5. In the area of Leadership, the district scored 73.25 overall with a low of 71 in Family and Community Engagement. In the area of Culture, the district scored an overall score of 75.75. All areas are targeting a minimum score of 80. Several items became very evident from the analysis of the MRA data and the triangulation of this data with other survey information, input at meetings, student academic performance data, and employee input. First, there was striking similarities across all four schools in terms of the data outcomes. The area of family engagement was lower than other areas, especially as scored by employees. Also notably low were the areas of student goal setting and achievement, and all groups for interpersonal effectiveness. In order to address the identified needs, the district leadership team met and developed districtwide goals. Additionally, all employees will receive training on the 7 Habits of Highly Effective people and each site will have an additional two days of coaching with their Leader In Me coach to develop an action plan for their school site to meet the site specific needs identified in their data analysis process. Met 2024-06-25 2024 56725200000000 Ojai Unified 6 51% of 7th grade students feel connected to school. 55% of 9th grade students feel connected to school. 57% of 11th grade students feel connected to school. Overall, in the 2024 CHKS survey data, the District made gains in all major areas of school climate. The District will continue to target mental health supports, academic interventions and building strong relationships. Met 2024-06-26 2024 56725205630405 Valley Oak Charter 6 "Local climate surveys were offered to families and students three times this year. The surveys were anonymous and with 50 enrolled students it would be impractical to disaggregate the data. Rather, we looked for any areas where students reported both positive and negative feelings regarding the school community. For instance, to the prompt, ""I have felt bullied, teased or isolated by other students at VOC,"" 20% of students chose ""sometimes,"" while 80% of all students chose ""never."" This indicates an area of needed improvement as we want to ensure that all students feel welcome and safe all of the time. To the question, ""Does the VOC campus feel welcoming?"" 40% of students chose ""yes"" and 50% ""yes, very."" 90% of the surveyed students answered ""yes"" to the question, ""Do you feel safe when on the VOC campus?"" To the prompt, ""I feel the staff and other adults at VOC treat me with respect, concern and friendliness."" 95% of students agreed." VOC recognizes that children learn best in an environment that fosters social and emotional safety and well being. Our small school, with only 50 enrolled students, allows teachers, students and parents the opportunity to interact frequently and fosters a sense of belonging among students and all members of the school community. Communication, collaboration and a sense of connectedness are strengths of our small school community. Small group instruction provides social interaction in a safe and nurturing setting. Our active Parent Advisory Council plans events like school dances and events that provide opportunities for all students to interact in fun and engaging activities. Our enrichment programs bring community members into the school to share arts, music and environmental programs, ensuring VOC students develop a sense of place and a connection to the local community. VOC will implement communication tools and strategies to support students in developing stronger social emotional intelligence. Conflict resolution techniques, such as non-violent communication skills, will be explicitly taught to students. Parents, teachers and staff will also have access to these skills through parent workshops and teacher development. Met 2024-06-13 2024 56725380000000 Oxnard 6 The Oxnard School District administers a comprehensive school climate survey three times annually, designed to gather insights from diverse student groups across various grade levels. Teachers in kindergarten through grade 2 complete perception surveys, while students in grades 3 through 8 participate in an online assessment. This assessment evaluates seven critical areas: emotion regulation, sense of belonging, teacher-student relationships, social awareness, growth mindset, self-management, and engagement. Additionally, teacher perception surveys focus specifically on assessing self-management, emotion regulation, and social awareness among students. In conjunction with these surveys, the district utilizes the Panorama survey platform, which integrates academic, behavioral, and attendance data. This platform enables school teams to gain comprehensive insights into student well-being and behavior. It facilitates the identification of patterns and trends, which are instrumental in developing targeted strategies to foster positive behavior and support student success across all school sites. Through the use of these robust data collection tools, the Oxnard School District not only monitors the overall climate of its schools but also conducts in-depth analyses of specific aspects of student experiences and perceptions. This approach supports informed decision-making and continuous improvement efforts aimed at cultivating supportive and inclusive school environments that promote academic achievement and foster social-emotional growth for all students. Based on our analysis of local climate survey data, several key insights have surfaced to guide our efforts in supporting student well-being and fostering a positive school climate throughout the Oxnard School District. The data highlights a growing demand for social-emotional support, particularly evident in decreased engagement and sense of belonging among upper-grade students, alongside lower emotion regulation skills observed in primary grades. These findings underscore the critical need to prioritize social-emotional competencies across all grade levels. In response, our district's counseling team has developed consistent Tier 1 supports across schools, including monthly activities focusing on social competencies, parent education nights, and district-wide initiatives promoting wellness and positive school culture. Furthermore, our partnership with Hatching Results enhances our counseling program, ensuring comprehensive support tailored to meet the diverse needs of all students. These efforts reflect our commitment to fostering an inclusive educational environment where students thrive academically, socially, and emotionally, guided by data-driven insights and continuous improvement initiatives. In response to the needs and strengths identified through our climate survey data, the Oxnard School District has initiated strategic changes aimed at enhancing student support and fostering a positive school environment. A primary focus has been on integrating social-emotional learning (SEL) lessons more deeply into the curriculum. Annually, the district has implemented SEL lessons per grade level to develop students' social-emotional competencies, addressing findings that highlighted a growing need for such support, especially in upper grades. Additionally, the district has renewed our partnership with Safe and Civil Schools to strengthen the implementation of the PBIS (Positive Behavioral Interventions and Supports) framework across all schools. This framework is crucial for maintaining a structured and positive school culture that supports the social and emotional growth of our students. To further empower school leadership and PBIS teams in their efforts, we have expanded the behavior data section within our climate survey platform. This enhancement provides comprehensive insights into student behaviors, enabling the development of targeted strategies and supports grounded in data-driven decision-making. Overall, these initiatives underscore our commitment to using data insights from our climate surveys to continuously refine and improve our support systems, policies, and practices. By fostering a nurturing and inclusive educational environment, we aim to ensure that all students in the Oxnard School District have the opportunity to thrive academically, socially, and emotionally. Met 2024-06-26 2024 56725460000000 Oxnard Union High 6 In Spring 2024, the Oxnard Union High School District administered the YouthTruth survey to gather comprehensive insights into students' perceptions of their school environment. The survey results revealed that 51% of students felt engaged in school activities, a slight decrease from the previous year's 52%. The sense of academic challenge reported by students dropped to 54%, down from 62%, indicating a need to address academic rigor. The percentage of students feeling a strong sense of school culture remained relatively stable at 32%, just below the previous year's 33%. Relationships with staff and teachers saw a decline, with 32% of students reporting positive relationships, down from 35%. The sense of belonging and peer collaboration also saw a slight decrease to 40%, from 41% the previous year. The perception of college and career readiness increased, with 39% of students feeling prepared, up from 37%. This data is disaggregated by student groups to allow for targeted interventions and support aimed at improving school climate and student engagement. The analysis of the YouthTruth survey data for Spring 2024 highlighted several key learnings. Strengths included an improvement in the perception of college and career readiness, suggesting that our efforts to prepare students for post-secondary success are yielding positive results. The consistent levels of students reporting a positive school culture and a sense of belonging provide a stable foundation for further improvement. The decline in the perception of academic challenge and the quality of relationships with staff and teachers underscores the need to enhance academic rigor and strengthen student-teacher relationships. The slight decreases in student engagement and sense of belonging indicate a need for more inclusive and engaging school activities. These insights are guiding our efforts to address the identified needs and enhance the overall school environment. To address the identified needs from the YouthTruth survey, we are implementing several key changes. Enhancing academic rigor will be a priority, achieved through professional development for teachers focused on differentiated instruction, culturally responsive teaching practices, and more equitable and inclusive pedagogical and assessment strategies. Strengthening student-teacher relationships will involve the implementation of mentorship programs and additional professional development to support teachers in building stronger, more supportive connections with students. We are expanding the variety of extracurricular activities and inclusive programs to engage a broader spectrum of students. We will also expand college and career and social-social emotional counseling services, dual enrollment opportunities, and internships to further prepare students for post-secondary success. Reinforcing a positive school culture and a sense of belonging will involve enhancing initiatives like Link Crew and other peer support programs. These strategic changes are designed to create a more supportive, engaging, and academically challenging environment for all students, ensuring continuous improvement across the district. Met 2024-06-17 2024 56725460115105 Camarillo Academy of Progressive Education 6 CAPE sent out a survey to all families in the month of April. The survey indicated that 89.33% of the population agree or strongly agree that they are well informed about their child's progress. No parent strong disagreed. When asked if they feel welcomed and listened to when they are on campus, 95% agreed or strongly agreed. No parent strongly disagreed. When asked if their child feels connected to his/her school and teacher, 100% agreed or strongly agreed. And when asked if their child feels safe when they are attending school, 98.67% agreed or strongly agreed. Students in grades 6-8 completed a social emotional check-in survey with weekly social emotional check-ins during the months of April, May and June. Students had to opportunity to self-report their social emotional feelings and ask for help. Administration, teachers and our SEL coach all have access to the results and are able to respond if needed. The family survey was disaggregated by faculty, staff and parents. The student surveys were disaggregated by grade level. The results showed that our families do feel included and welcome in their child's education and CAPE is a safe space. The student surveys also confirmed the same as the family surveys, with students reporting feeling connected to adults on the campus and feeling safe. The students would like more opportunities to socialize with their peers. The middle school does not currently have a nutrition break where students are able to socialize with their peers, we will be looking at the bell schedule and mandated instructional minutes to see if it is possible to adjust to have more socialization time. Met 2024-06-06 2024 56725460120634 Architecture, Construction & Engineering Charter High (ACE) 6 ACE students are diverse and represent many different backgrounds and experiences. Annually, ACE implements a student voice survey to better understand our students, inform services for our students, and to inform our annual LCAP development. Annual Surveys at ACE include a localized survey of: 1) Parents 2) Students 3) Staff On tops of: 1) Climate and Conditions 2) School Curriculum 3) Structures of the School Those questions included, but not limited to: Question: Students graduate from ACE are college and or career ready? Question: How much does the school care about diversity of student's backgrounds? Question: School projects at ACE are motivating to students? Question: How helpful is the school environment to student learning at ACE? Question: ACE Charter High School students have access to technology tools that are helpful in learning? Question: ACE Charter High School students are provided with social and emotional care? In addition to these questions, ACE will implement the CHKS in 2024/2025 to all students. One area of concern for ACE is the student’s expressed interest in the school and their sense of safety while at ACE. This includes a sense of if they like school or not. ACE asks several questions linked to the theme of equity and access, social and emotional wellness, and rigorous school programs. On the whole, this data indicates ACE stakeholders feel ACE is safe and inclusive. They also feel the school is preparing them for adult life post-HS. While the questions may be harder for the parents to answer, the parents stated that the school’s curriculum is inclusive and representative of personal family backgrounds at a higher rate than the student survey showed. The survey results showed that parents believe teachers go above and beyond for their students. The survey results showed that the parents believe in the leadership of the school, but that they could do a better job of articulating their vision for the school to the parents. Overall, this data indicates ACE students feel a sense of safety, joy, and comfort at the school. ACE is also interested in being more inclusive and responsive in its pedagogy for its students. ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines. ACE has set forth a goal of introducing a more culturally responsive curriculum for students across disciplines. This work has included allowing students to vote on the establishment of new courses, the LCAP goal of establishing an Ethnic Studies course, increasing the number of diverse texts students read in their English classes, and further expanding on inclusionary pedagogical practices. ACE also annually surveys students regarding the effectiveness of having students see themselves in the curriculum. From there, the students feel the school provides opportunities for inclusion, but more work needs to be done to help students see their families' history in the curriculum. Due to the general overall success of ACE's LCAP goals, as well as a change in school focus, as well as the suggestions of school stakeholders, ACE is moving away from a two goal model LCAP for 2024/2025 and to a three goal model. ACE will cover the local priority indicators within the scope of modernized goals and language. This includes several of the same student performance indicators. To better demonstrate student performance indicators on the CA State Dashboard, ACE is moving away from a two-goal model and toward a three-goal model that directly addresses (1) Student performance, (2) Student Participation, and (3) School Climate for 2024/2025. Met Due to the above mentioned feedback from all ACE stakeholders, ACE has made the decision to move from a 2 goal LCAP to a 3 Goal LCAP for 2024/2025. 2024-06-13 2024 56725530000000 Pleasant Valley 6 In the spring of 2024, 5th and 7th grade students participated in the California Healthy Kids Survey. On the belongingness indicator, 78% of 5th-grade students and 56% of 7th-grade students expressed a sense of belonging. Student perceptions of safety were also measured for both 5th and 7th graders. In 2024, 1% of 5th-grade students and 7% of 7th-grade students reported not feeling safe at school. Approximately 30% of 7th-grade students reported feeling sad or hopeless as reported on the 2024 California Healthy Kids Survey Overall, the results indicate that the majority of students do not feel unsafe on campus. Additionally, 5th-grade students have a strong sense of connectedness and belonging. The results also indicate that 7th-grade students do not feel as engaged at school. Therefore, there is a need for us to create greater relevance and experiences that foster a sense of belonging on campuses. Given the expression of feelings of sadness in our 7th-grade population, there is a clear need for additional and varied social-emotional supports that can provide a targeted approach. There is still work to be done to address the social-emotional and behavioral needs of students. In creating a multi-tiered response, we will rely on a constellation of supports that include different levels of support such as counselors, board-certified behavior analysts, and licensed clinical social workers. Previous support models provided a counseling-only approach, but given the more varied needs students are presenting with, we need a variety of tools to support them. Additionally, we continue to find ways to more purposefully engage students at school. We will continue to provide connectedness activities and opportunities through our Local Control Accountability Plan (LCAP). Further, we will provide professional learning opportunities for staff to support greater student engagement. PVSD recently implemented an off and out-of-sight cell phone policy during the instructional day to support positive student-to-student interactions. Met 2024-06-19 2024 56725530139592 Peak Prep Pleasant Valley 6 "As a virtual school, we naturally meet the physical location safety aspect. Overall, we had a positive results. All kids stated they have someone that checks in on them, feels like they are heard, believe they can do a good job, and/or make an effort to help them. In addition all the students believed they can do a good job if they try and ""feel good or happy"" while also stated they have felt sad sometimes. 91% said they try to work out their problems while 9% said they don't. Furthermore, they all stated they have a friend who cares about them. Interesting though, 36% said they do NOT have a friend their age to talk them about their problems." Overall, we have a positive climate where students feel comfortable, supported, and happy. Most importantly, they feel like they have a friend and teachers/adults care about them. We do a variety of things to support our local climate. We home homeroom teachers who are constantly checking in on students and families. In additional we a variety of coordinators that support various population of students: EL Coordinator, SEL Coordinator, McKinney-Vento Coordinator. Also, we have a full time school Psychologist and Counselor who monitor the climate, provide counseling, where needed, and assign SEL courses to students in need. We are providing more clubs, field trips, and activities that will encourage students and provide a stronger culture of feeling like a community. Lastly, we are doing parent education nights to just support our findings while promoting the importance of checking in with their students in order to increase the sense of belonging and caring even more. Met 2024-06-05 2024 56725536120620 University Preparation Charter School at CSU Channel Islands 6 Youth Truth Climate/Culture Survey given December 2023: Grades 6 - 8 Engagement: This summary measure describes the degree to which students perceive themselves as engaged with their school and their education. All Students: 3.30/4.15 English Learners: 3.40/4.15 Special Education: 3.62/4.15 Economically Disadvantaged: 3.27/4.15 Academic Challenge: This summary measure describes the degree to which students feel that they are challenged by their coursework and teachers. All Students: 3.52/4.37 English Learners: 3.66/4.37 Special Education: 3.52/4.37 Economically Disadvantaged: 3.56/4.37 Culture: This summary measure describes the degree to which students believe that their school fosters a culture of respect and fairness. All Students: 3.14/4.18 English Learners: 3.31/4.18 Special Education: 3.26/4.18 Economically Disadvantaged: 3.18/4.18 Belonging & Peer Collaboration: This summary measure describes the degree to which students feel welcome at their school and have collaborative relationships with their classmates. All Students: 3.36/4.05 English Learners: 3.42/4.05 Special Education: 3.37/4.05 Economically Disadvantaged: 3.38/4.05 Relationships: This summary measure describes the degree to which students feel they receive support and personal attention from their teachers. All Students: 3.36/4.38 English Learners: 3.37/4.38 Special Education: 3.38/4.38 Economically Disadvantaged: 3.38/4.38 Emotional & Mental Health: 44th %ile Grades 3 - 5 Engagement: This summary measure describes the degree to which students perceive high expectations and feel engaged with their school and their education. All Students: 2.75/2.98 English Learners: 2.71/2.98 Special Education: 2.67/2.98 Economically Disadvantaged: 2.76/2.98 Academic Challenge: This summary measure describes the degree to which students feel their learning is challenging and relevant. All Students: 2.41/2.76 English Learners: 2.45/2.76 Special Education: 2.18/2.76 Economically Disadvantaged: 2.36/2.76 Instructional Methods: This summary measure describes the strategies and approaches students report their teachers using in class. All Students: 2.52/2.85 English Learners: 2.59/2.85 Special Education: 2.48/2.85 Economically Disadvantaged: 2.49/2.85 Culture: This summary measure describes the degree to which students experience an orderly, respectful classroom environment. All Students: 2.16/2.76 English Learners: 2.18/2.76 Special Education:2.15/2.76 Economically Disadvantaged: 2.13/2.76 Belonging & Peer Collaboration: This summary measure describes the degree to which students feel welcome at their school. All Students: 2.32/2.80 English Learners: 2.27/2.80 Special Education: 2.18/2.80 Economically Disadvantaged: 2.24/2.80 Due to the limited number of characters allowed, we encourage you to reference our LCAP for a more comprehensive list of Climate Data. Most of the findings were very similar to last year. We did see a slight decline in students’ feelings of engagement. In grades 6-8 we also declined in students feeling academically challenged and around school culture and in relationships. At the middle school our sub-groups seemed to do very similar to our overall score, but at the elementary we can see that our special education students pretty consistently scored lower. We must also note that we have never given this survey in December, it is normally given near Spring Break. We have questioned the comparison of mid-year data to data collected in late spring. "Teachers will use collaboration time to study Academic Challenge in grades 3-5, in particular, they will be examining the math curriculum and teaching strategies to be providing high levels of academic challenge. We will make sure that our elementary students, especially students with special needs, understand the questions on the survey. In order to enhance students’ feelings of engagement, connectedness, and culture we are doing a school-wide focus on 5 Essential Practices: 1. Welcoming Routines 2. Relationship Inventory 3. Circles 4. Regulation Activities 5. Optimistic Closures Middle School will work on creating more opportunities to build community at the beginning of the year." Met 2024-06-19 2024 56725610000000 Rio Elementary 6 Rio School District continues to administer the Youth Truth Survey which is a student, parent, and staff-educational partner tool that measures perceptions linked to school climate and academic outcomes. Through the Youth Truth surveys, everyone's voice is equal and survey results harness perceptions to assist teachers and leaders in accelerating improvements. These surveys help us to better understand our students and community and how to best provide the support and information that is needed. Survey results are shared in the mid-year LCAP and end of year LCAP. Students provide feedback on the following key themes. 1) Academic Challenge 2) Instructional Methods 3) Culture 4) Relationships 5) Belonging 6) School Safety 7) Emotional and Mental Health 8) Engagement Parents and guardians provide feedback on the following key themes. 1) School Culture 2) School Safety 3) Engagement & Empowerment 4) Relationships 5) Communication & Feedback 6) Resources 7) Diversity, Equity & Inclusion Rio School District continues to seek feedback from certificated and classified support staff members. Both teachers and support staff have the opportunity to provide feedback with regard to the following core themes: 1) Culture & Communication 2) Engagement & Empowerment 3) Relationships 4) Professional Development 5) School Safety 6) Diversity, Equity & Inclusion Relationships, culture, and engagement align across the educational partner groups (students, staff and parents). Feedback is reviewed with educational partners to assist in the decision-making process of improving the school climate. Results from the surveys show that students are feeling less engaged, less challenged and do not feel a sense of belonging at the same level as pre-COVID. The LEA conducted a mid-year review with leadership, advisory groups and student leadership groups in order to facilitate planning and systems of support to increase perceptions of engagement, belonging, academic rigor and overall improved school climate. Results indicate that high chronic absenteeism may be a contributing factor to lower engagement and perceptions of belonging and success as an academic student. Survey results are shared in the mid-year LCAP and end of year LCAP. Educational partner input indicates that the district needs to continue with a focus on addressing the safety and educational enrichment programs for all students. Digital safety, student safety, pro-social behaviors, positive communication and student engagement will be focus areas for the upcoming year. In order to address these needs, the district will continue to provide opportunities for students to remain engaged in positive activities during and after the school day, thereby allowing increased opportunities for student and adult connectedness which will positively impact overall health, mental wellness, attendance and overall school engagement. Met 2024-06-26 2024 56725790000000 Santa Clara Elementary 6 Santa Clara Elementary has administered different surveys in past years to students in grades 4th-6th. The district requires parent permission when administering student surveys, and all are anonymous. The surveys are used to gauge how the district is progressing in meeting LCAP goals related to school climate and safety and student engagement. Results have shown that 85% of students indicate a positive attitude toward school and feel safe while on campus. The district administered local, student surveys to students in grades 4th-6th in the 2023-24 school year. There were 23 students participating. Responses are confidential when reporting for fewer that 30 students. Teachers and the principal reviewed the responses. The California Healthy Kids Survey was administered to students with parent permission in grades 3rd-6th in the 2023-24 school year. There were 12 of 30 students participating with a 40% response rate. Areas of strength identified through the analysis include student feelings of safety and engagement. School connectedness, academic motivation, and students reporting feelings of overall wellness were the highest reported scores. No changes to existing plans were identified through the analysis. Met 2024-06-18 2024 56726030000000 Simi Valley Unified 6 Students - Volunteer Participation: 22% of students agree or strongly agree that their family volunteers as part of a parent group. - Academic Enrichment: 51% of students agree or strongly agree that if they are bored academically, they are provided with opportunities for enrichment. - Extracurricular Activities: 52% of students participate in clubs and other activities at school. - Teacher Communication: 65% of students agree or strongly agree that their teachers regularly communicate with them. - Safety: 78% of students feel physically safe at school. - Bullying: 85% of students believe they are not bullied at school. Families - Academic Support: 46% of families believe that if their child struggles academically, they are supported and provided with additional help. -Teacher Communication: 59% of families agree that teachers regularly communicate with them regarding their child's progress. -School Environment: 74% of families believe that school facilities are well-maintained. - Extracurricular Activities: 53% of families state that their child participates in clubs and other activities at school. - **Bullying**: 68% of families believe their child is not bullied at school, with an average rating of 2.7 (Neutral). Staff - Professional Development: 94% of staff agree or strongly agree that attending professional conferences is important. -Supportive Environment: 92% of staff believe that students are supported if they struggle academically. -Teacher Expectations: 91% of staff agree that teachers have high academic expectations for students. Academic Enrichment and Support - Students and Families: Both groups noted the importance of academic enrichment and support. Students highlighted the need for engaging academic activities, while families emphasized the importance of additional support for struggling students. - Staff: Staff responses indicated a need for more professional development and administrative support to better address academic enrichment and student support. School Facilities - Discrepancies: Students and families often focused on the positive aspects of current school facilities and programs. In contrast, staff emphasized the need for modernization and better maintenance of school buildings, reflecting their direct interaction with the infrastructure. Extracurricular Activities - Importance for Students and Families: Both students and families placed significant value on the availability and diversity of extracurricular activities, highlighting the role of these programs in student engagement and development. 1. Enhancing Academic Support and Enrichment - Identified Need: Increased support and enrichment opportunities for students who are academically bored or struggling. - Continue to develop academic intervention protocols to ensure that students who are struggling receive timely and effective support. This may include after-school tutoring, Flex/UA time, and additional in-class support. - Promote enrichment programs that provide advanced coursework, project-based learning opportunities, and access to extracurricular activities that cater to diverse student interests and abilities. 2. Improving Communication and Engagement - Identified Need: Better communication between teachers, students, and families. - Work toward standardizing the communication procedures to ensure that teachers regularly update parents about student progress through various channels like emails, parent-teacher meetings, and online portals. - Develop a comprehensive communication strategy that includes regular newsletters, school events, and feedback mechanisms to keep families engaged and informed. 3. Supporting Staff Professional Development - Identified Need: Increased professional development opportunities for staff. - Revise the professional development schedule and opportunities to provide more frequent and varied training opportunities, focusing on areas such as instructional strategies, student engagement, and use of data to guide instruction. 4. Expanding Extracurricular Opportunities - Identified Need: Greater availability and diversity of extracurricular activities. - Develop a framework for expanding extracurricular programs, ensuring that a wide range of interests and talents are catered to. This includes arts, sports, STEM (Science, Technology, Engineering, Mathematics), and other interest-based clubs. Partner with community organizations and local businesses to offer additional resources and opportunities for extracurricular activities. Regularly review and adapt the extracurricular offerings based on student interest and participation data. Met 2024-06-25 2024 56726110000000 Somis Union 6 "Somis Elementary School Students in grades 6 and 7 participate in the California Healthy Kids survey yearly. ""Kindness Survey"" results in grades 6 and 7 were also reviewed to measure school climate. Students were assessed by the Core Module including the following: • boredom at school; • life satisfaction; • perceived harm of occasional and frequent vaping of tobacco/nicotine; • perceived difficulty of obtaining prescription drugs; and • frequency of vaping specific substances (tobacco or nicotine, marijuana or THC, other). This kind of survey would probably not be as effective in a large setting but with less than 45 students in these grades and most of them having gone to school together since kindergarten, there is a level of trust and honesty. We can proudly share that there has been no suspension or expulsion during the past then years.There weren't any great surprises in their responses as far as who can be trusted and how they viewed themselves, except they were usually much tougher on themselves than the teacher and staff assessment of their behavior. We have noticed that when we administer this survey, the students become aware of their own actions and actually behave more kindly to each other. irregular attendance continues to be an area of need. We have increased our communication to parents when students are out more than two days. In addition, we have sent out notices to parents reminding them of compulsory education and the negative effect on learning when students are not at school. However, during the past two year,s we have gone away from the punitive approach by recognizing good attendance through prizes, recognition assemblies and Fun Fridays. We continue with our “Buddy Reading” program where we match upper grade students with first and second graders. It is a confidence builder for all students. As important is our schoolwide focus on making sure every student is engaged in our school through athletics, coding, music, art, theater or robotics. Being a small school, it is important that no child is invisible. We will continue to ensure that students feel safe, supported, known and engaged in their learning." Students feel respected and recognized. Behavior is exemplary due to the respect students demonstrate amongst their classmates and all staff on site. Irregular attendance has greatly improved through the asset based approach. The school counselor and office manager will be overseeing the irregular attendance students. They will be reaching out to parents while also scheduling support services for parents. Met 2024-06-14 2024 56726520000000 Ventura Unified 6 Local climate survey (annual LCAP) indicates improvements in nearly all areas. However, some concerns remain around safety of secondary campuses with student bullying (largely online) and during unstructured time - this is a common thread throughout all student groups. Data indicates secondary Wellness Centers and Peer Wellness Counselors at all high school sites have been extremely successful in promoting improvements in school culture/climate and student reports of well-being. Improved behavior data for the 2023-24 year, particularly at some sites that had challenges in the prior year; continuing with enhanced campus safety personnel for the 2024-25 year, Wellness Centers, Student/Principal Advisory Committees in secondary Continue with year 2 implementation of cell phone/earbud expectations, expanding use of Minga in secondary to support increased supervision/awareness/controls on students outside of class during instructional time, continuing with pilot of online tip program begun in spring of 2024 to allow for reporting of issues for earlier intervention Met 2024-06-25 2024 56737590000000 Conejo Valley Unified 6 The CVUSD is committed to providing all students with a safe learning environment that promotes participation and school connectedness. During the 2023-2024 school year, CVUSD measured student perceptions of school safety and connectedness via the annual, locally defined, student LCAP survey in grades 4, 5, 7, 8, 10, and 11. The locally-defined CVUSD LCAP feedback survey of students in grades 4, 5, 7, 8, 10, and 11 measured student attitudes toward school. Students feel their teachers care about them at a 98% rate in elementary, a 90% rate at middle and high school. Parents reported by 88% that students’ differences were treated with respect. Student bullying was indicated by 24% of middle and high school students. At the elementary level, 89% of students said they knew who to go to at school if they have a problem; 88% of middle and high school students report that a counselor is available when needed. Students in targeted subgroups (SED, SWD, EL, Foster, McKinney-Vento) feel their teachers care about them at a 97% rate in elementary, a 88% rate at middle and high school. Parents reported by 91% that students’ differences were treated with respect. Student bullying was indicated by 27% of middle and high school students. At the elementary level, 90% of students in targeted student groups said they knew who to go to at school if they have a problem; 78% of middle and high school students in targeted student groups report that a counselor is available when needed. Students and parents continue to feel safe on CVUSD campuses. Through the implementation of the CVUSD DEI Plan and the Inclusion plan, specific, coordinated actions will be taken to ensure that such high ratios of students and parents are provided the help and support needed to succeed. Met 2024-06-20 2024 56738740000000 Oak Park Unified 6 OPUSD utilizes data from multiple sources to determine the conditions and climate of our schools. Those data sources include, but are not limited to, the LCAP Climate Survey and California Healthy Kids Survey. All educational partners including teachers, administrators, other school personnel, local bargaining units, parents, students, and parent advisory committees (DELAC, LCAP, Title I, SSC, GATE Advisory) were consulted with and provided input regarding school climate. LCAP Climate Survey Results: I feel well-informed about student academic progress or issues affecting the site (Families 83.2%, Students 92.8%, Staff 82.3%) I feel listened to and welcomed at my site (Families 86.1%, Students 85.5%, Staff 84%) My child/I feels connected to the school (Families 87%, Students 78.8%, Staff 89%) Overall, my child/I feel(s) safe at school (Families 95.4%, Students 90.6%, Staff 93.4%) My child’s/My school facilities are clean and inviting (Families 90.5%, Students 70.0%, Staff 82.4%) The 2023-24 preliminary CHKS results: Students reporting that they feel connected to their school: 5th grade 84%, 7th grade 64%, 9th grade 65%, 11th grade 67% Students reporting that they feel safe at school: 5th grade 89%, 7th grade 76%, 9th grade 74%, 11th grade 79% Students reporting that they have a caring adult relationship on campus: 5th grade 81%, 7th grade 62%, 9th grade 56%, 11th grade 60% Caring adult relationships had the lowest percentages of students reporting pretty much true or very much true. As such, we disaggregated this data by student ethnicity. 5th grade: 77% of Asian American students, Hispanic students (NA), 84% of White students and 84% of Mixed race students (two or more ethnicities) reported having a caring adult in school. 7th grade: 65% of Asian American students, 64% Hispanic students, 59% White students and 63% Mixed race students (two or more ethnicities) reported that they have caring adult relationships at school. 9th grade: 86% of Asian American students, 58% Hispanic students, 70% White students, and 73% Mixed (two or more ethnicities) ethnicities students reported that they have caring adult relationships at school. 11th grade: 55% of Asian American students, 64% Hispanic students, 62% White students, and 60% Mixed (two or more ethnicities) ethnicities students reported that they have caring adult relationships at school. Overall meaning: Survey data indicated strengths, including safe and inclusive campuses. Areas for improvement were also noted, including student connectedness and caring adult relationships. This is especially true for secondary students. There were no identifiable trends based on student ethnicity. OPUSD will continue to ensure that our schools appreciate, celebrate, and provide equitable opportunities for all students. We will partner with The Howard Group to continue the work of the Diversity & Equity Task Force. A new Ethnic Studies course is currently being developed, which will be piloted in the 2025-26 school year. Additional enrichment and lunchtime clubs will be added at to K-8 schools and a new girls water polo program will be added to increase student connectedness. The Challenge Success program will be introduced at the middle school level, to support student engagement and connectedness to school. The Oak Park High School daily schedule will be reviewed to identify additional opportunities for student support, including adding one or two more built-in support days. Teachers will receive professional development in Universal Design for Learning (UDL) to help provide more individualized instructional opportunities for students and increase student engagement. The Director of Student Support and Safety and a new assistant principal at Oak Park High School will collaborate with counselors to monitor student social-emotional well-being and collect data on Wellness Center and counseling visits. Met 2024-06-18 2024 56739400000000 Moorpark Unified 6 MUSD’s LCAP Educational Partner Survey is administered yearly to parents/guardians/caregivers, staff members, and students. In the past, our survey had only been administered to students in grades 8-11. For the past two years, students in grades 5, 6, and 7 also participated. The data reported below is taken from the 2023- 24 survey. • 87% of students reported feeling safe at school • 85% of students reported feeling connected to their school and teacher • 85% of students feel that they have school staff that are involved and care about their academic progress • 85% of students feel that they have a trusted adult at school they can talk to about problems or ask for help • 90% of students feel that their teachers believed that they could be successful in class MUSD’s survey results, as listed above, demonstrate that an area of strength is a high percentage of students (87%+) reporting feeling safe at school, having school staff that are involved and care about their academic progress, and who feel that their teachers believe that they can be successful in school. Also, 85% of students reported feeling connected to school, an increase from 77% the year prior. MUSD continued the implementation of our in-person Wellness Centers and Wellness Spaces at our middle school and elementary school sites. Wellness counselors have been hired to staff our Wellness Centers and Wellness Spaces. Our in-person Wellness Center at Moorpark High School has over 18 student peer mentors who help create a welcoming, safe, and inclusive environment and host monthly mental health workshops. MUSD also received three visits from the Compassionate Systems team from the Massachusetts Institute of Technology (MIT) to acknowledge the great work done by the Moorpark High School Wellness Center. National SEL expert Keith Matheny meets with and provides training to our MUSD wellness center/spaces counselors and district administrative teams to bolster the MUSD SEL efforts to support MUSD students and families. To more effectively engage a larger student population, MUSD will continue to include elementary students (grade 5), middle school students (grades 6-8), and high school students (grades 9-11) in our yearly educational partner survey. All middle school students were provided a tour of the new Wellness Centers at each of our middle school sites. Met 2024-06-20 2024 56739400121426 IvyTech Charter 6 From surveys, observations, SSTs, and meetings, IvyTech's educational partners (teachers, parents, students) reported an unprecedented amount of personal stress, social support structure depletion/degradation, and feelings of isolation and depression which increased significantly starting with the 2020-21 school year. IvyTech Social/Emotional Wellness Survey 2023-24 Results 76% Find it easier to attend classes at ITCS. 57% Improved attitude/behavior at school at ITCS. 61% Find it easier to communicate at ITCS. 68% Feel they have more educational agency at ITCS. 36% Report experiencing emotional stress/difficulties that impeded schoolwork. CoVitality Score on Social Emotional Health Survey (SEHS) 2023-24 Results 61% Participation Rate 65% of students are classified as High Thriving, Moderate Thriving, or Getting By. 15% of students are classified as Vulnerable, Moderate Risk, or High Risk. Strength Indicators *Self-Awareness: 65% *Persistence: 35% *Self-Efficacy: 63% *Empathy: 87% *Emotional Regulation: 87% *Self-Control: 54% *Peer Support: 72% *School Support: 74% *Family Coherence: 72% *Gratitude: 59% *Zest: 24% *Optimism: 15% *Overall Life Satisfaction: Average *School Connectedness: Average *Response Analysis: Valid ITCS has a strong school climate that provides emotional, intellectual, and physical safety. The ITCS community wishes to maintain that culture in the face of increases in social-emotional adversity for students and staff members. The IvyTech learning community is small enough that disaggregating data based on student groups would unfairly identify students and violate their individual privacy rights. For that reason, data has been left in the aggregate. The school will be increasing funding to promote a healthy school culture. As part of LCAP Goals 2 and 3, IvyTech will be expanding SEL support and school extracurricular activities. Emphasis on a strong and supportive learning community will have a positive impact on students' perceptions of school and empower them to take control of their educational journey. Met 2024-06-25 2024 56768280000000 Santa Paula Unified 6 The California Healthy Kids Survey (CHKS) was administered to all students in grades 5, 7, 9, and 11 in the Fall of 2023. The district chose two areas of focus: school climate and perception of safety at school. Students answered a series of questions in these areas using a rating of strongly agree to strongly disagree. The data indicated 87.4% of 5th graders, 54% of 7th graders, 42% of 9th graders perceived being safe at school. In addition, 81.2% of 5th graders, 48% of 7th graders, 45% of 9th graders at Santa Paula High School strongly agree that they have a caring adult relationship. Additionally, the were 12% of students in 7th, 9th, and 11th grade that seriously considered attempting suicide in the past 12 months. An analysis of the data and input provided by student advocacy groups validates the need to retain school counselors and increase mental health services and supports. The data also supports the district’s LCAP goal to ensure a welcoming, safe and efficient school climate for students, parents, and staff. In order to support the high number of students attempting to commit suicide the district will make a consciences effort to train principals, assistant principals, and teachers on the Youth Mental Health First Aid. The district has trained a large number of support staff; however, there is a need to train the certificated staff as well. This will enable us to be able to identify any students who potentially may need support. The key learning is the implementation of the Youth Mental Health First Aid for teachers and administrators. There has been great success with training the after school staff and other classified employees. In addition, we will continue to evaluate the safety of the students by training the Campus Supervisor Assistants and Campus Security to provide a safe and welcoming environment. The district will develop a student survey that will be given twice a year to monitor safety and school connectedness. Furthermore, the district will explore a mentoring program that will support our students with connecting with a caring adult or person. Since research suggests that having one caring adult can make a positive impact in the students life. In conclusion, the district will continue to train the Outreach Specialists in building relationships with families and students to increase connectedness, attendance, and academics. Met 2024-06-26 2024 57105790000000 Yolo County Office of Education 6 "Students were given the SBHIP Kelvin survey twice throughout the school year. In addition, ""street data"" is collected vis empathy interviews, small student group interviews and one-on-one conversations with youth." In reviewing the data, 100% of the youth who responded felt like staff are approachable, they are treated fairly, and that staff are there for them when help is needed. 89% of the students who responded felt that if they were absent someone would notice, and students would be rewarded for positive behavior. 63% of students who responded feel safe on campus and 44% of students who responded feel that all school rules are applied equally. Lasty, 25% of the students who responded felt that the school provides instructional materials that reflect a variety of cultural backgrounds, ethnicities, and identifies. Staff will continue to work towards creating a welcoming and safe campus for all youth. Met 2024-06-28 2024 57105790132464 Empowering Possibilities International Charter 6 EPIC annually implements multiple school culture surveys to students (Grades 2-8), staff and parents through the Flippen Group Capturing Kids Hearts National Showcase School Survey as well as the Hanover Group LCAP Survey. EPIC has been honored as a Flippen Group Capturing Kids Hearts National Showcase School for the past six years which is a testament to the outstanding school climate at EPIC. Note: See EPIC data below compared to CKH National Showcase School baseline data. Data: My teachers use activities to create connections and relationships with my classmates and I. Baseline: 3.8 EPIC 4.8 My teachers greet me with a smile as I enter class each day. Baseline: 4.5 EPIC 4.9 I have one or more teachers who know more about me than my grades. Baseline 4 EPIC 4.4 My teachers ask questions about Good Things that we have shared. Baseline 4 EPIC 4.8 My teachers ask me questions about things that I like (family, friends, activities, sports). Baseline 3.7 EPIC 4.7 My teachers celebrate when students do something good. Baseline 3.6 EPIC 4.8 Students have opportunities to celebrate each other. Baseline 3.3 EPIC 4.9 I am comfortable talking to a teacher about a problem. Baseline 3.5 EPIC 4.6 My teachers care about me. Baseline 4.8 EPIC 4.9 My teachers treat me nicely. Baseline 4.7 EPIC 4.8 We have developed and posted a Social Contract. Baseline 4.8 EPIC 4.9 We refer to our classroom Social Contract. Baseline 4.5 EPIC 4.9 I like going to school on most days. Baseline 3.8 EPIC 4.0 I like my teachers. Baseline 4.6 EPIC 4.9 I have good relationships with my teachers. Baseline 3.8 EPIC 4.8 Students at this campus treat each other respectfully. Baseline 3.5 EPIC 3.6 Students at this campus get along well. Baseline 3.2 EPIC 3.9 I am comfortable talking to a teacher about my problems. Baseline 3.3 EPIC 4.4 My teachers encourage me to be the best student I can be. Baseline 4.6 EPIC 4.7 This survey data reflects that student perception of EPIC's school climate is overwhelmingly positive. The survey data shows that staff have built strong relational capacity with students, which promotes student learning. The survey results show that EPIC's focus on positive incentives combined with a progressive discipline system is promoting a positive school climate at EPIC. EPIC's survey data is higher than the baseline in every single area of the survey which is a testament to our outstanding school culture. EPIC takes the results of this annual survey very seriously and compares the responses with past years. A summary of the survey data is shared with all EPIC stakeholders - students, staff, and parents through the SSC/ELAC/DELAC for input and feedback. Also, school administration and lead teachers set school-wide goals related to improving school climate after consulting with stakeholders and conducts individual goal setting with staff members in areas of the survey where improvement is needed through the employee evaluation process. Met 2024-06-18 2024 57726780000000 Davis Joint Unified 6 One of our instruments used to measure school climate is the annual YouthTruth Survey. DJUSD has prioritized YouthTruth since 2015. Each year we survey all students in grades 3 through 12, our families and our staff. The survey occurred in November of 2022 and data across all participating schools and districts (regionally and nationally) were compared and disaggregated by particular student groups, grades, sites, and circumstances, which is an important data lens in our equity work. The most general observation we can make is that student experiences have varied since 2019, and that during distance learning some measures were experienced more positively. Our return to school seems to have exacerbated behaviors and sense of safety, especially for our most marginalized students. We continue to prioritize social emotional wellbeing and community building. Most notable in this aggregate is the culture bar for elementary, which on the surface can be explained as many of our 3rd-6th graders perceived their classmates as disrespectful of the teacher most of the time during school. When disaggregated by site, there is much variability. Each school has its own strengths and challenges, and can present a very different student experience than another school across town. For this reason the value of Youthtruth is dependent on the depth of site discussions, analyses and inquiry. Socio-economically disadvantaged students, who make up 15 and 17 percent of the junior and senior high respondents to YT, in very broad terms report experiencing schooling in ways similar to students who are not socio-economically disadvantaged. One example of a difference, and in an area we can continue to improve, is the reporting that issues of technology and internet access are obstacles to learning–16% of SED students report access to the internet as an obstacle to learning. In secondary schools, students reported more distractions at home and Family Obligations as well as internet and technology access as obstacles to learning. Of concern is that we saw an increase in self-reported depression and suicidal ideation scores. Engagement and belonging is notably lower for students in special education than non-special education students. Interesting is that in our secondary schools English Learners reported higher Engagement, Culture and Academic Challenge than non-English learners. In our secondary schools we saw lower qualities in Engagement (absolute bottom of the scale). Junior High LGBTQ+ students agree or strongly agree to the statement: When I’m feeling upset, stressed, or having problems,there is an adult from school who I can talk to about it. LGBTQ+ students report being more sad, more stressed, less happy, less relaxed and less content with their lives than non-LGBTQ students. DJUSD leadership will be working with site leaders to continue listening tours, enable student leadership, and seek student perspective on policy, practices, and instruction. Met 2024-06-20 2024 57726780119578 Da Vinci Charter Academy 6 DVCA utilizes the Youth Truth Student Survey to assess aspects of school culture and climate including but not limited to academic rigor, engagement, relationships, safety and college readiness. The survey is administered annually to all DVCA students but is separated into a middle school survey for grades 7-8 and a high school survey for grades 9-12. The results are not aggregated between the two surveys. The survey results are viewed annually by a small group of students, DVCA staff, the DVCA Advisory Board and DJUSD District Office Administrators. Results of the survey can be disaggregated into subgroups and allow for comparison against a range of other schools, including those in DJUSD. Results are used to inform changes and/or improvement in policy and practice at each site. At DV High School, the 2022-23 Youth Truth Survey Results demonstrate highest ratings in Belonging and Peer Collaboration as well as Culture. The lowest ratings are in Engagement and College and Career Readiness though these have increased from the year prior. This feedback has informed DVCA’s decisions to increase opportunities for students and families to connect in-person with counseling staff and add additional parent engagement events to promote post-secondary planning for both juniors and seniors. At DV Junior High, the 2023-24 Youth Truth Survey Results demonstrate highest student ratings in Belonging and School Collaboration and lowest ratings in Academic Challenge and Engagement. Da Vinci Junior High School will continue to maintain a strong school culture with our Where Everyone Belongs (WEB) orientation and transition program, Restorative Practices community building and response to student conflict, and ASB Leadership activities throughout the school year. DVJH will continue to align curriculum to the California state standards, ensuring students have access to the highest level of rigor. In addition, DVJH will take steps to incorporate opportunities for students meeting the content standards to advance in more challenging curricular activities to increase academic rigor for the appropriate students. A focus area for staff collaboration will be in implementation of high quality PBL toward increasing student perception of challenge and engagement. Met 2024-06-20 2024 57726860000000 Esparto Unified 6 EUSD annually administers the CHKS. The results from 2022-23 are School Connectedness- 5th 76%, 7th 39%, 9th 65% and 11th 55%. Based on the data students in middle school are not connected to the school. Staff needs to determine what the barriers are that are causing students to feel disconnected. EMS has established a Wellness Center with a Wellness Coach to provide additional support to students. Met 2024-06-12 2024 57726940000000 Washington Unified 6 Regrettably, the WUSD encountered technical issues preventing the administration of the California Healthy Kids Survey. The district subsequently developed an internal climate survey in collaboration with Kelvin Education. The WUSD has created a customized survey by carefully selecting questions from the Kelvin Education research library. This extensive selection covers over thirty themes, including topics such as growth mindset, belonging, and sense of safety. These questions have been developed by experts specializing in the integration of evidence-based social and emotional learning into educational institutions. The survey comprised six dimensions: Substance Use, School Safety & Bullying, Academic Motivation, School Disciplinary Environment, School Engagement & Supports, and Mental Health. The student favorability ratings across different educational levels for various categories are as follows: Substance Use: High School - 93%, Middle School - 96%, Elementary - 77% School Safety & Bullying: High School - 87%, Middle School - 82%, Elementary - 78% Academic Motivation: High School - 65%, Middle School - 69%, Elementary - 76% School Disciplinary Environment: High School - 60%, Middle School - 61%, Elementary - 72% School Engagement & Supports: High School - 51%, Middle School - 55%, Elementary - 65% Mental Health: High School - 47%, Middle School - 50%, Elementary - 73% Areas of Need: In grades 6-12, 12% of students reported encountering instances of substance abuse. In grades 3-12, 22% of students expressed apprehensions regarding safety and instances of bullying. In grades 3-5, 53% of students have reported experiencing feelings of sadness related to their mental health. In grades 9-12, 16% of students have reported using vape products. Areas of Strength: In grades 3-12, 93% of students reported that teachers and other adults at school tell them when they do a good job. In grades 3-12, students have indicated that 77% of teachers and other adult figures within the school environment demonstrate concern for their well-being. In grades 3-5, 3% of students reported using vape products. The WUSD has identified the necessity of integrating a Social-Emotional Learning (SEL) curriculum for grades K-12. The WUSD remains steadfast in its dedication to implementing Positive Behavioral Interventions and Supports (PBIS) and Restorative Practices, with the ongoing goal of enhancing the overall environment and culture across all schools within the district. The WUSD remains dedicated to implementing safety measures that enhance the overall environment and atmosphere across all schools within the district. The WUSD is committed to offering mental health support to students across the district through various programs. Met 2024-06-27 2024 57726940124875 Sacramento Valley Charter 6 We utilize many surveys at SVCS to gauge stakeholder feedback relevant to school conditions and climate. Amongst the key learnings from the “Parent Survey” that we conducted, with over 50 responses, we found the following: 1. Students are achieving at SVCS (good state test scores, college, and career readiness, improving English for language learners) at a 100% approval rate. 2. SVCS staff informs parents of a scholar’s progress at a 95.2% approval rate. 3. SVCS encourages parents to become involved and participate in school activities at a 95.2% approval rate. 16 4. SVCS maintains a positive school climate (student sense of safety and school connection), and parents agree with a 100% approval rate. 5. SVCS continues to implement Common Core state standards with parent input, curriculum teams, budget considerations, and staff professional development with parent approval of over 90.5%. 6. SVCS has qualified staff, necessary materials, and sufficient technology for student learning, with parent approval of over 90.5%. 7. SVCS gives students access to core subjects that prepare them for high school (i.e., English, Math, Social Science, Science & World Language-Punjabi with parent approval of 90.5%. 8. Overall satisfaction with the SVCS educational experience for my child, with parental approval at 100%. The Sacramento Valley Charter School has implemented several revisions and decisions in response to the results for continuous improvement. These actions were taken to improve the educational experience for students and ensure that they receive the best possible education. One of the major decisions was to increase the amount of individualized attention each student receives. This was achieved by hiring additional teachers and support staff and by implementing new teaching methods and technologies that allow for more personalized learning experiences. Another key revision was the introduction of new curriculum materials and resources designed to better meet the needs of students at all levels of learning. This includes materials specifically tailored to individual student's interests and learning styles and resources designed to help teachers better identify and address areas where students may struggle. Overall, the results of these actions have been very positive. Students are more engaged and motivated, and there has been a noticeable improvement in academic performance. Additionally, parents and teachers alike have expressed satisfaction with the changes that have been made and the positive impact that they have had on the school community as a whole. SVCS has put the new policies in place in our LCAP, we are continuously aligining our curriculum to reflect the California state standards along with professional development for our teachers. Met 2024-06-06 2024 57726940131706 River Charter Schools Lighthouse Charter 6 "Based on the school's local survey date, overall, the climate data was positive. 81.6% of students reported they had ""No"" safety concerns at school. 44.3% said they had never been ""bullied"" at school, and 59% reported they felt safe around their peers. Students rated school culture on a scale from 1-5 (with 5 being the highest positive rating and 1 being the lowest): 5 - 20.9%, 4 - 25%, 3 - 37.3%, 2 - 9.8%, 1 - 7%. Most students 76.2% felt there was an adult on campus they could go to if they needed help." Overall, most students feel safe; however, there is work to be done to curb bullying and a need for relationship building among students. LCS will add a full-time counselor to work more closely with students to assist their needs one-on-one or in small groups.In addition, a vice principal will be brought on board to support and encourage positive student behaviors. Met 2024-06-24 2024 57726940135939 Washington Middle College High 6 Kelvin Calhope student Survey Results for 2023/2024 resulted in 81% Favorable and 91% Participation. All Categories were over 80% except Emotional experiences which was at 67%. After a deeper dive of the responses, all categories were favorable including feeling grateful, kind, happiness and proud. The lowest score of 55% was I felt excited or felt like saying wow., 41% responded I felt sad, 20% I felt nervous. After analyzing the data we felt that creating an online weekly google access form for students to quickly send a pulse of how they were feeling emotionally or stress related due to workload, ability to ask for help if needed and all teachers have access we could quickly identify any concerns or areas to intervene with SEL. We have incorporated a Youth Outreach Specialist to work with students, parents and teachers to support our school culture and climate and will continue to invest in this position as it is a critical role of support. Met 2024-06-27 2024 57727020000000 Winters Joint Unified 6 In 2022-2023, Winters Joint Unified School District administered the California Healthy Kids Survey (CHKS) to students in grades 5, 7, 9, and 11. Data related to perceptions of school safety and connectedness is summarized below: 5th Grade Students (55 Respondents): 75% responded “Yes, most of the time” or “Yes, all of the time” to a series of five questions measuring school connectedness (?5% from the prior administration) 86% responded “Yes, most of the time” or “Yes, all of the time” to feeling safe at school (?7% from the prior administration) 7th Grade Students (120 Respondents): 60% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (?1% from the prior administration) 69% perceive school as “very safe” or “safe” (?9% from the prior administration) 9th Grade Students (58 Respondents): 60% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (no change from the prior administration) 71% perceive school as “very safe” or “safe” (?3% from the prior administration) 11th Grade Students (77 Respondents): 49% responded agree/strongly agree to the key indicator of school climate “feeling connected to school” (?8% from the prior administration) 65% perceive school as “very safe” or “safe” (?8% from the prior administration) Staff (59 Respondents): 52% responded “strongly agree” that school is a safe place for staff (?17% from the prior administration) 29% responded “strongly agree” that school is a safe place for students (?19% from the prior administration) Parents (69 Respondents): 26% responded “strongly agree” that school is a safe place for their children (?4% from the prior administration) In 2023-2024, the District administered the Youth Truth perceptions survey to gather feedback on various aspects of the school experience, including academic engagement, school culture, and the overall learning environment. Families, staff, and students in grades 3 - 12 completed the survey [1035 students (88% response rate), 157 families (10% response rate), and 86 staff (51% response rate)]. 2023 Youth Truth survey results surfaced the following trends: Highest overall rated theme for students (compared to other participating schools at each level): Belonging Lowest overall rated theme for students (compared to other participating schools at each level): Engagement Highest overall rated theme for staff (compared to other participating schools at each level): Relationships Lowest overall rated theme for staff (compared to other participating schools at each level): School Safety Highest overall rated theme for families (compared to other participating districts at each level): Communication and Feedback Lowest overall rated theme for families (compared to other participating districts at each level): School Safety Winters JUSD recognizes that safe and welcoming environments for learning enhance student connectedness and academic achievement. The 2022-2023 CHKS survey results illustrate that additional efforts to enhance students' perceptions of school connectedness and safety are needed. Further, staff and parents’ perceptions about safety also demonstrate improving climate is a priority. Key learnings identified from the 2023-2024 Youth Truth perceptions survey are as follows. Student feedback illustrates strengths in perceptions of peer friendliness, feeling that students can be themselves around other students, and teacher-initiated collaboration opportunities (belonging). The data also indicates that an area for further enhancement within this domain is student-initiated collaboration. Student survey responses also reveal that engagement is an area for growth. Engagement may also be defined as the love of learning, desire to succeed, belief that learning is relevant outside of school, and enjoyment in attending school. Staff survey input illustrates that relationships, the degree to which students receive support and personal attention from their teachers, is a District strength. Family survey responses show that communication, the degree to which there are open and effective lines of communication between families and schools, is also an area of strength. Both staff and family survey responses communicate that school safety, the degree to which individuals believe that their school is a safe place for students and other members of the school community, is an ongoing area for growth. In 2023-2024, the District revised its non-discrimination Board Policy to reflect that District programs and activities shall be free of any racially derogatory or discriminatory school or athletic team names, mascots, or nicknames. This update was made with input from staff, students, families, and community members to ensure that the school’s Warrior “Block W” mascot is disassociated with Native American imagery. This change signifies the District’s commitment to create more welcoming and inclusive school climates and end misappropriation of cultural images. Additionally, in 2023-2024, the District ratified a Graduate Profile following a comprehensive community engagement process. The prongs of the adopted profile include Creativity, Collaboration, Critical Thinking, Communication, Community Engagement, and Cultural Awareness. The profile also incorporates a goal for graduates to develop resilience, or the necessary social-emotional competencies to adapt to challenges and overcome adversity. The profile’s emphasis on cultivating skills beyond the academic outcomes, operationalizes the District’s vision to prepare students for an evolving and complex world. To build the capacity of leaders to create culturally aware and responsive learning spaces, the District’s Leadership Council participated in a National Equity Project training series in 2023-2024, and multijurisdictional harassment training conducted by the Office of Civil Rights in 2024-2025. This professional development is one strategy to improve student connectedness, engagement, and safety. As related to the instructional program, the District convened an Ethnic Studies Task Force in 2023-2024 to design a shared vision and program recommendation for a community-rooted Ethnic Studies course that promotes student engagement and improves cultural awareness. Winters JUSD also implements a variety of supplemental supports and strategies to address students' needs. These include Positive Behavior Interventions and Supports (PBIS) teams at all school sites, social emotional curriculum,, school-based Coordination of Services Teams (COSTs), counselors and specialists to provide supportive interventions, and a virtual service coordination platform to connect students and families with mental health care. In the area of school safety, the District and City completed a traffic and safety study, resulting in recommendations for Waggoner Elementary School that will be implemented during upcoming construction projects, improved ingress and egress patterns at Shirley Rominger Intermediate School, installation of a new cross-walk at Winters Middle School, and parking lot updates at Winters High School. Staff also participate in an expanded menu of annual training to improve preparedness in the event of an incident or emergency. Further, the District has invested in updated safety features such as enhanced radio communication and additional security cameras. Met 2024-06-20 2024 57727020139436 Compass Charter School of Yolo 6 "This year, the school used its annual survey, which included questions from the Mental Health portion of the California Healthy Kids Survey, to help assess the perception of school climate. Although staff worked diligently to encourage participation, the participation rate was less than 20%-- low, but double last year’s 10% participation rate. The school began adopting Abre as a data analysis application and has been setting up the infrastructure to begin collecting and analyzing data. Abre offers a school climate survey that will be more accessible to scholars and the goal is to increase participation. Results of the mental health and school climate questions: Some data points of measuring student perceptions of student safety and connectedness are: There is a teacher or some other adult from my school... ""who really cares about me: Gr.5 67%; Gr. 6-8: 52%; Gr. 9-12: 63% ""who notices when I’m not there"": Gr. 5: 83%; Gr.6-8: 74%; Gr.9-12: 63% ""who listens to me when I have something to say"": Gr.5 100%; Gr. 6-8: 96%; Gr. 9-12: 88% I feel close to people at this school (Strongly Agree/Agree)... Gr.5: 83% Gr. 6-8: 48%; Gr.9-12: 56% I feel like I am part of this school (Strongly Agree/Agree)... Gr.5: 100% Gr. 6-8 82%; Gr.9-12: 88% I feel safe in my school. Gr.5: 100% Gr. 6-8 96%; Gr. 9-12: 96%" The data on student perceptions of safety and connectedness across different grade levels reveal key insights into the school environment. The perception of having a caring adult is highest in Grade 5 (67%), drops in Grades 6-8 (52%), and then increases again in Grades 9-12 (63%). This suggests a potential decline in perceived support during the middle school years, followed by a recovery in high school. Similarly, the perception that adults notice when I am not there is highest in Grade 5 (83%), decreases in Grades 6-8 (74%), and further drops in Grades 9-12 (63%). This consistent decline across grades highlights a need for better attendance monitoring and responsiveness as students advance through school. When it comes to feeling heard, Grade 5 students report the highest levels of being listened to by adults (100%), with a slight decrease in Grades 6-8 (96%), and a more noticeable decline in Grades 9-12 (88%). This suggests that while students generally feel heard, there is room for improvement, particularly in high school. Regarding peer connections, the sense of closeness to others is quite high in Grade 5 (83%), but it drops significantly in Grades 6-8 (48%), and then slightly improves in Grades 9-12 (56%). This indicates that middle school students, in particular, feel less connected to their peers, a critical period that may require targeted interventions to foster stronger peer relationships. The feeling of being part of the school follows a similar pattern: it is strongest in Grade 5 (100%), decreases in Grades 6-8 (82%), but somewhat recovers in Grades 9-12 (88%). This trend underscores the transitional challenges students face in middle school and the need for programs that reinforce school belonging during these years. Perceptions of safety remain consistently high, with 100% of Grade 5 students feeling safe, slightly dropping to 96% in Grades 6-8 and maintaining that level in Grades 9-12. This consistent high perception of safety is a positive aspect of the school environment, indicating that safety measures are effectively maintained across all grade levels. While the overall perception of safety is strong, there are significant dips in students' feelings of connectedness and being noticed, especially during the middle school years. To address these issues, schools should enhance attendance monitoring and responsiveness, implement programs to foster peer connections and a sense of belonging, particularly in middle school, and continue maintaining high safety standards. By focusing on these areas, the school can create a more supportive and connected environment for all students. Compass has identified as an area of opportunity, more consistent longitudinal data on social emotional learning and mental health, to guide program and service. Starting next school year, Compass will administer mySAEBERS, through Renaissance learning for more consistent SEL data collection and analysis. Compass will also work towards implementing the Abre school climate survey. With consistent and present data, Compass will better leverage its engagement opportunities and support services. Met 2024-06-22 2024 57727100000000 Woodland Joint Unified 6 The district administers the California Healthy Kids Survey annually to grades 5, 7, 9, and 11. There are four indicators that the district prioritizes: (1) perception of safety; (2) school connectedness; (3) meaningful participation; and (4) perception/reports of bullying. On the California Healthy Kids Survey given in February 2024, the following are the percent of students by grade level who perceive the school as safe or very safe: 5th grade - 67% 7th grade - 49% 9th grade - 48% 11th grade - 45% CCHS - 84% The following are the percent of students by grade level who report a high level of school connectedness: 5th grade - 67% 7th grade - 52% 9th grade - 46% 11th grade - 42% CCHS - 66% The percent of students reporting a high level of meaningful participation: 5th grade - 37% 7th grade - 24% 9th grade - 28% 11th grade - 22% CCHS - 19% The percent of 5th graders reporting an anti-bullying climate at school is 66%. The percent of students reporting having experienced any harassment or bullying is: 7th grade - 34% 9th grade - 27% 11th grade - 20% CCHS - 4% Compared to previous years, student perception of safety at 5th and 7th grade has been declining. In 2022, the percentage of fifth graders' who perceived their school as safe or very safe was 73%, compared to 67% in 2024. 7th graders declined from 53% to 49%. However, students in 9th grade increased from 40% to 48%, and 11th graders increased slightly from 44% to 45%. For school connectedness, all grade levels either maintained or declined in the percentage of students reporting a high level of student connectedness. From 2022 to 2024, fifth graders declined from 70% to 67%, 7th graders declined from 59% to 52%, and 11th graders declined from 43% to 42%. 9th graders maintained at 46% from 2022 to 2024. For the percentage of students reporting a high level of meaningful participation, the rate declined from 2022 to 2024 for 5th grade and 7th grade but improved for 9th and 11th grade. The bullying metric in the CHKS is new to the district. As a result of a Bullying Prevention and Intervention Evaluation Report that was conducted in 2023, the district has added this new metric as a baseline. The district has this year begun to upgrade school facilities using Measure Y bond funds to improve safety at school sites. Safety upgrades include gates, fencing, and cameras. The district will also continue to listen to students and families through surveys and focus groups in order to determine how to improve student perception of safety. For student perception of school connectedness and meaningful participation, the district is continuing to expand opportunities for students to provide input and serve in leadership roles. The district's LCAP for 2024-25 outlines how the district will be providing training for both teachers and students on youth engagement and leadership. Every school site has established goals related to the bullying metric, and district staff are establishing procedures and training for school site staff on data collection for bullying incidents, since the data on student perception of bullying does not match with the bullying incidents that are reported. Met 2024-06-25 2024 57727100121749 Science & Technology Academy at Knights Landing 6 "SciTech does the following to capture student perceptions of school safety and connectedness: SciTech administers our own survey in the fall and in the spring to 3rd to 6th graders. Although the California Health Kids Survey is also conducted and given to 5th graders, this year, there were so few surveyed that it did not generate a report. The results from our survey are not disaggregated by student groups. We will add this question next year and will be able to capture this data. After each survey, the principal conducts class meeting to go over the findings and ask for feedback. In addition SciTech has a Youth Advisory Council (YAC) comprised of 11 students in 4th through 6th grade. For each grade, one student is nominated by a teacher, one by the principal and one by the students, to make sure the YAC has a good representation of our student groups. This year we had 18% of mixed race, 27% Hispanic and 55% White students. Fifty percent of the students had an IEP or 504. The principal met with the YAC through out the year and after reviewing the students results. In addition, a student representative was part of our School Site Council and attended all the meetings. In terms of student connectedness and social-emotional well-being students responded in the following way and results were compared from the fall to spring: September 2023 110 students surveyed Connectedness 77% of students ""always feel safe at school"" 93% of students feel that their teacher/school wants them to do well. Social-emotional well-being 79% of students “feel they always/often have a reliable adult at Sci-Tech with whom they can talk and feel safe” 76% of students feel they always/often get along with other students March 2024 109 students surveyed Connectedness 79% of students ""always feel safe at school"" 94% of students feel that their teacher/school wants them to do well. Social-emotional well-being 80% of students “feel they always/often have a reliable adult at Sci-Tech with whom they can talk and feel safe” 72% of students feel they always/often get along with other students 2023-24 Student Results: https://docs.google.com/document/d/1X_gOCScWMZDiczkGU3TmLkaTAEMli7Y2MnD1-HAbAXU/edit?usp=sharing" Though we were unable to rely on the California Healthy Kids Survey for data, we are fortunate to have our student survey in place. Identified Needs: The surveys indicate several areas for improvement. Some students struggle with peer relationships and bullying. Others are unclear about playground and recess rules. Many feel they are not recognized for positive behavior. Additionally, there are complaints about the small size of the bathrooms and the taste of the water from the fill stations. Areas of Strength: One notable strength is our Advisory Youth Council (AYC). We conduct our surveys twice a year because we value student voice. The AYC has gone a step further by actively representing their peers' voices. After reviewing survey results, they gathered additional feedback from younger students and organized an anti-bullying assembly that was informative, entertaining, and engaging. They also visited classrooms to clarify playground rules and equipment use. Throughout the year, they led a campus beautification initiative and provided valuable feedback to teachers and principals. In the fall, the AYC made several suggestions: A sign reminding people to walk on the bark. Demonstrations of safe monkey bar use. Protocols for the wet, muddy area near the FRC. Ensuring everyone follows the rules for recess games like sharks & minnows. Marking the soccer area to guide foot traffic around it. In response, a video was created to demonstrate expected recess behavior, and teachers reviewed these expectations with their students. During the September meeting, students compared safety ideas with the school survey. They requested information on Lockdown drill procedures, which the principal explained. They also expressed concern about the back fence's height. At the May 16th meeting, the AYC provided input on improving SciTech. Their comments included: What They'd Like to See: Consistent game rules for both upper and lower grades. Clear expectations for play areas at recess. Explanations of the reasons behind the rules. How They Are Feeling: A lack of desire to come to school. Boredom with repeated content and a desire to learn more. Excitement for summer as the school year ends. Preference for video games over school activities. What They Worry About: The impact of a previous school lockdown on their feelings of safety. The need for respectful language, with teachers and students holding each other accountable. Ideas: An anonymous report box. More varied lockdown drill scenarios. Sharing strategies for staying calm during lockdowns. Clear instructions on where to go during lockdown practices if they need to move away from doors and windows. Our Advisory Youth Council reflects the concerns of all our students. We prioritize building strong relationships with our students and remain open to their thoughts, ideas, and concerns. SciTech will continue to administer our own student survey in the fall and spring each year. We will add a question to the survey that will help us disseminate student groups. Our Youth Advisory Council (YAC) will continue to be a diverse and accurate representation of our student groups. Based on the feedback given by the YAC, we will continue to be diligent about creating a safe environment, setting clear expectations for student behavior in the classroom and at recess, and ensuring that all students are held to the same standard of conduct. Met 2024-06-12 2024 58105870000000 Yuba County Office of Education 6 California Community School Partnership Program (CCSPP) conducted a needs assessment survey in Fall 2023. The number of responses is numerically insignificant and therefore data is not disaggregated by student groups. The overall feedback indicates that there is a need to increase school connectedness. The data also suggests that students, parents and families see school as a safe, caring place and want to see an increase of engagement opportunities. Overall feedback indicates that students, parents and families need the school to offer more engagement opportunities to support mental health and wellness, social emotional well-being, and pro-social youth engagement activities. Additional actions have been added to the 2024 Local Control Accountability Plan (LCAP) to increase parent and family engagement opportunities. Met 2024-06-20 2024 58105870117242 Yuba Environmental Science Charter Academy 6 YES administered the California Healthy Kids Survey in a previous year, but received a response that our number of responses were too few to receive a report. We pivoted to administering our own surveys. The significant student groups at YES are 1) Low SES, 2) Hispanic and 3) White. Our Low SES was reported at over 90% on the previous dashboard. In the surveys this group did not deviate significantly in any of the survey questions from the whole school response. Hispanic students reported a different response than White and Low SES in one category related to satisfaction with the bus service. This will be discussed further is Prompts 2 and 3. Key learnings in TK-5 are that students reported three areas of strength. These are:1) Participating in lessons in the school garden, 2) Eating produce from the school garden in their school breakfasts and lunches, and 3) Participating in the push-in art classes. 3rd, 4th, and 5th grade students reported two areas of need. 1) They were sometimes “bullied” at recess. 2) The yard duty staff was sometimes not perceived as fair in their treatment of students. Key learning in 6th through 8th grades are that students perceived three areas of strength. These are: 1) Taking field trips related to their environmental science PBL, 2) Supportive relationships with select teachers, and 3) Participating in push-in art classes. They reported three areas of need. These are: 1) Desire for improved PE, 2) The perception that cell phone policy is inconsistently enforced, and 3) The desire for shorter amount of time spent on the bus ride. This was reported by Hispanic students. Our analysis is that Hispanic students tend to live in the furthest community from the school. YES will reassign an effective staff member to manage the yard duty staff. We will train yard duty staff in de-escalation and conflict resolutions skills. To improve 6-9 students’ PE experience, we will hire a new PE teacher and institute a curriculum of high interest PE lessons. For example, we are in the planning stages of building a disc golf course. We have made plans to shorten the time students spend riding the bus by adding a second bus. This will divide the current single bus route into two shorter bus routes. We have an additional bus driver in training. To improve the consistency of the enforcement of the cell phone policy, we are planning for the office to create a protocol for cell phone collection and safe storage. This will create a centralized and consistent enforcement of the cell phone policy. Met 2024-06-27 2024 58105875830112 Yuba County Career Preparatory Charter 6 Grades K-5 YCCPCS administered a PBIS climate survey to elementary grade levels. This is a very small group of students, and there were too few responses for the data to be considered valid. Grades 6-12 YCCPCS is in year one of implementing the Mosai CoVitality Survey, an evidence-based survey that provides insights and recommendations to improve school climate and support students' thrive. This assessment uses CASEL SEL evidenced-based framework through a student self-reporting online survey tool. This tool measures 12 key strengths and assets to students' success. The survey does not disaggregate data by student groups. YCCPCS reports students in the three lowest risk groups: High Thriving, Moderate Thriving, and Getting By. These three groups, by publisher definition, have low or no concerns. YCCPCS is also tracking the following strength indicators in two subcategories that should significantly impact overall scores: Persistence and Gratitude. YCCPCS will also report the peer and school support subcategories, overall life satisfaction reported by students on a 1-100 scale, and the student average in school connectedness for this local indicator requirement. CoVitality provides individual student-level reports the counselor uses when meeting with students and parents. FALL TO SPRING 23-24 DATA (BASELINE) Each administration's participation rate was approximately 65% of the 8-12 student population. • % of students not at risk: 42% (-16%) • % persistence as a strength: 30% (+7%) • % gratitude as a strength: 49% (+11%) • % peer support as a strength: 64% (+7%) • % school support as a strength: 49% (+11%) • Life satisfaction score: 48 (+1)/ Low Average • School connectedness score: 55 (+1)/ Average In the first year of implementation and the first with a 1.0 FTE school counselor, YCCPCS administered the survey twice and developed a plan based on the disaggregated data. While there was an overall implementation dip in the percentage of students not at risk, further exploration of the data revealed that students in the highest-risk groups decreased and moved to the moderate-risk categories. The data also indicates consistent growth in the four subcategories reported with the greatest increases in school support and gratitude. By all indicators, students feel supported by school staff, and the school climate is positive. While students' overall life satisfaction range is 'low average,' students seem to benefit from school connectedness, where the score is 'average.' The goal for next year is to increase participation in the survey to 80%. In the first semester, the counselor only met with the students falling into the high and moderate-risk groups, and all students declined individual and group counseling opportunities. In Spring, the counselor will contact parents (when the student is not an adult) and offer to meet with both parent and student to review the results of the survey and offer services. The reports provide a lens through strength-based reporting and identify areas for growth. In the 24-25 school year, the school counselor will provide group meeting opportunities for students, and school-wide, we are developing language and lessons to strengthen Persistence and Gratitude. The evidence supports that if we can strengthen these two traits, we will impact others, credit completion, and, ultimately, high school graduation. Met 2024-05-28 2024 58727280000000 Camptonville Elementary 6 We provide the CHKS each year to collect data from students and families. Our participation level is so low that data cannot be accurately used to provide any meaningful outcomes and cannot be reported as it can identify the few individuals who do respond. Due to this, we are extremely limited in how the data can be used. Met Of the 48 students in the school only 5 have participated in climate survey work and only 2 parents have. Parents actively refuse participation. 2024-06-18 2024 58727286115935 CORE Charter 6 "CORE Charter School annually asks its students to report on their sense of safety and connectedness through a school-wide survey. It does this because these are elements the school regards as highly important for its students. According to our 2023/24 survey of our TK-12 students, 79.31% say they usually feel a sense of connectedness to CORE Charter School and 10.34% say they sometimes feel a sense of connectedness to CORE Charter School; students feel safe (Usually: 86.21%, Sometimes 13.79%) and feel like they can be themselves. The surveys show that students appreciate the opportunity and thrive at the learning center, where they may engage with peers and adults. CORE students demonstrate their respect for each other and their teachers to a remarkable degree. Students report strong connections to their teachers. Students feel they can turn to a teacher with a problem. Many feel that the safety CORE ensures helps them reach their goals. A result that captures this sense of safety and connectedness is that students agree with this statement: ""I would recommend CORE Charter School to my friends."" Ninety-one percent of parents surveyed felt that CORE staff and teachers have successfully created and maintained a learning environment that support the social-emotional well-being of their student. Eighty-three percent confirmed that CORE supports their child with school-related anxiety. " CORE strives to address the social-emotional learning needs of all our students and will continue to promote positive mental health in our interactions and plans. CORE seeks to add practical and meaningful SEL components to its program. In 2022-23 CORE piloted an SEL curriculum in leadership courses and provided class opportunities for students. Our school psychologist offered small group sessions to offer support and promote healthy coping skills for students. These practices will continue in the 2024/25 school year. CORE considers a healthy school culture an absolute to effective learning and therefore looks for opportunities to promote a safe and welcoming environment. CORE staff plans to reach out to families not participating in our many in-person activities (classes, services, field trips, and events) to ensure that we eliminate any barriers to involvement. Goal 3 in the 2024/25 LCAP contains numerous actions designed to improve school climate and the safety and connectedness of educational partners. We plan to conduct a health awareness campaign to encourage positive habits; offer anxiety support groups; and additional suicide prevention training will be offered to staff and student leadership. Met 2024-06-27 2024 58727360000000 Marysville Joint Unified 6 Grade 5: MJUSD surveyed 5th-grade students to understand how our elementary students view school safety and connectedness. Statistically, an equal number of males and females participated in the survey. Students were asked five questions using a 3-point Likert scale, with one being low and three being high. Grade 7: MJUSD used the HKS to determine school connectedness and safety. More males (52%) than females (44%) and others (3%) reported. 51% of the participants were Hispanic/Latino, 18% white, and 12% Asian, making up the largest subgroups. Grade 9 and 11: MJUSD used the HKS to determine school connectedness and safety. This survey was administered in both 9th and 11th grade. 9th grade reported 51% males, 46% females, and 3% other. 11th grade reported 56% male, 49% female, and 5% other. In both grade levels, Hispanic (47% & 44%) was the largest subgroup, followed by White (22% & 26%), then Asian (10% & 14%). Grade 5: When considering the data from the survey, four of the five questions had the highest response of 3 (well connected or safe) in schools, and one question had the highest response of 2 (neutral). When considering the lowest response of 1, all questions had 13% or less of students with this response. These results suggest that MJUSD elementary students feel connected and safe in their school. Grade 7: When considering the data from the survey, 49% of students felt connected to school, 56% reported having a caring adult, 29% reported schools in good condition, 50% had parental involvement, 47% perceived schools as safe, 41% experienced harassment/bullying, 29% experienced cyberbullying, and 11% have seen a weapon on campus. Based on these results, about half of our middle school students feel connected to schools and safe. However, the impression of school facilities' upkeep is negative. Grade 9 & 11: When considering the data from the survey, 41%/44% of students felt connected to school, 52%/62% reported having a caring adult, 25%/25% reported schools in good condition, 34%/32% had parental involvement, 41%/40% perceived schools as safe, 30%/30%experienced harassment/bullying, 22%/22% experienced cyberbullying, and 14%/14% have seen a weapon on campus. Based on these results, our high school is moderately feeling disconnected from school and safe. Schools continue to be perceived as needing upkeep. MJUSD recognizes the ongoing need for school connectedness and safety. As such, MJUSD continues to invest in and support the PBIS program and update our facilities for safety and modernization. More security cameras have been installed, and active construction at two sites. Foothill is getting a full facelift, with the interior of the building being redesigned for safety and modernization. Covillaud Elementary is in the process of adding classrooms to replace existing, old portables. MJUSD has school counselors at all levels (elementary, middle, and high schools) to support students' social and mental health. The Director of Wellness is working with students and school counselors to ensure access to school and community support. Met 2024-06-25 2024 58727360121632 Paragon Collegiate Academy 6 Discussions with student representatives show that the student’s at Paragon Collegiate Academy feel safe and connected. The various extracurricular programs which have been implemented such as FFA and athletics have shown that students are more connected to the school due to the high volume of participation in said activities. Discussions with student, parent, and school groups reveal strengths such as high academic and social expectations, caring staff, and strong administrative support. These discussions also address additional course offerings such as CTE courses, improvement of PE program, and improvement of elective courses. Paragon Collegiate Academy is and will always be seeking strategies to improve on every facet of the institution. Paragon administrators believe strongly in educating the whole child and thus must continue to provide resources and opportunities for our students to be successful. Paragon will continue to build the FFA program, and solidify its athletic program and other extracurricular programs. Met 2024-06-20 2024 58727365830138 Marysville Charter Academy for the Arts 6 For the 22-23 school year, our school's California Healthy Kids Survey results were combined with those of our greater district, with no way to disaggregate them available to us. The numbers show that percentage wise, our school has more student responses than any other in the district, but because of the total number of responses both by school and students, mining actual data useful to us is impossible. Because of the way the data is and because we wanted to be able to do more with it, we contracted this spring with CoVitality through the Mosaic Network. Our plan is to survey all of our students this Spring with three purposes in mind--1) to get them familiar with the program for next year; 2) to gauge where they are this year; 3) to take advantage of the program's ability to generate individual parent letters with useful data from their students. See prompt 2 above. We will use the CoVitality Survey next year as a pre and post survey and will be able to drill down earlier in the year, based on student responses, to see if there are any students in need of intervention or connection to services. Met 2024-06-25 2024 58727440000000 Plumas Lake Elementary 6 PLESD administers and analyzes the California Healthy Kids survey every year for our 7th grade students. PLESD also administered and analyzed a student survey in grades T/K-8 focused on school climate with an emphasis on bullying and mean behavior. These surveys showed that overall we have very positive school climates at all three schools. They also gave us direction on developing an anti-bullying plan and implementing a social and emotional curriculum. Students feel very connected to the school and feel safe when coming to school. PLESD will continue to focus on the social and emotional growth of our students. Students continue to say that students are mean to each other more than they should. Students also report some bullying that takes place but most of what they encounter is students being mean to one another. PLESD will continue its focus on the social and emotional development of our students. The anti-bullying initiative will continue to be a high priority for all school sites. Work will continue to build school cultures in which all students feel like they belong. Met 2024-06-20 2024 58727510000000 Wheatland 6 This is not in the LCAP specifically. Our students do take the California Healthy Kids Survey every two years and those results are used to measure our student climate. They are reported in a Public Board Meeting in September. Also, students are asked to take different surveys on a regular basis including bullying surveys, school climate surveys and other surveys that look at the climate of the individual schools and the District. The schools look at their discipline on a regular basis in order to determine the climate shifts. The schools have regular Reni Rallies to promote a positive school climate and environment. Analyzing data from our bullying surveys, our school climate surveys, and other related surveys can yield invaluable insights into understanding the dynamics within a school environment. Here are some key learnings that we have derived from these surveys: We can help identify specific demographics or groups within the school community that are more vulnerable to bullying or harassment. This could include factors such as gender, ethnicity, sexual orientation, or disability status. Understanding these patterns is crucial for targeted interventions and support. We have found that bullying is an ongoing issue at schools throughout the nation. By examining the frequency and types of bullying reported in surveys over time, we can gain insight into the prevalence and trends of bullying behavior. This can help in assessing the effectiveness of anti-bullying initiatives and in developing strategies to address emerging issues. School climate surveys provide information about the overall atmosphere and culture within the school. Analyzing data from these surveys can reveal areas of strength, such as positive relationships between students and staff, as well as areas for improvement, such as perceived levels of safety and inclusivity. Our school climate is a strength, and our students feel valued and safe while on our campuses. The Reni Rallies are a key feature that promotes the positive behaviors and academics of our students. Our surveys can shed light on students' attitudes and behaviors regarding reporting incidents of bullying or harassment. This includes their perceived barriers to reporting, such as fear of retaliation or a lack of trust in the reporting process. Addressing these barriers is essential for ensuring that incidents are properly addressed and that students feel supported. We have a anonymous reporting system in place to help those that find a barrier of reporting outright. Our schools implement various intervention programs aimed at preventing bullying and promoting positive behavior. Our administration is on top of the reports and they have many programs that enhance positive behaviors such as Merit Trips, Reni Rallies, Flew Free days, etc. Overall, analyzing data from bullying surveys, school climate surveys, and other relevant sources provides valuable insights into the needs and strengths of a school community. By leveraging this information, our schools can develop targeted interventions and policies to create a safer and more supportive learning environment for all students. Overall our bullying issues are minimal but they are there and it is our job to work to make sure our schools are safe for all students Met 2024-06-26 2024 58727516118806 Wheatland Charter Academy 6 Not Met 2024 58727690000000 Wheatland Union High 6 Survey Data Summary The local climate survey, which includes data from the Belonging, Connection, Engagement survey, provides insights into the school environment at Wheatland Union High School District. The survey disaggregates data by various student groups, including Hispanic, Black, Native American, students with disabilities (SPED), and English Language Learners (ELL). Belonging: Overall: High (65%), Low (13%) Hispanic: High (82%), Low (4%) Black: High (67%), Low (13%) Native American: High (60%), Low (25%) SPED: High (44%), Low (30%) ELL: High (54%), Low (19%) Connection: Overall: High (75%), Low (14%) Hispanic: High (82%), Low (6%) Black: High (57%), Low (13%) Native American: High (60%), Low (33%) SPED: High (62%), Low (30%) ELL: High (69%), Low (19%) Engagement: Overall: High (53%), Low (26%) Hispanic: High (50%), Low (19%) Black: High (43%), Low (20%) Native American: High (31%), Low (26%) SPED: High (26%), Low (44%) ELL: High (35%), Low (26%) Key Learnings: Strengths: The data reveals that the sense of belonging and connection among students is a significant strength. A high percentage of students report moderate to high levels of belonging (87%) and connection (86%). Hispanic students, who are part of the historically underserved groups, reported higher levels of both connection and engagement, reflecting successful implementation of inclusive practices. Areas of Concern: The data highlights specific groups, such as Native American students, students with disabilities, and English Language Learners, who report lower levels of belonging and connection. Engagement levels across the school are concerning, with 26% of all students reporting low levels of engagement and only 53% reporting high levels. This is particularly notable among Black, Native American, students with disabilities, and ELL students. Identified Needs: Targeted Interventions: There is a clear need for targeted interventions to improve belonging and connection for Native American students, students with disabilities, and English Language Learners. Engagement Improvement: Strategies to increase overall student engagement, with a specific focus on the aforementioned groups, are necessary. This includes addressing the disparities in engagement levels to ensure that all students feel actively involved and invested in their learning. Proposed Changes: Continued Focus on Belonging and Connection: Maintain and enhance current efforts in fostering a sense of belonging and connection within the school community. Implement universal strategies (Tier 1) across all classrooms to ensure a consistent and inclusive environment. Targeted Interventions for Specific Groups: Develop and implement specific group-based interventions (Tier 2) tailored to the needs of Native American students, students with disabilities, and English Language Learners. Conduct empathy interviews with small groups of students from these demographics to identify effective approaches. Enhancing Student Engagement: Embark on a multi-year initiative to transform the classroom experience to foster higher levels of student ownership and engagement in learning. Implement effective practices that support student voice and choice, inquiry, and project-based learning. Connect learning to students’ lives and communities to make education more relevant and engaging. Professional Development: Provide training for teachers and staff on inclusive practices and strategies to support student engagement. Focus on equity, inclusivity, mental health training, and targeted support for historically underserved groups. Monitoring and Continuous Improvement: Regularly assess the effectiveness of implemented strategies through surveys and data analysis. Use feedback from students, parents, and staff to make informed decisions and adjustments to plans and policies. By implementing these changes, Wheatland Union High School District aims to create an inclusive, engaging, and supportive learning environment where all students can thrive. Met 2024-06-27 2024